Language Disorders

Robert E. Owens, Jr., PhD, CCC-SLP, served in the U.S. Navy as a submarine officer, and then received his doctoral degree from The Ohio State University in 1978. He is an author and co-author of four textbooks and a score of professional articles and book chapters, and has presented nearly 250 professional papers and workshops across the country and around the world. Currently, he is a professor at The College of Saint Rose in Albany, NY where he lives with his spouse. In addition, he is a co-developer of SUGAR, a free, valid language sampling and analysis tool for children 3 to 11 years old. He has three children and three grandchildren.

Preface
Acknowledgements

Chapter 1. A Functional Language Approach
Language and Language Disorders
Traditional and Functional Models

Traditional Intervention Approaches
The Functional Approach

Role of Pragmatics in Intervention

Dimensions of Communication Context
Summary

Role of Generalization in Intervention

Variables That Affect Generalization

Evidence-Based Practice
Getting "It"
Conclusion

Chapter 2. Language Disorders

Developmental and Educational Outcomes
Possible Risk and Related Factors

Neurological Basis
Aspects of Language Affected

Information Processing

Attention
Discrimination
Organization
Memory
Processes
Summary

Diagnostic Categories

Continuum of Function
Broad Groupings
Developmental Language Disorders
Social Communication Disorder

Conclusion

Chapter 3. Language Disorders Associated With Other Disorders

Language Disorders Associated With Autism Spectrum Disorder

Development
Characteristics
Risk Factors
Language Characteristics
Possible Causal Factors
Summary

Language Disorders Associated With Learning Disability/Specific Learning Disorder

Description
Language Characteristics
Possible Causal Factors
Dyslexia/Specific Learning Disorder With Impairment in Reading and Writing
Similar Disorders: Attention-Deficit/Hyperactive Disorder
Seemingly Similar Disorders: Prenatal Drug and Alcohol Exposure
Summary

Language Disorders Associated With Intellectual Developmental Disorder

Language Characteristics
Possible Causal Factors

Language Disorders Associated With Neurocognitive Disorders

Traumatic Brain Injury
Cerebrovascular Accident
Summary

Language Disorders Associated With Maltreatment: Neglect and Abuse

Language Characteristics
Possible Casual Factors
Summary

Language Disorders Associated With Less Frequent Disorders

Late Language Emergence
Childhood Schizophrenia
Selective Mutism
Otitis Media
Deafness

Implications
Conclusion

Chapter 4. Early Communication Intervention

Legal Basis for Early Intervention

The Early Intervention Model

Children Served in ECI Programs

Established Risk
At-Risk Children

ECI Assessment

Transdisciplinary Model of Assessment
Family Concerns, Priorities, and Resources
Informal Communication Assessment
Formal Assessment
Organizing an Early Language and Communication Assessment
Considerations for Infants With Culturally/Linguistically Diverse Backgrounds

ECI Intervention

Use of Daily Routines
TeleHealth
Recordkeeping
Intervention Strategies
Nature Settings and Partners
Culturally Responsive Intervention
A Hybrid Model
Intervention for Children With Autism Spectrum Disorder

Augmentative and Alternate Communication

Types of AAC
Evidence-Based Practice
Assessment
AAC Intervention
Summary

Conclusion

Chapter 5. Assessment of Preschool and School-Age Children With Language Disorders

Psychometric Versus Descriptive Procedures

Normalist Assessment Measures
Descriptive Assessment Approaches

An Integrated Functional Assessment Strategy

Referral, Screening, Questionnaire, and Interview
Observation
Formal Language Testing
Assessment of Related Cognitive Factors
Dynamic Assessment
Sampling

Conclusion

Chapter 6. Language Sampling

Extent of Language Sampling Use
Planning a Language Sample

Representativeness
Language Sampling Contexts

Collecting a Language Sample

Conversational Samples
Narrative Samples

Recording the Sample

Collecting Samples of Written Language

Transcribing the Oral Sample

Utterances

Conclusion

Chapter 7. Language Sample Analysis (LSA)

