Language Disorders in Children: Fundamental Concepts of Assessment and Intervention (Pearson Communication Sciences and Disorders)

For language disorders courses Students learn how to analyze, synthesize, evaluate, and link the information they are learning about language disorders–and to think like a speech-language pathologist. This text is more than an introductory look at language disorders. It goes beyond basic concepts and basic definitions to teach students how to analyze, synthesize, evaluate, and link the information they are learning. It offers readers opportunities for higher-order learning, while preparing students to become careful evaluators of information, as well as adept problem solvers. Organized by disorder groups and theme, Language Disorders in Children helps students easily make connections between theoretical information and clinical practice through a number of thoughtful features such as case histories, clinical decision trees, and hot topic discussions. It’s an approach that meets the needs of today’s students to learn lifetime critical thinking skills, to see relationships between isolated ideas and facts, and to think like a speech-language pathologist. Cover Title Page Copyright Page About the Author Preface Acknowledgments Contents 1 The Foundations of Language and Clinical Practice Definitions and Background Information: Language Disorders The Speech Chain Form, Content, and Use: The Cornerstones of Language Evidence-Based Practice: A Cornerstone of Clinical Practice EBP: Internal and External Evidence EBP: Evaluating Research Quality EBP: Factors Contributing to Research Quality EBP: Evaluating the Quantity of Data and Using Data to Make Clinical Decisions EBP: Final Thoughts Summary Discussion and In-Class Activities Chapter 1 Case Study 2 Language Theory and the Communication Subdomains Language Development: Nature Versus Nurture Behaviorism Theory Constructivist Theory Social Interactionist Theory Emergentist Theory The Five Communication Subdomains Subdomain 1: Early Pragmatic Skills Joint Visual Attention Development of Early Pragmatic Functions Early Discourse Skills within Communication Subdomain 1 Clinical Implications for Communication Subdomain 1 Subdomain 2: Vocabulary Development Clinical Implications for Communication Subdomain 2 Subdomain 3: Multiple-Word Combinations Clinical Implications for Communication Subdomain 3 Subdomain 4: Morphosyntax Development Clinical Implications for Communication Subdomain 4 Subdomain 5: Advanced Pragmatic and Discourse Development Clinical Implications for Communication Subdomain 5 Summary Discussion and In-Class Activities Chapter 2 Case Study 3 Assessment of Language Disorders Assessment Tools Defining Norm-Referenced, Criterion-Referenced, and Dynamic Assessment Advantages and Disadvantages of Assessment Tools Psychometric Features of Assessment Assessment Process Screening Diagnosis and Identifying Potential Intervention Targets Synthesizing Assessment Results, Counseling Families, and Writing Reports Summary Discussion and In-Class Activities Chapter 3 Case Study 4 Decision Making in Assessment and Intervention A Model of Decision Making Critical-Thinking Parameters Questioning as a Tool for Critical Thinking Decision Trees as a Tool for Critical Thinking Decision Making: Assessment Response to Intervention Prevention Case Example: Decision Making During Assessment Decision Making: Intervention Goals of Intervention: Infants, Toddlers, Preschoolers, and School-Age Students Critical-Thinking Questions during Intervention: Considering Underlying Language Theory Public Policy (IDEA) and Decision Making Student Motivation and Decision Making Backward Design Case Example: Decision Making in Intervention Decision Making: Environment Routines-Based Interviewing Classroom Contexts for Remediation Case Example: Decision Making and the Environment Decision Making: Progress Monitoring and Dismissal Progress Monitoring Dismissal from Therapy Case Example: Decision Making in Progress Monitoring Summary Discussion and In-Class Activities Chapter 4 Case Studies 5 Principles of Intervention Structuring and Planning Intervention Intervention Techniques and Their Relationship to Language Theory Structuring Intervention: The Continuum of Naturalness Writing Intervention Goals Selecting a Goal Attack Strategy Keeping Data during Intervention Implementing Effective Interventions Effective Intervention: Pragmatics Domain Effective Intervention: Morphology and Syntax Domains Effective Intervention: Semantic Domain Summary Discussion and In-Class Activities Chapter 5 Case Study 6 Children with Specific Language Impairment Definition, Prevalence, Causation, and Major Characteristics Definition Major Characteristics Associated Problems Connections Children’s Social Communication Peer-Mediated Intervention Approaches Assessment Parent–Child Interaction Assessments Curriculum-Based Language Assessment Intervention Intervention Approach: Enhanced Milieu Teaching (EMT) Intervention Approach: Conversational Recast Training (CRT) Intervention Approach: Sentence Combining (SC) Intervention Summary Discussion and In-Class Activities Chapter 6 Case Study 1 Chapter 6 Case Study 2 7 Children with Hearing Loss Description of the Disorder Prevalence Types of Hearing Loss Variations in HL by Race/Ethnicity Degree of Hearing Loss Auditory Perceptual Problems Causation, Risk Factors, and Communication Impairments Factors Influencing Outcomes for Children with Hearing Loss Early Detection Neuroplasticity Choosing a Communication Modality Family Involvement in the Remediation Process Connections Counseling Parents of Children with Special Needs The Grief Process Family Role in Intervention Assessment and Progress Monitoring Assessment Tools Intervention Learning to Listen Language Experience Books Summary Discussion and In-Class Activities Chapter 7 Case Study 8 Children with Intellectual Disability Description, Prevalence, Causation, and Major Characteristics Description of ID and the Ecological Model Prevalence Causation and Risk Characteristics of ID and the Implications for