A comprehensive look at the various groups of children that professionals encounter in their work according to diagnostic categories, the unique issues that relate to those diagnostic categories, and approaches to effective assessment and intervention.

This book provides comprehensive coverage of children who do not acquire language normally, their characteristics, and how to help them successfully develop language skills. It begins with an overview of the aspects of normal language, looking at the bases of language and communication and at normal language development in children and adolescents. Here readers get a review of the concepts, as well as an introduction to the rest of the book.

The central focus of the book features nine chapters on the language difficulties of different groups of children, including groups defined by the age of the children in combination with an etiological condition, and groups defined by concomitant or etiological conditions associated with the children’s language difficulties. The final part of the text presents more detailed discussions of language intervention, including augmentative and alternative communication as it relates to children with language disorders and their interventions; language assessment; and the procedures used and factors considered in intervention with children with language disorders. Thoroughly updated to reflect the most current knowledge in the field, the new edition also includes current information about federal education laws and initiatives that affect services for children with language disorders.

Dr. Vicki A. Reed, CCC-SLP, is a two-time Emeritus Professor—James Madison University and The University of Sydney. She holds is an ASHA Fellow, a Board Certified Specialist in Child Language (BCS-CL), and until recently a Certified Practising Member of Speech Pathology Australia. Prior to moving to the Shenandoah Valley, Virginia in 2004 and James Madison University, as Head of Department of Communication Sciences and Disorders, Dr. Reed had been Head of the School of Communication Sciences and Disorders in Australia at The University of Sydney for 17 years. In addition to her work in Australia and USA, she has provided consultancies in New Zealand, the USSR, and Thailand, among others. Until retiring in 2016, Dr. Reed had amassed 40+ years’ experience teaching and researching in the area of child and adolescent language development and disorders at the graduate and undergraduate levels, including mentorship of students' research. She has numerous publications and presentations in the area.

Brief Table of Contents

PART ONE: ASPECTS OF NORMAL LANGUAGE AND COMMUNICATION

Chapter 1: LANGUAGE AND HUMAN COMMUNICATION: AN OVERVIEW

Chapter 2: NORMAL LANGUAGE DEVELOPMENT: A REVIEW

PART TWO: CHILDREN WITH LANGUAGE DISORDERS

Chapter 3: TODDLERS AND PRESCHOOLERS WITH SPECIFIC LANGUAGE IMPAIRMENT

Chapter 4: LANGUAGE AND CHILDREN WITH LEARNING DISABILITIES--Geraldine Wallach

Chapter 5: ADOLESCENTS WITH LANGUAGE IMPAIRMENT

Chapter 6: LANGUAGE AND CHILDREN WITH INTELLECTUAL DISABILITIES--Stacey Pavelko

Chapter 7: LANGUAGE AND CHILDREN WITH AUTISM--Marsha Longerbeam and Jeff Sigafoos

Chapter 8: LANGUAGE AND CHILDREN WITH AUDITORY IMPAIRMENTS--Mona R. Griffer

Chapter 9: LANGUAGE AND LINGUISTICALLY-CULTURALLY DIVERSE CHILDREN--Li-Rong and Lilly Cheng

Chapter 10: CHILDREN WITH ACQUIRED LANGUAGE DISORDERS--Cynthia R. O’Donoghue and Sarah E. Hegyi

Chapter 11: LANGUAGE AND OTHER SPECIAL POPULATIONS OF CHILDREN--Mona R. Griffer and Vijayachandra Ramachandra

PART THREE: LANGUAGE INTERVENTION

Chapter 12: LANGUAGE AND AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC)

