Language Disorders from Infancy Through Adolescence

by Paul, Rhea

• ISBN13: 9780801679278
• ISBN10: 0801679273
• Format: Hardcover
• Copyright: 1995-12-01
• Publisher: Mosby Inc

Summary

-- Provides readers with the information they need to properly identify and assess childhood language disorders and to provide appropriate treatment.
-- Covers the entire developmental period while also delving into additional concepts that are important to the practice of child language disorders.

Table of Contents

SECTION I Topics in Child Language Disorders
Definitions and Models of Language Disorders in Children	3	(17)
Definitions of Child Language Disorders	3	(4)
A Brief History of the Field of Language Pathology	7	(1)
Terminology	8	(2)
Models of Child Language Disorders	10	(10)
Principles of Assessment	20	(39)
The Diagnostic Process	20	(2)
Making Assessment Decisions	22	(25)
The Hard-to-Assess Child	47	(1)
Integrating and Interpreting Assessment Data	48	(11)
Principles of Intervention	59	(34)
The Purpose of Intervention	59	(1)
How Can Intervention Change Language Behavior?	60	(2)
Developing Intervention Plans	62	(26)
Evaluating Intervention Outcomes	88	(5)
Causation and Prevention in Child Language Disorders	93	(19)
Causes of Language Disorders in Children	94	(10)
Prevention of Language Disorders in Children	104	(8)
Special Considerations for Special Populations	112	(39)
Mental Retardation	113	(4)
Language Disorders Associated with Sensory Deficits	117	(6)
Disorders with Environmental Components	123	(4)
Communication in Psychiatric Disorders	127	(9)
Acquired Disorders of Communicative Function	136	(6)
Specific Language Disorders	142	(9)
Child Language Disorders in a Pluralistic Society	151	(38)
Defining Language Difference	152	(1)
An Introduction to Cultural Diversity	152	(11)
Assessing Culturally and Linguistically Different Children	163	(10)
Assessment Decision Making with the CLD Child	173	(1)
Language Intervention with the CLD Child	173	(16)
SECTION II From Birth to Brown's Stage V
Assessment and Intervention in the Prelinguistic Period	189	(43)
Family-Centered Practice	189	(1)
Service Plans for Prelinguistic Clients	190	(5)
Risk Factors for Communication Disorders in Infants	195	(2)
Assessment and Intervention for High-Risk Infants and Their Families in the Newborn Intensive Care Nursery	197	(6)
Assessment and Intervention for Preintentional Infants and Their Families: 1 to 8 Months	203	(10)
Assessment and Intervention for Infants at Prelinguistic Stages of Communication: 9 to 18 Months	213	(3)
Considerations for the Older Prelinguistic Client	216	(16)
Assessment and Intervention for Emerging Language	232	(41)
Early Assessment and Intervention	233	(31)
Considerations for Older Clients with Emerging Language	264	(9)
Assessment of Developing Language	273	(58)
Family-Centered Assessment	274	(1)
Assessing Collateral Areas	275	(1)
Screening for Language Disorders in the Period of Developing Language	276	(3)
Using Standardized Tests in Assessing Developing Language	279	(8)
Criterion-Referenced Assessment and Behavioral Observation for Children with Developing Language	287	(30)
Considerations for Assessing Older Clients with Severe Impairment at the Developing Language Level	317	(14)
Intervention for Developing Language	331	(38)
Intervention Policy Issues at the Developing Language Level	331	(4)
Intervention for Developing Language: Products, Procedures, and Context	335	(22)
Intervention for Older Clients with Severe Impairment at the Developing Language Level	357	(12)
SECTION III Working with Language Learning Disabilities
Language, Reading, and Learning in School: What the SLP Needs to Know	369	(18)
Characteristics of Children with Language-Learning Disabilities	370	(6)
Language, Learning, and Reading: What's the Connection?	376	(11)
Assessing Language for Learning	387	(51)
Child and Family in the Assessment Process	388	(1)
Identifying Students for Communication Assessment	388	(6)
Using Standardized Tests in the L4L Stage	394	(8)
Criterion-Referenced Assessment and Behavioral Observation in the L4L Stage	402	(26)
Considerations for the Older Client at the L4L Stage	428	(10)
Intervening at the Language-for-Learning Stage	438	(40)
Planning Intervention in the L4L Stage	439	(3)
Intervention Products in the L4L Period	442	(2)
Intervention Processes in the L4L Period	444	(22)
Intervention Contexts in the L4L Period	466	(5)
Considerations for the Older Client at the L4L Stage	471	(7)
Assessing Advanced Language	478	(39)
Language Development in Adolescence	478	(2)
Student-Centered Assessment	480	(1)
Screening, Case Finding, and Establishing Eligibility with Standardized Tests in the Advanced-Language Stage	480	(3)
Criterion-Referenced Assessment and Behavioral Observation in the Advanced-Language Stage	483	(25)
Assessing Functional Needs in the Advanced-Language Stage	508	(9)
Intervention at the Advanced-Language Stage	517	(35)
Issues in Intervention at the Advanced-Language Stage	517	(1)
Products of Intervention in the Advanced-Language Stage	518	(2)
Processes of Intervention in the Advanced-Language Stage	520	(21)
Contexts of Intervention in the Advanced-Language Stage	541	(6)
Transitional Intervention Planning	547	(5)
References	552	(33)
Name Index	585	(10)
Index	595