BOOK
Language Disorders from Infancy Through Adolescence - E-Book
(2012)
Additional Information
Book Details
Abstract
Language Disorders from Infancy Through Adolescence, 4th Edition is the go-to text for all the information you need to properly assess childhood language disorders and provide appropriate treatment. This core resource spans the entire developmental period through adolescence, and uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This new edition also features significant updates in research, trends, instruction best practices, and social skills assessment.
- Comprehensive text covers the entire developmental period through adolescence.
- Clinical application focus featuring case studies, clinical vignettes, and suggested projects helps you apply concepts to professional practice.
- Straightforward, conversational writing style makes this book easy to read and understand.
- More than 230 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts.
- UNIQUE! Practice exercises with sample transcripts allow you to apply different methods of analysis.
- UNIQUE! Helpful study guides at the end of each chapter help you review and apply what you have learned.
- Versatile text is perfect for a variety of language disorder courses, and serves as a great reference tool for professional practitioners.
- Highly regarded lead author Rhea Paul lends her expertise in diagnosing and managing pediatric language disorders.
- Communication development milestones are printed on the inside front cover for quick access.
- Chapter objectives summarize what you can expect to learn in each chapter.
- Updated content features the latest research, theories, trends and techniques in the field.
- Information on autism incorporated throughout the text
- Best practices in preliteracy and literacy instruction
- The role of the speech-language pathologist on school literacy teams and in response to intervention
- New reference sources
- Student/Professional Resources on Evolve include an image bank, video clips, and references linked to PubMed.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front cover | cover | ||
| Language disorders from Infancy through Adolescence | iii | ||
| Copyright | vi | ||
| Dedication | vii | ||
| A note to the instructor | viii | ||
| Preface | xi | ||
| Acknowledgments | xiii | ||
| Table of contents | xiv | ||
| Models of child language disorders | 1 | ||
| Chapter objectives | 1 | ||
| Diagnostic issues in developmental language disorders | 1 | ||
| A brief history of the field of language pathology | 2 | ||
| Terminology | 3 | ||
| Speech, language and communication | 3 | ||
| What’s in a name? | 4 | ||
| Aspects and modalities of language disorder | 5 | ||
| Form | 5 | ||
| Content | 5 | ||
| Use | 6 | ||
| Diagnostic issues | 7 | ||
| DLD relative to what? | 7 | ||
| Are there subtypes of DLD? | 7 | ||
| How low can you go? | 8 | ||
| What is the impact of language disorders on daily living? | 8 | ||
| Etiology of DLD | 9 | ||
| Why do children have DLDs? | 9 | ||
| Genetic factors in DLD | 10 | ||
| Neurobiological factors in DLD | 11 | ||
| Language in the brain | 11 | ||
| Brain structure in DLD | 12 | ||
| Brain function in DLD | 12 | ||
| fMRI | 12 | ||
| Electrophysiological measures | 14 | ||
| Environmental factors | 15 | ||
| Cognitive models of DLD | 15 | ||
| Auditory processing | 15 | ||
| Limited processing capacity | 16 | ||
| Procedural deficits | 17 | ||
| Comorbidity in dld | 17 | ||
| Autism spectrum disorders | 17 | ||
| Language learning disabilities (literacy disorders) | 18 | ||
| Conclusion | 19 | ||
| Study guide | 20 | ||
| Assessment | 22 | ||
| Chapter objectives | 22 | ||
| General principles of assessment for suspected developmental language disorder | 22 | ||
| Case history | 23 | ||
| Low structure observations | 24 | ||
| Language or communication sample | 24 | ||
| The assessment plan | 24 | ||
| Why assess? | 25 | ||
| Screening | 25 | ||
| Establishing baseline function | 26 | ||
| Establishing goals for intervention | 27 | ||
| Measuring change in intervention | 28 | ||
| What to assess | 29 | ||
| Domains of language: form, content, and use | 29 | ||
| Modalities of language: comprehension and production | 30 | ||
| Assessing collateral areas | 30 | ||
| Hearing | 30 | ||
| Oral-motor assessment | 30 | ||
| Examination of the external face and head | 30 | ||
| Intraoral examination | 32 | ||
| Examination of velopharyngeal function and resonance | 33 | ||
| Examination of volitional oral movements | 34 | ||
| Diadochokinetic assessment | 34 | ||
| Evaluating respiratory and phonatory function | 34 | ||
| Summarizing the oral-motor assessment | 35 | ||
| Nonverbal cognition | 35 | ||
| Social functioning | 36 | ||
| How will we assess? | 36 | ||
| Standardized tests | 39 | ||
| Interviews and questionnaires | 44 | ||
| Developmental scales | 44 | ||
| Criterion-referenced procedures | 44 | ||
| Comprehension | 45 | ||
| Avoiding overinterpretation | 45 | ||
| Controlling linguistic stimuli | 45 | ||
| Specifying an appropriate response | 45 | ||
| Production | 46 | ||
| Elicited imitation | 46 | ||
| Elicited production | 46 | ||
| Structural analysis | 47 | ||
| Integrating approaches | 48 | ||
| Behavioral observations | 48 | ||
| Dynamic assessment | 49 | ||
| Functional assessment | 49 | ||
| Curriculum-based assessment | 50 | ||
