Language Disorders from Infancy Through Adolescence : Assessment and Intervention

by Paul, Rhea

• ISBN13: 9780323036856
• ISBN10: 0323036856
• Additional ISBN(s): 9780323071840
• Edition: 3rd
• Format: Hardcover
• Copyright: 2006-09-28
• Publisher: MOSBY INC
• More Book Details
• Purchase Benefits

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