Remediation Connections Language Delay vs. Language Disorder Form, Content, and Use within Subtypes of ID Assessment Limitations of Norm- Referenced Assessments for Individuals with ID Functional Assessment Achieving Communication Independence: A Comprehensive Guide to Assessment and Intervention Intervention Intervention Approach: Functional Communication Approach Intervention Approach: It’s Fun Program Intervention: Supporting the Student’s Transition to the Workplace Summary Discussion and In-Class Activities Chapter 8 Case Study 9 Children on the Autism Spectrum Description of the Disorder Characteristic Deficits of ASD Communication and Social Differences Prevalence of Autism and Co- Occurrence of Other Disorders Causation/Risk Factors Connections Developmental Issues Family Involvement Assessment and Progress Monitoring: Autism Identifying Children with Potential ASD: Screening Assessment of Verbal and Nonverbal Communication Functions Ongoing Progress Monitoring Intervention Intervention Approach: Applied Behavior Analysis (ABA) Intervention Approach: SCERTS Summary Discussion and In-Class Activities Chapter 9 Case Study 10 Early Literacy, Reading, and Writing for School-Age Children The Role of the Speech-Language Pathologist in Reading and Writing Emergent Literacy Prevention of Reading Disability in Young Children at Risk for Reading Failure Primary Targets of Emergent Literacy Prevention Programs Assessment of Children’s Early Literacy Skills Early Literacy Interventions: The Embedded- Explicit Approach Cultural Considerations in Emergent Literacy Development School-Age Children with Language Impairment School-Age Students: Phonological Awareness School-Age Students: Narratives School-Age Students: Spelling School-Age Students: Reading Comprehension School-Age Students: Writing Working with Teachers Cultural Considerations in Reading and Writing Development for School-Age Children Reading and Writing Interventions for Students with Significant Levels of Impairment The I-to-I Model: Overview I-to-I Model: Level I I-to-I Model: Level II I-to-I Model: Level III I-to-I Model: Level IV I-to-I Model: Level V Intervention for Students with Reading and Writing Disability: Evidence-Based Practices Explicit Phonological Awareness Intervention Writing Lab Approach Summary Discussion and In-Class Activities Chapter 10 Case Study 11 Augmentative and Alternative Communication (AAC) and Children with Language Disorders Background and Description AAC System Multi-modal Communication AAC System Components AAC Symbols AAC Aids AAC Strategies AAC Techniques AAC Selection Set What Is not Considered AAC? Assessment Identification of Communication Needs and Participation Patterns Symbol Assessment Feature Matching Feature Matching, Mobile Technology, and Communication Apps Intervention The System for Augmenting Language (SAL) Visual Scene Displays (VSDs) Picture Exchange Communication System (PECS) Connections Multicultural Challenges Summary Discussion and In-Class Activities Chapter 11 Case Study 1 Chapter 11 Case Study 2: Focus on Multicultural Issues Appendix A: A Tutorial: The Meaning of Standard Scores Appendix B: T-Unit Analysis Appendix C: Report Writing Appendix D: Language Sample Analysis Worksheet Appendix E: Tutorial on African American English and Identifying a Language Disorder vs. a Language Difference Glossary A B C D E F G H I J K L M N O P Q R S T U V W Z References Index A B C D E F G H I J K L M N O P Q R S T U V W Y Z Uploaded by [StormRG] This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. This text is more than an introductory look at language disorders. It goes beyond basic concepts and basic definitions to teach students how to analyze, synthesize, evaluate, and link the information they are learning. It offers readers opportunities for higher-order learning, while preparing students to become careful evaluators of information, as well as adept problem solvers. Organized by disorder groups and theme, Language Disorders in Children, 2/e helps students easily make connections between theoretical information and clinical practice through a number of thoughtful features such as case histories, clinical decision trees, and hot topic discussions. It's an approach that meets the needs of today's students to learn lifetime critical thinking skills, to see relationships between isolated ideas and facts, and to think like a speech-language pathologist. This text is more than an introductory look at language disorders. It goes beyond basic concepts and basic definitions to teach students how to analyze, synthesize, evaluate, and link the information they are learning. It offers readers opportunities for higher-order learning, while preparing students to become careful evaluators of information, as well as adept problem solvers. Organized by disorder groups and theme, this text helps students easily make connections between theoretical information and clinical practice through a number of thoughtful features such as case histories, clinical decision trees, and hot topic discussions. It is an approach that meets the needs of today's students to learn lifetime critical thinking skills, to see relationships between isolated ideas and facts, and to think like a speech-language pathologist This text is more than an introductory look at language disorders. It goes beyond basic concepts and basic definitions to teach students how to analyze, synthesize, evaluate, and link the information they are learning. It offers readers opportunities for higher-order learning, while preparing students to become careful evaluators of information, as well as adept problem solvers. Organized by disorder groups and theme, this book helps students easily make connections between theoretical information and clinical practice through a number of thoughtful features such as case histories, clinical decision trees, and hot topic discussions. It's an approach that meets the needs of today's students to learn lifetime critical thinking skills, to see relationships between isolated ideas and facts, and to think like a speech-language pathologist