Language disorders: a functional approach to assessment and intervention

✍ Scribed by Jr, Robert E Owens

• Publisher: Pearson/Allyn & Bacon
• Year: 2009;2010
• Tongue: English
• Leaves: 576
• Edition: 5th ed
• Category: Library

✦ Synopsis

The new fifth edition of Language Disorders offers a comprehensive discussion of language disorders and clinical practice that emphasizes classroom application and evidence-based practice. The text builds a foundation of information about models and disorders and then asks students to apply that information to learning assessment and intervention skills. This text takes a functional, environmental, and conversational approach to assessment and intervention by using the child's natural environment and conversational partners. Unlike other language disorders texts that have a disorder-specific focus, this text takes a logical traverse from assessment through intervention across disorders.

The revised fifth edition is completely updated with current trends and developments in the field and offers an array of practical ideas and useful suggestions for students and speech-language pathologists. The text provides concrete guidelines and procedures for the assessment and training of children as well as training for speech-language pathologists.

✦ Table of Contents

Cover......Page 1
Contents......Page 4
Preface......Page 10
Part 1 Introduction......Page 12
1 A Functional Language Approach......Page 14
Role of Pragmatics in Intervention......Page 19
Role of Generalization in Intervention......Page 21
Evidence-Based Practice......Page 28
Conclusion......Page 30
2 Language Impairments......Page 32
Diagnostic Categories......Page 33
Conclusion......Page 74
Part 2 Communication Assessment......Page 78
3 Assessment of Preschool and School-Age Children with Language Impairment......Page 80
Psychometric Versus Descriptive Procedures......Page 82
Psychometric Assessment Protocols......Page 84
Descriptive Approaches......Page 91
An Integrated Functional Assessment Strategy......Page 94
Conclusion......Page 109
4 Assessment of Preschool and School-Age Children with Language Difference......Page 110
State of Service Delivery......Page 112
Overcoming Bias in an Assessment......Page 118
An Integrated Model for Assessment......Page 122
Conclusion......Page 131
5 Language Sampling......Page 132
Planning and Collecting a Representative Sample......Page 133
Recording the Sample......Page 149
Transcribing the Sample......Page 151
Conclusion......Page 154
6 Analysis Across Utterances and Partners and by Communication Event......Page 156
Across Utterances and Partners......Page 158
Communication Event......Page 164
Conversational Partner......Page 184
Conclusion......Page 186
7 Analyzing a Language Sample at the Utterance Level......Page 187
Language Use......Page 188
Content......Page 195
Form......Page 203
Conclusion......Page 226
8 Narrative Analysis......Page 227
Collecting Narratives......Page 229
Narrative Analysis......Page 231
Children with CLD Backgrounds......Page 244
Narrative Collection and Analysis......Page 246
Conclusion......Page 247
Part 3 Intervention......Page 250
9 A Functional Intervention Model......Page 252
Principles......Page 254
Generalization Variables......Page 259
Conclusion......Page 276
10 Manipulating Context......Page 277
Nonlinguistic Contexts......Page 278
Linguistic Contexts......Page 280
Top-Down Teaching......Page 290
Conclusion......Page 292
11 Specific Intervention Techniques......Page 293
Pragmatics......Page 294
Semantics......Page 310
Syntax and Morphology......Page 333
Children with CLD Backgrounds......Page 344
Use of Microcomputers......Page 347
Conclusion......Page 349
12 Classroom Functional Intervention......Page 350
Background and Rationale: Recent Educational Changes......Page 351
Role of the Speech-Language Pathologist......Page 355
Elements of a Classroom Model......Page 357
Instituting a Classroom Model......Page 381
Conclusion......Page 385
13 Literacy Impairments: Language in a Visual Mode......Page 386
Reading......Page 388
Writing......Page 408
Conclusion......Page 419
A: Considerations for CLD Children......Page 420
B: Language Analysis Methods......Page 430
C: Selected English Morphological Prefixes and Suffixes......Page 454
D: Indirect Elicitation Techniques......Page 456
E: Intervention Activities and Language Targets......Page 460
F: Use of Children's Literature in Preschool Classrooms......Page 464
D......Page 478
L......Page 479
S......Page 480
W......Page 481
References......Page 482
B......Page 546
C......Page 547
D......Page 548
F......Page 549
H......Page 550
K......Page 551
L......Page 552
M......Page 553
P......Page 554
R......Page 555
S......Page 556
V......Page 557
W......Page 558
Z......Page 559
A......Page 560
C......Page 561
E......Page 564
I......Page 565
L......Page 567
M......Page 568
N......Page 569
P......Page 570
R......Page 571
S......Page 572
T......Page 574
W......Page 575
Z......Page 576