9780805832129

Nonverbal Perceptual and Cognitive Processes in Children With Language Disorders: Toward A New Framework for Clinical intervention

by ;
  • ISBN13:

    9780805832129

  • ISBN10:

    0805832122

  • Edition: 1st
  • Format: Hardcover
  • Copyright: 2000-11-01
  • Publisher: Lawrence Erlbau
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Summary

A growing body of literature is suggesting that many children with language disorders and delays--even those with so-called specific language impairment--have difficulties in other domains as well. In this pathbreaking book, the authors draw on more than 40 years of research and clinical observations of populations ranging from various groups of children to adults with brain damage to construct a comprehensive model for the development of the interrelated skills involved in language performance, and trace the crucial implications of this model for intervention. Early tactual feedback, they argue, is more critical for the perceptual/cognitive organization of experiences that constitutes a foundation for language development than either visual or auditory input, and the importance of tactually-anchored nonverbal interaction cannot be ignored if efforts at treatment are to be successful. All those professionally involved in work with children and adults with language problems will find the authors' model provocative and useful.

Table of Contents

Introduction: From Product to Process in Investigating Problem Solving in Children with Language Disorders xi
Ida J. Stockman
The Problem
1(72)
The Framework: Initial Working Assumptions
4(2)
Development of Perceptual Skills
6(23)
Cross-Sectional Studies of Perceptual Development in Normal Children
6(12)
Cross-Sectional Studies of Perceptual Development in Children with Sensory Deprivation
18(5)
Cross-Sectional Studies of Perceptual Development in Children with Language Disorders
23(5)
Conclusions About the Development of Perceptual Skills
28(1)
The Longitudinal Research on Children with Language Disorders
29(19)
General Behavioral Characteristics of Children with Language Disorders
31(11)
Implications of Longitudinal Research for Development and Learning
42(6)
Daily-Life Interaction Events as Source of Development and Learning
48(20)
Assimilation and Accommodation as Parts of Interaction
50(1)
Interaction and Information
51(10)
Nonverbal Daily-Life Interaction as Problem-Solving Events
61(2)
Nonverbal Daily-Life Interaction as Rule-Regulated
63(5)
Summary of the Problem
68(5)
Problem Solving in Normal and Language-Disordered Children: The Seriation Study
73(62)
General Method and Procedures
74(12)
Description and Selection of Subjects
74(3)
Description of Tasks
77(4)
Construction of Test Materials
81(1)
Test Situation
82(1)
Data Collection Procedures
83(2)
Data Analyses
85(1)
Specific Analyses and Results: Task Success
86(13)
Criteria for Task Success
87(1)
Data Analyses and Predictions for Task Success
87(1)
Results and Discussion of Success Scores
88(11)
Problem-Solving Activities and Processes
99(14)
Analysis Procedures
99(6)
Results and Discussion of Problem-Solving Analyses
105(5)
Problem-Solving Processes in Relation to Task or Modality Condition
110(3)
Specific Analyses and Results: Rule Application
113(18)
Analysis Procedures
121(5)
Results and Discussion of Rule Application
126(5)
Summary of the Seriation Study
131(4)
Clinical Implications
135(62)
Research Data and Criteria for a Model of Development
135(7)
The Interrelationship of Skills and Levels of Development
136(3)
Similarities and Differences Between Normal Children and Children with Language Disorders on the Seriation Tasks
139(1)
Interaction as Source of Development and Results of the Seriation Tasks
140(2)
A New Model of Development
142(20)
The Model of a Root of a Growing Tree
142(4)
The Root and Nonverbal Daily-Life Interaction
146(9)
The Root and the Dependency on Information in Daily-Interaction Events
155(7)
The Work on the Root---Clinical Intervention Issues
162(29)
Aspects of Evaluation
162(3)
Interacting in Daily Life
165(19)
Expectations When Working on the Root
184(7)
Research in Progress
191(6)
Cross-Sectional Studies
191(3)
Longitudinal Studies
194(3)
Epilogue: Language Learning and Nonverbal Interaction in Daily Events
197(50)
Ida J. Stockman
Perceptual Deficits in Children with Language Disorders
200(6)
Movement as Perception
201(2)
Types of Perceptual Deficits in Children with Language Disorders
203(3)
Normal Language Acquisition and Nonverbal Interactions
206(9)
Nonverbal Interactions and the Context for Language Learning
207(1)
Nonverbal Interactions and the Conceptual Basis for Language Learning
207(1)
Nonverbal Interactions and Perceptual Organization in Language Learning
208(7)
Abnormal Language and Nonverbal Interactions
215(9)
General Language Delay: A Consequence of Inadequate Information
217(1)
Asynchronous Patterns: A Consequence of Differential Access to Inadequate Information
218(6)
Implications for Language Intervention: Guided Interaction Therapy
224(9)
Principles of Language Therapy
224(4)
Comparison of Treatment Approaches
228(5)
The Empirical Challenge
233(14)
Questions and Hypotheses
233(6)
Investigative Approaches
239(8)
Concluding Remarks
247(4)
Ida J. Stockman
Incongruity of Verbal and Nonverbal Skills
248(1)
Severe Physical-Motor Handicaps
248(1)
Efficacy of Movement-Based Therapies
249(1)
Coda
250(1)
Appendix A---Experimental Design 251(10)
Appendix B---Measurements 261(8)
References 269(18)
Author Index 287(6)
Subject Index 293

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