Language and literacy disorders: infancy through adolescence

✍ Scribed by Nelson, Nickola Wolf

• Publisher: Pearson; Allyn & Bacon
• Year: 2009;2010
• Tongue: English
• Leaves: 601
• Category: Library

✦ Synopsis

Organized with a clear framework and student-friendly learning supports, this textbook helps graduate and undergraduate students gain essential knowledge that can inform, and transform, their work with children who need special assistance to acquire language and literacy abilities to meet multiple communication and learning needs.Featuring content and questions that encourage deeper thinking about the nature of disordered and normal development, this text makes assessment and intervention practices relevant to contexts of home, classroom, and peer interactions. In particular, readers will learn to draw on multiple sources of input to develop an assessment picture for a child at any age and stage of development as a person with unique strengths and needs, coming from a particular cultural-linguistic background, and with concerns that may be attributed to a particular known or unknown but suspected set of etiological factors. Additionally, readers will learn to plan interventions that target developmentally appropriate outcomes in spoken and written language and to apply techniques that are informed by varied theoretical perspectives and a growing evidence base. This text is organized into three sections that are designed to promote understanding of: (1) basic concepts, taxonomies, policies, and procedures that can inform other decisions; (2) implications of common etiologies (e.g., primary language impairment/learning disability, hearing impairment, autism spectrum disorders, mental retardation/cognitive impairment; acquired neurological impairment) for modifying assessment and intervention practices; and (3) appropriate assessment and intervention procedures across developmental language and literacy ages, stages, and targets. Instructors can guide students through the sections and chapters, review and practice material, and extended exercises, so students can gain confidence they will know what to do when facing diverse populations of real children in a variety of settings. Although the book is written primarily for students in speech-language pathology, it draws on the author's experience working in schools and classrooms with general and special education teachers and other interdisciplinary team members and can be used with (or by) members of other disciplines and by practitioners as well as students. The ultimate beneficiaries of this book should be children and adolescents who grow up with improved abilities to communicate, read, write, listen, and speak because they received services from professionals who knew what they were doing and why.

✦ Table of Contents

Cover......Page 1
Contents......Page 8
Preface......Page 16
Part I: Frameworks for Clinical Practice......Page 20
CHAPTER 1 Frameworks for Guiding Practice......Page 22
Importance of Asking Good Questions......Page 23
Contextualized Assessment and Intervention......Page 32
World Health Organization Definitions......Page 38
Exercises and Study Questions......Page 41
CHAPTER 2 Speech, Language/Literacy, and Communication......Page 42
Speech, Language (Including Literacy), and Communication......Page 43
Five Language Parameters......Page 54
Content, Form, and Use......Page 67
Language Levels and Modalities......Page 69
Cultural–Linguistic Variation......Page 70
Exercises and Study Questions......Page 73
CHAPTER 3 Language/Literacy and Related Systems......Page 74
Theoretical Accounts......Page 75
System Theory......Page 89
Systems Supporting Language Development......Page 91
Exercises and Study Questions......Page 103
Part II: Policies, Practices, and Populations......Page 104
CHAPTER 4 Policies and Practices......Page 106
Policies......Page 107
Clinical Practices......Page 111
Categorization, Diagnosis, and Causation......Page 121
Testing and Exclusionary Factors in Diagnosis......Page 124
Prevalence, Prevention, and Prognosis......Page 134
Exercises and Study Questions......Page 140
CHAPTER 5 Primary Disorders of Speech, Language, and Literacy......Page 141
Speech Sound Disorders......Page 142
Language Impairment......Page 147
Learning Disability......Page 155
Spoken and Written Language Associations and Dissociations......Page 160
Exercises and Study Questions......Page 169
CHAPTER 6 Motor and Sensory Impairments......Page 170
Motor System Impairment......Page 171
Auditory System Impairment......Page 175
Visual System Impairment......Page 188
Other Sensory System Problems......Page 193
Chapter Summary......Page 194
Exercises and Study Questions......Page 195
CHAPTER 7 Cognitive–Communicative Impairments......Page 196
Developmental Disability......Page 197
Intellectual Disability (Mental Retardation)......Page 198
Autism Spectrum Disorders......Page 206
Acquired Brain Injury......Page 212
Child Abuse and Neglect......Page 218
Interactive Disorders of Attention, Emotion, and Behavior......Page 223
Exercises and Study Questions......Page 231
Part III: Assessment and Intervention......Page 232
CHAPTER 8 Infant and Toddler Policies and Practices......Page 234
Policies and Practices for Infants and Toddlers......Page 235
Comprehensive Assessment for Infants and Toddlers......Page 253
Chapter Summary......Page 256
Exercises and Study Questions......Page 257
CHAPTER 9 Infant and Toddler Intervention......Page 258
Prelinguistic Organization to Intentional Communication......Page 259
Joint Action Routines and Early Play......Page 270
First Words to Two-Word Utterances......Page 275
Emergent Narratives and Literacy......Page 283
Exercises and Study Questions......Page 286
CHAPTER 10 Preschool Policies and Practices......Page 287
Policies and Practices in the Preschool Years......Page 288
Comprehensive Assessment in the Preschool Years......Page 293
Exercises and Study Questions......Page 300
CHAPTER 11 Preschool Intervention......Page 301
Sounds, Words, and Vocabulary Concepts......Page 302
Sentence- and Discourse-Level Development......Page 311
Social Interaction and Play......Page 334
Emergent and Early Literacy......Page 345
Exercises and Study Questions......Page 351
CHAPTER 12 School-Age Policies and Practices......Page 352
Policies and Practices in the School-Age Years......Page 353
Comprehensive Assessment in the School-Age Years......Page 370
Chapter Summary......Page 393
Exercises and Study Questions......Page 394
CHAPTER 13 School-Age Intervention......Page 395
Discourse-Level Knowledge and Skills......Page 396
Sentence-Level Knowledge and Skills......Page 436
Word-Level Knowledge and Skills......Page 445
Chapter Summary......Page 459
Exercises and Study Questions......Page 460
CHAPTER 14 Interventions for Special Populations......Page 461
Comprehensive Planning for Comprehensive Needs......Page 462
Preverbal to Intentional Communication......Page 468
Echolalia, Challenging Behaviors, and Nonsymbolic Communication......Page 476
Intervention for Severe Speech Production Disorders......Page 483
AAC for Children and Adolescents with Complex Communication Needs......Page 486
Intervention for Sensory Loss and Central-Processing Disorders......Page 492
Intervention for Cognitive–Communicative Disorders......Page 507
Intervention for Autism Spectrum Disorders......Page 509
Chapter Summary......Page 518
Exercises and Study Questions......Page 519
Part III: Appendix......Page 520
References......Page 553
A......Page 590
C......Page 591
D......Page 592
E......Page 593
I......Page 594
L......Page 595
N......Page 596
P......Page 597
R......Page 598
S......Page 599
T......Page 600
Z......Page 601