JCPSLP Vol 22 No 1 2020

to quantitative paradigms. It is in this introductory section that Lyons and McAllister frankly discuss reasons to include people with communication disorders in qualitative research. They consider a human rights perspective and how people with communication disabilities are too often excluded from qualitative research because of the assumption they cannot participate. They cite the World Health Organization’s International Classification of Functioning, Disability and Health (ICF), and how qualitative data can complement traditional speech pathology

DePompei, R., & Blosser, J.L. (2019). Pediatric traumatic brain injury: Proactive intervention (3rd ed.). Plural Publishing Inc; ISBN-10: 1635500419, ISBN-13: 978-163550041 Dr Jeanne Marshall

Pediatric Traumatic Brain Injury: Proactive Intervention (3rd ed.) is a holistic and family-centred foray into the world of cognitive- communication impairment and the impact that this has on the child and family. This is a well- rounded textbook that provides both evidence-based guidance regarding cognitive-communication impairment post traumatic brain

tests. They also consider evidence-based practice and how qualitative research can help inform patient preferences and values. Last, they argue that patient and public involvement in health care and research is necessary and qualitative methodologies can help promote such involvement. Also included in the introductory chapter is

injury (TBI), and a number of practical resources to assist the speech-language pathologist and the interprofessional team to navigate assessment and treatment in this complex area. The inclusion of an ongoing case example throughout the book is a useful reminder of the importance of focusing on strengths rather than just impairments, and including the family as the centre of the team. The book is divided into four key sections, and a set of appendices. Section One is reasonably general, and there are some references to American laws and health systems that may not be relevant for an Australian audience. Chapter 1 does, however, present a succinct introduction to TBI for a clinician new to this area. Section Two describes assessment for cognitive- communication impairment, with chapter 5 presenting some excellent practical suggestions for informal assessment, which can often be more valuable for informing goals than formal assessment in isolation. Table 5–2 in particular provides some useful prompt questions for decision-making around different areas of strength and challenge. Chapter 6 includes guidance for assessment of the environment and people in the child’s environment that may be having an impact on the child’s ability to integrate from a functional perspective. Management and treatment for cognitive-communication impairments resulting from TBI is well addressed in Section Three. Chapter 7 provides valuable guidance for goal- setting, with a structured proforma and some examples presented across specific areas of challenge (e.g., receptive language, expressive language, social/pragmatic language). The information in chapter 9 is perhaps the most useful: the authors provide extensive guidance for supporting integration within the school environment, including a teacher interview guide and a classroom observation tool. The final section pulls it all together with a checklist of proactive intervention steps to be taken in order to support the child and family from the time of initial transition from the acute care environment to, later, their learning journey. Finally, the appendices provide a set of useful resources to support classroom strategies and suggested solutions to different areas of challenge. In summary, this book would be a useful resource for a beginner to intermediate clinician with an interest in TBI and/or supporting children with acquired cognitive- communication impairments to transition from the acute environment back into the home and school environment. This would be valuable to a range of clinicians, from those working in an acute care environment, to those based in educational facilities. The book does a wonderful job of focusing on the bigger, long-term, “real-life” picture for these children and their families.

a useful introduction to the major qualitative research paradigms which provides the necessary background knowledge for the more detailed chapters in section II. Section II includes nine chapters each dedicated to a major qualitative research paradigm, covering: conversation analysis, critical discourse analysis, discourse analysis, ethnography, grounded theory, narrative enquiry, participatory approaches, phenomenology and qualitative case study. The extensive experiences and international backgrounds of the contributing authors is immediately apparent when first opening this text and throughout the chapters dedicated to the major qualitative research approaches. There are numerous case studies written by the chapter authors demonstrating how each qualitative approach has been applied to research in communication disorders. These case studies are an invaluable learning tool and are what make this book distinct from other qualitative research methods books. There is an emphasis on the practicalities of using each methodology and ensuring rigour of each approach. Section III explores the specific details of qualitative methods such as sampling strategies and sources of data generation. Section IV is dedicated to ensuring qualitative rigour. Both section III and IV provide a very useful starting point for those wanting to collect qualitative data. Section V and VI are perhaps the most useful for understanding the practicalities of how methods such as interviewing, observation and ethnography can be applied to research in communication disorders. Readers should take time to review the chapter on ethics in section VI which includes a number of reflections by editor Lyons. Section VII, the concluding chapter, reiterates the passion that Lyons and McAllister have for qualitative research and how it can be applied to children and adults with communication disorders to ensure their meaningful engagement in research and to shape the future of our field. All in all, this book is a wonderful introductory text useful for anyone wanting to undertake qualitative research in communication disorders.

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JCPSLP Volume 22, Number 1 2020

Journal of Clinical Practice in Speech-Language Pathology