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Language Disorders from Infancy Through Adolescence : Assessment and Intervention,9780323006606
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Language Disorders from Infancy Through Adolescence : Assessment and Intervention

by
Edition:
Map
ISBN13:

9780323006606

ISBN10:
0323006604
Format:
Hardcover
Pub. Date:
10/12/2000
Publisher(s):
Mosby
List Price: $82.95
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Summary

LANGUAGE DISORDERS FROM INFANCY THROUGH ADOLESCENCE, 2nd Edition provides readers with the information they need to properly identify and assess childhood language disorders and to provide appropriate treatment. The book, divided into three sections and a total of fifteen chapters, covers the entire developmental period while also delving into additional concepts that are important to the practice of child language disorders, including prevention, syndromes associated with language disorders, and multicultural practice. Comprehensiveness makes it the ideal textbook for the student, and an excellent reference source for the practitioner First-person writing style contributes to readability and ease of comprehension, making the material highly accessible Includes a comprehensive resource list, useful for research and learning while in school as well as post-graduation Provides cutting-edge information on all topics, ensuring that the student learns the most up-to-date material available Case studies and vignettes throughout the book demonstrate how the information presented in the chapters can be applied in clinical practice Study guides are included at the end of each chapter to make reviewing specific information easy Multicultural approach deals with considerations for working with children of all races and backgrounds Comprehensive Author index allows the reader to quickly locate information referenced within the text and in the field of speech language pathology

Author Biography

Rhea Paul is Professor Communication Disorders Southern Connecticut State University and Yale Child Study Center New Haven, CT.

Table of Contents

Section I Topics in Child Language Disorders 1(198)
Definitions and Models of Language Disorders in Children
3(18)
Definitions of Child Language Disorders
3(4)
A Brief History of the Field of Language Pathology
7(1)
Terminology
8(2)
Models of Child Language Disorders
10(11)
Principles of Assessment
21(41)
The Diagnostic Process
21(2)
Making Assessment Decisions
23(27)
The Hard-to-Assess Child
50(1)
Integrating and Interpreting Assessment Data
51(11)
Principles of Intervention
62(35)
The Purpose of Intervention
62(1)
How Intervention Can Change Language Behavior
63(1)
Developing Intervention Plans
64(26)
Evaluating Intervention Outcomes
90(7)
Causation and Prevention in Child Language Disorders
97(19)
Causes of Language Disorders in Children
98(10)
Prevention of Language Disorders in Children
108(8)
Special Considerations for Special Populations
116(49)
Mental Retardation
117(6)
Language Disorders Associated with Sensory Deficits
123(7)
Disorders with Environmental Components
130(4)
Communication in Psychiatric Disorders
134(13)
Acquired Disorders of Communicative Function
147(6)
Specific Language Disorders
153(12)
Child Language Disorders in a Pluralistic Society
165(34)
Defining Language Differences
166(1)
Communication in America's Cultures
166(8)
Assessing Culturally and Linguistically Different Children
174(12)
Language Intervention with the CLD Child
186(13)
Section II From Birth to Brown's Stage V 199(186)
Assessment and Intervention in the Prelinguistic Period
201(45)
Family-Centered Practice
201(1)
Service Plans for Prelinguistic Clients
201(7)
Risk Factors for Communication Disorders in Infants
208(2)
Assessment and Intervention for High-Risk Infants and Their Families in the Newborn Intensive Care Nursery
210(7)
Assessment and Intervention for Preintentional Infants and Their Families: 1 to 8 Months
217(12)
Assessment and Intervention for Infants at Prelinguistic Stages of Communication: 9 to 18 months
229(4)
Considerations for the Older Prelinguistic Client
233(13)
Assessment and Intervention for Emerging Language
246(44)
Early Assessment and Intervention
247(33)
Considerations for Older Clients with Emerging Language
280(10)
Assessment of Developing Language
290(59)
Family-Centered Assessment
291(1)
Assessing Collateral Areas
292(1)
Screening for Language Disorders in the Period of Developing Language
293(3)
Using Standardized Tests in Assessing Developing Language
296(9)
Criterion-Referenced Assessment and Behavioral Observation for Children with Developing Language
305(34)
Considerations for Assessing Older Clients with Severe Impairment at the Developing Language Level
339(10)
Intervention for Developing Language
349(36)
Intervention Policy Issues at the Developing Language Level
349(4)
Intervention for Developing Language: Products, Processes, and Contexts
353(23)
Intervention with Older Clients with Severe Impairment at the Developing Language Level
376(9)
Section III Working with Language Learning Disabilities 385(203)
Language, Reading, and Learning in School: What the SLP Needs to Know
387(18)
Definitions and Characteristics
388(7)
Language, Learning, and Reading: What's the Connection?
395(10)
Assessment of Language for Learning
405(50)
Child and Family in the Assessment Process
406(1)
Identifying Students for Communication Assessment
406(6)
Using Standardized Tests in the L4L Stage
412(6)
Criterion-Referenced Assessment and Behavioral Observation in the L4L Stage
418(26)
Considerations for the Older Client at the L4L Stage
444(11)
Intervention at the Language-for-Learning Period
455(46)
Planning Intervention in the L4L Stage
455(4)
Intervention Products in the L4L Period
459(2)
Intervention Processes in the L4L Period
461(22)
Intervention Contexts in the L4L Period
483(8)
Considerations for the Older Client at the L4L Stage
491(10)
Assessing Advanced Language
501(46)
Language Development in Adolescence
501(2)
Student-Centered Assessment
503(1)
Screening, Case Finding, and Establishing Eligibility with Standardized Tests in the Advanced Language Stage
504(33)
Criterion-referenced Assessment and Behavioral Observation in the Advanced Language Stage
537(1)
Assessing Functional Needs in the Advanced Language Stage
537(10)
Intervention for Advanced Language
547(41)
Issues in Intervention at the Advanced Language Stage
547(2)
Products of Intervention in the Advanced Language Stage
549(1)
Processes of Intervention in the Advanced Language Stage
550(26)
Contexts of Intervention in the Advanced Language Stage
576(5)
Transitional Intervention Planning
581(7)
References 588


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