Language Disorders in Children

Joan N. Kaderavek is a Distinguished University Professor (Emeritus) at the University of Toledo, Toledo, Ohio. She currently lives in Pensacola, Florida. She is a Fellow of the American Speech- Language-Hearing Association. She received her bachelor’s degree from Miami University (Oxford, Ohio), her master’s degree from the Ohio State University (Columbus, Ohio), her doctoral degree from Bowling Green State University (Bowling Green, Ohio), and completed a NIH-funded post-doctoral fellowship focusing on children’s early literacy development at the University of Michigan (Ann Arbor, Michigan). Kaderavek worked as a clinician and as the Director of Speech-Language Pathology Services at the Toledo Hearing and Speech Center for 10 years, prior to her doctoral education. During her academic career, Dr. Kaderavek taught over 30 different courses at both the undergraduate and graduate level within the fields of speech-language pathology, early childhood education, and special education. She has published numerous book chapters, peer-reviewed articles, and presented both at the national and international level. She has served as a co-principal investigator on multiple nationally-funded multi-million dollar research projects, in the areas of early literacy development and early childhood science education. Her work within the field of science education has developed her expertise in training teachers to use pedagogical practices facilitating students’ high-level, critical thinking. Victoria S. Henbest is an ASHA certified speech-language pathologist and assistant professor in the Speech Pathology and Audiology Department at the University of South Alabama where she teaches the undergraduate introductory courses on language and speech disorders as well as the graduate-level school-age language and literacy and augmentative and alternative communication (AAC) courses. Dr. Henbest earned a Bachelor of Science in Education in Communication Sciences and Disorders from the University of Arkansas, a Master of Science in Speech-Language Pathology from Missouri State University, and a Ph.D. from the University of South Carolina. Prior to earning her doctoral degree, Dr. Henbest worked for 5 years as a full-time clinician in a public-school early childhood setting with pre-school age children with speech, language, and literacy needs including children on the autism spectrum, those with intellectual disabilities, and medically complex children.  Since joining the faculty at the University of South Alabama, Dr. Henbest’s clinical service provision has been through clinical education where she has supported graduate student clinicians with evaluation and intervention for school-age children with spoken and written language difficulties.  Dr. Henbest’s primary research interests include word-level reading and spelling and the relation between linguistic awareness skills, particularly morphological awareness, and literacy development. She has published and presented on these topics at the state, national, and international levels. As part of this work, Dr. Henbest is co-author of a standardized test of morphological awareness entitled the Morphological Awareness Test for Reading (MATRS).

Preface
Contributors

Part I. Foundations of Assessment and Intervention in Language Disorders

Chapter 1. The Foundations of Language and Clinical Practice 
Chapter Overview Questions
Definitions and Background Information: Language Disorders 
The Speech Chain
Form, Content, and Use: The Cornerstones of Language 
The Three Cornerstones of Evidence-Based Practice 
Summary
Discussion and In-Class Activities
Case Studies

Chapter 2. Language Theory and the Communication Subdomains 
Chapter Overview Questions
Theories of Language Development
The Five Communication Subdomains 
Communication Subdomain 1: Early Pragmatic Skills
Communication Subdomain 2: Vocabulary Development 
Communication Subdomain 3: Multiple Word Combinations 
Communication Subdomain 4: Morphosyntax Development 
Communication Subdomain 5: Advanced Pragmatic and Discourse Development
Revisiting the Interrelationship of Communication Subdomain Development
Summary
Discussion and In-Class Activities
Case Study

Chapter 3. Assessment of Language Disorders 
Chapter Overview Questions
Assessment Tools
Psychometric Features of Assessment 
Language Sample Analysis
The Language Assessment Process 
Identifying Potential Intervention Communication Targets
Summary
Discussion and In-Class Activities 
Case Study 

Chapter 4. Decision Making in Assessment and Intervention 
Chapter Overview Questions
A Model of Decision Making
Decision Making: Assessment
Decision Making: Intervention
Decision Making: Environment
Decision Making: Progress Monitoring and Dismissal 
Summary
Discussion and In-Class Activities 
Case Study

Chapter 5. Principles of Intervention 
Chapter Overview Questions
Critical Components of Intervention
Intervention Strategies: Looking Behind the Curtain 
Intervention: Forms and Functions
Technology: Clinical Use of Apps
Goal Writing, Goal Attack Strategies, and Dosage
Summary
Discussion and In-Class Activities
Case Study

Part II. Language Disorders

Chapter 6. Children With Development Language Disorder (DLD) 
Chapter Overview Questions
Definition, Prevalence, Causation, and Major Characteristics 
Supporting Vocabulary Development With a Tiered Approach
Supporting the Conversational Skills of Children With Language Impairments
Peer-Mediated Interventions for Children With Language Impairments 
Assessment
Intervention 
Summary
Discussion and In-Class Activities
Case Studies

Chapter 7. Children With Hearing Loss 
Lori A. Pakulski and Erika Squires
Chapter Overview Questions
Description of the Disorder
Causation, Risk Factors, and Communication Impairments 
Factors Influencing Outcomes for Children With Hearing Loss 
Approaches Focusing on Talking and Listening
Approaches Focusing on Visual Learning and Manual Communication
Family role in Intervention
Assessment and Progress Monitoring
Intervention
Summary
Discussion and In-Class Activities
Case Study

Chapter 8. Children With Intellectual Disability 
Chapter Overview Questions
Description, Prevalence, Causation, and Major Characteristics
Characteristics of ID and the Implications for Intervention
Linguistic Profiles: Understanding the Development of Form, Content, and Use Within Subtypes of ID
Assessment
Intervention
Summary
Discussion and In-Class Activities
Case Study

Chapter 9. Autism
Angela B. Anthony
Chapter Overview Questions
Describing Individuals on the Autism Spectrum
Prevalence of Autism, Co-occurrence of Other Disorders, and Differential Diagnosis
Assessment and Progress Monitoring
Intervention
Summary
Discussion and In-Class Activities 
Case Studies

Chapter 10. Emergent Literacy, Reading, Spelling, and Writing 
Chapter Overview Questions
The Role of the Speech-Language Pathologist in Reading and Writing 
Spoken Versus Written Language
Emergent Literacy: Prevention of Reading Disability in Young Children 
Conventional Literacy and Literacy-Related Domains, Assessment, and Intervention
Narratives
Text-level Conventional Literacy Domains 
Working With Teachers
Summary
Discussion and In-Class Activities
Case Study

Chapter 11. Augmentative and Alternative Communication
Julia M. Fischer and Pamela Terrell
Chapter Overview Questions
Background and Description
AAC System Components
Assessment
Intervention
AAC: Literacy and Cultural Considerations
Summary
Discussion and In-Class Activities
Case Studies

Appendix A 
Appendix B 
Appendix C 
Appendix D 
Appendix E 
Appendix F 
Appendix G
Glossary
References
Index