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Language Disorders from Infancy Through Adolescence : Assessment and Intervention,9780323036856
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Language Disorders from Infancy Through Adolescence : Assessment and Intervention

by
Edition:
3rd
ISBN13:

9780323036856

ISBN10:
0323036856
Format:
Hardcover
Pub. Date:
9/28/2006
Publisher(s):
MOSBY INC
List Price: $115.00
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Summary

The new edition of this popular text provides essential guidance for properly assessing childhood language disorders and providing appropriate treatment. Coverage includes the entire developmental period through adolescence, as well as additional concepts related to child language disorders such as prevention, syndromes associated with language disorders, and multicultural practice. Using a descriptive-developmental approach (also known as communication-language approach), this resource presents basic concepts and vocabulary used in the field, an overview of key issues and controversies, an understanding of the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. Provides detailed information on how to implement assessment and intervention procedures in clinical practice. Features such as case studies, clinical vignettes, and suggested projects help readers apply key information to real-life situations. A straightforward writing style makes this book easy to read and understand. More than 250 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts. Practice exercises with sample transcripts allow readers to practice different methods of analysis. Helpful study guides at the end of each chapter help readers review and apply what they have learned. Communication development milestones are printed on the inside front cover for quick access. Completely updated content includes new research, new techniques, current trends, and new information sources. Features an increased emphasis on evidence-based practice. Chapter objectives have been added to each chapter. Includes additional case studies and vignettes that illustrate practical applications of key concepts. A companion CD-ROM bound in the text offers video clips and suggested projects for each chapter. A detailed list of tables, boxes, and illustrations with corresponding page numbers is located at the front of the book for quick reference.

Table of Contents

Section I Topics in Child Language Disorders
Models of Child Language Disorders
3(20)
Definitions of Child Language Disorders
3(4)
A Brief History of the Field of Language Pathology
7(1)
Terminology
8(2)
Etiology of Specific Language Disorders
10(2)
Models of Child Language Disorders
12(11)
Evaluation and Assessment
23(42)
The Appraisal Process
23(1)
The Assessment Team
24(1)
Gathering Case History Data
24(1)
Developing an Appraisal Plan
25(1)
Making Assessment Decisions
25(29)
The Hard-to-Assess Child
54(1)
Integrating and Interpreting Assessment Data
55(10)
Principles of Intervention
65(42)
The Purpose of Intervention
65(1)
How Can Intervention Change Language Behavior?
66(2)
Developing Intervention Plans
68(29)
Evaluating Intervention Outcomes
97(5)
Prevention of Language Disorders in Children
102(5)
Special Considerations for Special Populations
107(58)
Mental Retardation
108(8)
Language Disorders Associated with Sensory Deficits
116(8)
Disorders with Environmental Components
124(5)
Communication in Psychiatric Disorders
129(19)
Acquired Disorders of Communicative Function
148(6)
Specific Language Disorders
154(11)
Child Language Disorders in a Pluralistic Society
165(48)
Defining Language Differences
166(1)
Larger Minority Groups in America's Cultures
166(11)
Assessing Culturally and Linguistically Different Children
177(12)
Language Intervention with the CLD Child
189(24)
Section II From Birth to Brown's Stage V
Assessment and Intervention in the Prelinguistic Period
213(51)
Family-Centered Practice
213(3)
Service Plans for Prelinguistic Clients
216(5)
Risk Factors for Communication Disorders in Infants
221(1)
Assessment and Intervention for High-Risk Infants and Their Families in the Newborn Intensive Care Nursery
222(8)
Assessment and Intervention for Preintentional Infants and Their Families: 1 to 8 Months
230(15)
Assessment and Intervention for Infants at Prelinguistic Stages of Communication: 9 to 18 Months
245(4)
Considerations for the Older Prelinguistic Client
249(15)
Assessment and Intervention for Emerging Language
264(53)
Issues in Early Assessment and Intervention
265(9)
Assessing Communicative Intention
274(6)
Assessing Comprehension
280(3)
Assessing Productive Language
283(7)
Decision Making Based on Assessment Information
290(1)
From Assessment to Intervention
291(5)
Products, Procedures, and Contexts of Intervention for Children with Emerging Language
296(9)
Considerations for Older Clients with Emerging Language
305(12)
Assessment of Developing Language
317(66)
Family-Centered Assessment
318(1)
Assessing Collateral Areas
319(1)
Screening for Language Disorders in the Period of Developing Language
320(1)
Using Standardized Tests in Assessing Developing Language
321(11)
Criterion-Referenced Assessment and Behavioral Observation for Children with Developing Language
332(37)
Considerations for Assessing Older Clients with Severe Impairment at the Developing Language Level
369(14)
Intervention for Developing Language
383(46)
Intervention Policy Issues at the Developing Language Level
384(1)
Intervention for Developing Language: Products, Processes, and Contexts
385(31)
Intervention with Older Clients with Severe Impairment at the Developing Language Level
416(13)
Section III Working with Language Learning Disabilities
Language, Reading, and Learning in School: What the Speech-Language Pathologist Needs to Know
429(25)
School-Based Practice in Speech-Language Pathology
430(3)
Students with Language Learning Disabilities
433(9)
Language, Learning and Reading: What's the Connection?
442(12)
Assessing Student's Language for Learning
454(62)
Child and Family in the Assessment Process
455(1)
Identifying Students for Communication Assessment
456(11)
Preassessment/Referral
467(1)
Using Standardized Tests in the L4L Stage
467(3)
Criterion-Referenced Assessment and Behavioral Observation in the L4L Stage
470(35)
Considerations for the Older Client at the L4L Stage
505(11)
Intervening at the Language-for-Learning Period
516(57)
Planning Intervention in the L4L Stage
517(4)
Intervention Products in the L4L Period
521(2)
Intervention Processes in the L4L Period
523(31)
Intervention Contexts in the L4L Period
554(9)
Considerations for the Older Client at the L4L Stage
563(10)
Assessing Advanced Language
573(58)
Language Development in Adolescence
574(2)
Student-Centered Assessment
576(1)
Screening, Case Finding, and Establishing Eligibility with Standardized Tests in the Advanced Language Stage
576(7)
Criterion-Referenced Assessment and Behavioral Observation in the Advanced Language Stage
583(27)
Assessing Functional Needs in the Advanced Language Stage
610(21)
Intervention for Advanced Language
631(56)
Issues in Intervention at the Advanced Language Stage
631(2)
Products of Intervention in the Advanced Language Stage
633(1)
Processes of Intervention in the Advanced Language Stage
634(40)
Contexts of Intervention in the Advanced Language Stage
674(6)
Transitional Intervention Planning
680(7)
References 687(58)
Names Index 745(16)
Subject Index 761


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