Levels of Language Sample Analysis

Communication Event
Across Utterances and Partners
Within Utterances

Narrative Analysis

Macrostructure Analysis
Microstructure Analysis
Reliability and Validity
Summary

Computer-Assisted Language Sample Analysis (CLSA)
Conclusion

Chapter 8. Assessment of Children From Culturally and Linguistically Diverse Backgrounds

Difference or Disorder?
State of Service Delivery

Lack of Academic Preparation
Unfamiliarity With Different Languages and Cultures
Lack of Appropriate Assessment Tools
Summary

Language Assessment of a Child Who Is an ELL

Who Are ELLs?
Importance of Accurate Assessment
Overcoming Bias in Assessment of ELLs

An Integrated Model for Assessment for ELLs

Components

Language Assessment of Children Speaking NMAE

Careful Use of Standardized Tests
Alternative Assessment Approaches

Model of Language Assessment of a Child Who Speaks NMAE

Components

Conclusion

Chapter 9. A Functional Intervention Model

Guidelines

Be a Reinforcer
Closely Approximate Natural Learning
Follow Developmental Guidelines
Follow the Child's Lead
Actively Involve the Child
Remember the Influence of Context on Language
Use the Scripts Found in Familiar Events
Design a Generalization Plan First

Generalization Variables

Teaching Targets
Teaching Items
Method of Teaching
Language Teachers
Teaching Cues
Contingencies
Location

Conclusion

Chapter 10. Manipulating Context

Nonlinguistic Contexts
Linguistic Contexts

Exposure to Grammatical Targets
Explicit Instruction
Conversational Milieu

Conversations: Top-Down Teaching
Conclusion

Chapter 11. Specific Intervention Techniques

Cognitive Considerations

Information Processing

Pragmatics

Social Skills and Autism Spectrum Disorder
Intentions
Conversational Abilities
Narration

Semantics

Vocabulary and Word Meaning
Semantic Categories and Relational Webs
Word Retrieval and Categorization
Comprehension
Figurative Language
Verbal Working Memory

Syntax and Morphology

Morphology
Word Order and Sentence Types

Children With CLD Backgrounds
Use of Microcomputers
Conclusion

Chapter 12. Classroom Functional Intervention

Background and Rationale: Recent Educational Changes

Common Core State Standards
Response to Intervention
Inclusion
Collaborative Teaching
Summary

Role of the Speech-Language Pathologist

Relating to Others

Language Intervention and Language Arts
Elements of a Classroom Model

Identification of Children at Risk

Curriculum-Based Intervention

CBLI Model
Classroom Demands
Instructional Approaches

Linguistic Awareness Intervention Within the Classroom

Preschool
School-Age and Adolescent
Summary

Language Facilitation

Classroom Language Requirements
Talking With Children
Classroom Support for Children With Working Memory Deficits

Instituting a Classroom Model
Conclusion

Chapter 13. Literacy Impairments: Language in a Visual Mode

Reading

Reading Comprehension and Inferencing
Reading Problems
Children With Culturally Linguistically Diverse Backgrounds

Reading and Language Disorders

Contribution of Linguistic Awareness
Deficits in Comprehension
Deficits in Inferencing
Dyslexia

Assessment of Reading

Data Collection
Data Analysis
Assessment of Phonological Awareness
Assessment of Morphological Awareness
Assessment of Comprehension
Early Assessment of Dyslexia
Reading Assessment for Children With ASD

Language-Based Reading Intervention

Early Literacy Intervention
Preschool Emerging Literacy
School-Age Intervention

Writing

Writing Problems

Assessment of Writing

Data Collection
Data Analysis
Spelling Assessment

Language-Based Writing Intervention

Extended Writing
Spelling
Sentence Construction and Composition

Conclusion


Afterword
Appendices

A: Formal Language Measures
B: SUGAR (Sampling Utterances and Grammatical Analysis Revised)
Procedures
C: Comparison of Computer-Based Language Sample Analysis Methods
D: Selected English Morphological Prefixes and Suffixes
E: Non-Majority American English Dialects and English Influenced by
Other Languages
F: Indirect Elicitation Techniques
G: Intervention Activities and Language Targets
H: Use of Children's Literature in Preschool Classrooms

Glossary
References
Index