Chapter 13: ASSESSMENT

Chapter 14: CONSIDERATIONS FOR LANGUAGE INTERVENTION

Detailed Table of Contents

PART ONE: ASPECTS OF NORMAL LANGUAGE AND COMMUNICATION

Chapter 1: LANGUAGE AND HUMAN COMMUNICATION: AN OVERVIEW

COMMUNICATION

Language

Speech

Extralinguistic Aspects of Communication

A Bit More about the Relationships among Speech, Language, and Communication

COMPONENTS OF LANGUAGE

Phonology

Semantics

Syntax

Morphology

Pragmatics

COMPREHENSION AND PRODUCTION

COMMUNICATION MODES

Auditory-Oral System: Hearing and Speech

Visual-Graphic System: Reading and Writing

Visual-Gestural Systems

BIOLOGICAL, COGNITIVE AND SOCIAL BASES OF HUMAN COMMUNICATION

Biological Bases of Communication

Cognitive Bases for Language

Social Bases of Human Communication

SUMMARY

Chapter 2: NORMAL LANGUAGE DEVELOPMENT: A REVIEW

THE PRELINGUISTIC PERIOD: THE FIRST 12 MONTHS

Prelinguistic Communication Development

Prelinguistic Vocal Development

THE FIRST WORD PERIOD

Phonology

Semantics

Pragmatics

THE PERIOD OF TWO-WORD UTTERANCES

Semantic–Syntactic Development

Types of Two-word Utterances

THE PRESCHOOL AND EARLY SCHOOL YEARS

Phonology

Semantics

Morphology

Syntax

Pragmatics

THE ADOLESCENT YEARS

LANGUAGE, LITERACY, AND EDUCATION

Emergent Literacy and Preliteracy

School and Language

SUMMARY

PART TWO: CHILDREN WITH LANGUAGE DISORDERS

Chapter 3: TODDLERS AND PRESCHOOLERS WITH SPECIFIC LANGUAGE IMPAIRMENT

IDENTIFICATION OF CHILDREN WITH LANGUAGE IMPAIRMENT

Mental Age, Chronological Age, and Language Age

Normal Variation, Normal Distribution, and a Statistical Approach

Social Standard

Clinical Markers

Challenging and Changing the Child’s Language Performance

Risk Factors for Language Problems

AN OVERVIEW OF SPECIFIC LANGUAGE IMPAIRMENT

Delay versus Disorder

Subgroups of Young Children with Specific Language Impairments

A Label for It and Reasons for It

Prevalence

Predicting Spontaneous Recovery from Early Language Delay

LANGUAGE CHARACTERISTICS OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT

Some Language Precursors

Phonology

Semantics

Syntax and Morphology

Pragmatics and Discourse

Socialization and Psychosocial Factors

Narratives

IMPLICATIONS FOR INTERVENTION

Assessment

Intervention

SUMMARY

Chapter 4: LANGUAGE AND CHILDREN WITH LEARNING DISABILITIES--Geraldine Wallach

THE RELATIONSHIP BETWEEN LANGUAGE IMPAIRMENT AND LEARNING DISABILITIES

Language Disorders/Impairment Terminology

Learning Disabilities Terminology

Related Terms and Conditions

Prevalence and Who’s Who

LANGUAGE AND ACADEMIC EXPECTATIONS: MATCHES and MISMATCHES

On Becoming Literate

Learning to Read

Language Characteristics: A Closer Look at Selected Patterns in Children with SLD

