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

by Affolter; Félicie

• ISBN13: 9780805832129
• ISBN10: 0805832122
• Edition: 1st
• Format: Hardcover
• Copyright: 2000-11-01
• Publisher: Psychology Pres

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