Introduction to Children with Language Disorders, An
Pearson (Verlag)
978-0-13-382709-5 (ISBN)
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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
| Erscheinungsdatum | 07.07.2017 |
|---|---|
| Sprache | englisch |
| Maße | 100 x 100 mm |
| Gewicht | 100 g |
| Themenwelt | Medizin / Pharmazie ► Gesundheitsfachberufe ► Logopädie |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Pädiatrie | |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-10 | 0-13-382709-7 / 0133827097 |
| ISBN-13 | 978-0-13-382709-5 / 9780133827095 |
| Zustand | Neuware |
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