Language Impairment: Students with SLD Tackling Literacy and Curriculum

IMPLICATIONS FOR INTERVENTION

Assessment

Intervention

Epilogue

SUMMARY

Chapter 5: ADOLESCENTS WITH LANGUAGE IMPAIRMENT

AN UNDERRECOGNIZED GROUP WITH SIGNIFICANT PROBLEMS

Personal and Societal Costs of Adolescent Language Impairment

Reasons for Neglect and Underrecognition

CHARACTERISTICS OF ADOLESCENTS WITH LANGUAGE IMPAIRMENT ASSESSMENT

Identification

Language Assessment

INTERVENTION

Principles in Determining Intervention Objectives

Factors in Implementing Intervention Objectives

Service Delivery

SUMMARY

Chapter 6: LANGUAGE AND CHILDREN WITH INTELLECTUAL DISABILITIES--Stacey Pavelko

AN OVERVIEW OF INTELLECTUAL DISABILITIES

Definition

Causes and Types of Intellectual Disabilities

THE DELAY-DIFFERENCE CONTROVERSY

LANGUAGE CHARACTERISTICS OF CHILDREN WITH INTELLECTUAL DISABILITIES

Research Issues

Pragmatics

Comprehension

Semantics

Syntax

Speech Production

LANGUAGE CHARACTERISTICS OF CHILDREN WITH DOWN SYNDROME

Comprehension

Semantics

Syntax

Pragmatics

Speech Production

Phonological Awareness and Literacy

Rate of Language Learning

Use of Imitation

Explanations for Specific Language Deficit in Children with Down Syndrome

IMPLICATIONS FOR INTERVENTION

Social and Legislative Influences

Facilitating versus Compensatory Intervention

Developmental versus Remedial Logic

Language-Cognition Relationships

Pragmatics and Pragmatic Relevance

Goal Attack Strategy

Caretaker Interaction

Materials Selection

Comprehension

Lexicon

Syntax

Intelligibility and Speech Production

SUMMARY

Chapter 7: LANGUAGE AND CHILDREN WITH AUTISM--Marsha Longerbeam and Jeff Sigafoos

AN OVERVIEW OF CHILDREN WITH AUTISM SPECTRUM DISORDER

Diagnostic Criteria

Prevalence

Associated Problems

Etiology

COMMUNICATION IN CHILDREN WITH AUTISM

Preserved Abilities

Impaired Abilities

IMPLICATIONS FOR INTERVENTION

Assessment

Service Delivery

Special Considerations

Intervention Approaches

SUMMARY

Chapter 8: LANGUAGE AND CHILDREN WITH AUDITORY IMPAIRMENTS--Mona R. Griffer

OVERVIEW OF HEARING-IMPAIRED CHILDREN AND HEARING LOSS

Types and Differing Degrees of Hearing Loss and their Effects

Age of Onset of Hearing Loss and its Effects

Stability of Hearing Loss

Other Contributing Factors and their Effects

Parental Hearing Status

Early Identification

Concomitant Deficits

Background Noise

ORAL LANGUAGE, SPEECH, AND LITERACY CHARACTERISTICS: AN HISTORICAL OVERVIEW

Syntax and Morphology

Semantics

Pragmatics

Speech Production and Intelligibility

OTHER AUDITORY IMPAIRMENTS

Central Auditory Processing Disorders (CAPD)\

Auditory Neuropathy/Auditory Dys-Synchrony

INTERVENTION AND MANAGEMENT APPROACHES

Technology Aids and Sound Amplification Systems

Educational Approaches/Communication-Language Intervention

SUMMARY

Chapter 9: LANGUAGE AND LINGUISTICALLY-CULTURALLY DIVERSE CHILDREN--Li-Rong and Lilly Cheng

CONCEPTS OF CULTURAL DIVERSITY

CONCEPTS OF LINGUISTIC VARIATION

CONCEPTS OF SECOND LANGUAGE LEARNING

LANGUAGE CHARACTERISTICS OF LINGUISTICALLY-CULTURALLY DIVERSE CHILDREN

Hispanic-American Children

African-American Children

Asian-American Children

Native American Children

A MATTER OF POVERTY

Poverty in the U.S. and Globally

Culture of Poverty

ISSUES IN ASSESSMENT

Testing Bias

Differential Diagnosis of Communicative Behaviors

IMPLICATIONS FOR INTERVENTION

Intervention for Language Differences and Language Disorders

Intervention for Language Differences

Intervention for Linguistically-Culturally Diverse Children with Other Disabilities

SUMMARY

Chapter 10: CHILDREN WITH ACQUIRED LANGUAGE DISORDERS--Cynthia R. O’Donoghue and Sarah E. Hegyi

AN OVERVIEW OF ACQUIRED CHILDHOOD APHASIA

Definition

Types of Acquired Brain Injury

Associated Problems

LANGUAGE DEVELOPMENT AND LANGUAGE RECOVERY

LANGUAGE CHARACTERISTICS OF CHILDREN WITH ACQUIRED APHASIA

Early Recovery and Language Impairment

Later Recovery and Residual Language Impairment

ACADEMIC ACHIEVEMENT

DIFFERENCES BETWEEN DEVELOPMENTAL AND ACQUIRED LANGUAGE DISORDERS IN CHILDREN

IMPLICATIONS FOR ASSESSMENT AND INTERVENTION

Assessment

Social and Legislative Influences

Augmentative and Alternative Communication

Behavior Disorders

Intelligibility

Developmental versus Remedial Logic

Facilitating versus Compensatory Intervention

Returning to School

SUMMARY

Chapter 11: LANGUAGE AND OTHER SPECIAL POPULATIONS OF CHILDREN--Mona R. Griffer and Vijayachandra Ramachandra

LANGUAGE AND GIFTED CHILDREN

An Overview of Giftedness

Language Characteristics of Gifted Children

Language in Disadvantaged or Disabled Gifted Children

Implications for Intervention

LANGUAGE AND CHILDREN WITH VISUAL IMPAIRMENT

An Overview of Visual Impairment

Language Characteristics of Blind Children

Implications for Intervention

LANGUAGE AND CHILDREN WITH NEUROMOTOR IMPAIRMENT

Children with Cerebral Palsy

Communication of Other Children with Neuromotor Impairment

LANGUAGE AND CHILDREN WITH CLEFT PALATE

An Overview of Cleft Palate

Language Characteristics of Children with Cleft Palate

LANGUAGE IN CHILDREN WHO STUTTER

An Overview of Language Problems in Children Who Stutter

Implications for Intervention

SUMMARY

PART THREE: LANGUAGE INTERVENTION

Chapter 12: LANGUAGE AND AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC)--Susan Balandin and Kate L. Anderson

WHAT IS AAC?

An Overview and Definitions

Multimodal Communication

Multidisciplinary Teams

CHILDREN WHO BENEFIT FROM AAC SYSTEMS

Children with Challenging Behavior

Children with Language Impairments

Children with Autism

Children with Intellectual Disabilities

Children with Acquired Language Disorders

Children with Physical Disabilities

Children who are Temporarily Unable to Speak

AAC ASSESSMENT

AAC INTERVENTION

System for Augmenting Language (SALS)

Sign and Gesture

Facilitated Communication

Language and Speech Development

Literacy Acquisition

SUMMARY

Chapter 13: ASSESSMENT

APPROACHES TO AND PURPOSES OF THE ASSESSMENT PROCESS

Determining if a Child Qualifies for Services

Deciding if a Child has a Language Problem

Identifying the Cause of the Problem

Identifying Deficit Areas

Describing the Regularities in the Child's Language

Deciding What to Recommend

TOOLS AND PROCEDURES

Gathering Information from Others

What to Assess

Methods of Assessment

INTELLIGENCE TESTING

SUMMARY

Chapter 14: CONSIDERATIONS FOR LANGUAGE INTERVENTION

CONSIDERATIONS IN INTERVENTION

Normal versus Not so Normal Processes

Developmental and Nondevelopmental Intervention

Rules and Regularities

Controlling and/or Reducing Language Complexity

Comprehension or Production

Focus of Intervention and Picking Intervention Targets

Usefulness of Intervention Content

Reinforcement and Generalization

Child Characteristics

Metalinguistics

HIGHLIGHTING INTERVENTION TARGETS

Multiple Exposures

Distributed versus Massed Trials

Suprasegmental and Rate Variations

Input Modality Variations

PROCEDURES AND TECHNIQUES TO FACILITATE LEARNING OF LANGUAGE TARGETS

Before the Child’s Utterance

After the Child’s Utterance

Response Dialogues

So Which Ones Should We Use?

APPROACHES TO INTERVENTION

Direct and Indirect Intervention

Group and Individual Intervention

Three Language Teaching Methods

Service Delivery Models

PUTTING IT TOGETHER

SUMMARY

REFERENCES

AUTHOR INDEX

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