| Formative versus summative assessment | 50 | ||
| The hard-to-assess child | 50 | ||
| Integrating and interpreting assessment data | 51 | ||
| Severity statement | 51 | ||
| Prognostic statement | 51 | ||
| Recommendations | 52 | ||
| Putting it all together: the clinical report | 53 | ||
| Conclusions | 53 | ||
| Study guide | 53 | ||
| Sample intake questionnaire | 56 | ||
| Request for release of confidential information | 57 | ||
| Sample referral letter | 58 | ||
| Sample clinical report | 59 | ||
| Principles of intervention | 61 | ||
| Chapter objectives | 61 | ||
| The purpose of intervention | 61 | ||
| How can intervention change language behavior? | 62 | ||
| Facilitation | 62 | ||
| Maintenance | 63 | ||
| Induction | 63 | ||
| Developing intervention plans | 63 | ||
| Evidence-based practice | 63 | ||
| Products of intervention: setting goals | 66 | ||
| Communicative effectiveness | 67 | ||
| New forms express old functions; new functions are expressed by old forms | 67 | ||
| Client phonological abilities | 68 | ||
| Teachability | 68 | ||
| Processes of intervention | 68 | ||
| Intervention approaches | 68 | ||
| The clinician-directed approach | 68 | ||
| Drill | 70 | ||
| Drill play | 70 | ||
| Modeling | 70 | ||
| Child-centered approaches | 71 | ||
| Hybrid approaches | 71 | ||
| Focused stimulation | 74 | ||
| Vertical structuring | 74 | ||
| Milieu communication training | 74 | ||
| Script therapy | 75 | ||
| Using the continuum of naturalness | 77 | ||
| Make the language informative | 78 | ||
| Increase the motivation to communicate within the task | 78 | ||
| Use cohesive texts | 78 | ||
| Move from here and now to there and then | 78 | ||
| Intervention activities | 80 | ||
| Structuring intervention activities to maximize learning | 80 | ||
| Modifying the linguistic signal | 80 | ||
| Rate | 80 | ||
| Repetition | 80 | ||
| Increasing perceptual saliency through prosody and word order | 82 | ||
| Controlling complexity | 82 | ||
| Obligating pragmatically appropriate responses | 82 | ||
| Determining dosage | 83 | ||
| Determining the intervention modality | 83 | ||
| Comprehension versus production | 83 | ||
| Augmentative and alternative modalities | 83 | ||
| Consequating client language | 83 | ||
| Generalizing language gains | 86 | ||
| The context of intervention | 87 | ||
| Choosing the nonlinguistic stimuli | 87 | ||
| Types of stimuli | 87 | ||
| Timing | 88 | ||
| Service delivery models | 88 | ||
| The consultant model | 89 | ||
| The language-based classroom model | 89 | ||
| Collaborative models | 89 | ||
| Evaluating intervention outcomes | 89 | ||
| Termination criteria | 91 | ||
| Evaluating the effectiveness of intervention | 91 | ||
| Determining responsiveness to intervention | 93 | ||
| Prevention of language disorders in children | 93 | ||
| Primary prevention and the speech-language pathologist | 96 | ||
| The speech-language pathologist’s role in secondary and tertiary prevention | 96 | ||
| Conclusions | 97 | ||
| Study guide | 98 | ||
| Functional communication measures for child language | 99 | ||
| Special consideration for special populations | 100 | ||
| Chapter objectives | 100 | ||
| Intellectual disability | 101 | ||
| DLD associated with disorders of known genetic origin | 103 | ||
| Down syndrome | 103 | ||
| Cognitive characteristics | 103 | ||
| Language characteristics | 104 | ||
| Form | 104 | ||
| Content | 104 | ||
| Use | 104 | ||
| Literacy | 104 | ||
| Implications for clinical practice | 105 | ||
| Williams syndrome | 105 | ||
| Definition and classification | 105 | ||
| Cognitive characteristics | 105 | ||
| Language characteristics | 105 | ||
| Form | 106 | ||
| Content | 106 | ||
| Use | 106 | ||
| Literacy | 106 | ||
| Implications for clinical practice | 106 | ||
| Fragile X syndrome | 106 | ||
| Definition and classification | 106 | ||
| Cognitive characteristics | 107 | ||
| Language characteristics | 107 | ||
| Form | 107 | ||
| Content | 108 | ||
| Use | 108 | ||
| Literacy | 108 | ||
| Implications for clinical practice | 108 | ||
| DLD associated with sensory impairments | 109 | ||
| Visual impairment | 109 | ||
| Hearing impairment | 109 | ||
| Sensori-neural hearing loss | 110 | ||
| Cognitive characteristics | 110 | ||
| Language characteristics | 110 | ||
| Form | 110 | ||
| Content | 111 | ||
| Use | 132 | ||
| Literacy | 132 | ||
| Implications for clinical practice | 132 | ||
| Otitis media | 132 | ||
| Auditory processing disorder | 132 | ||
| Deaf-blind | 132 | ||
| DLD associated with acquired neurological disorder | 132 | ||
| Traumatic brain injury | 135 | ||
| Child language disorders in a pluralistic society | 137 | ||
| Chapter objectives | 137 | ||
| Defining language differences | 138 | ||
| Larger minority groups in america’s cultures | 139 | ||
| African-american culture and communication | 139 | ||
| Hispanic-american culture and communication | 140 | ||
| Native american culture and communication | 143 | ||
| Arab-american culture and communication | 143 | ||
| Asian-american culture and communication | 143 | ||
| High- and low-context communication | 143 | ||
| Narratives | 145 | ||
| Working with families from culturally different backgrounds | 145 | ||
| Assessing culturally and linguistically different children | 148 | ||
| Language disorder or language difference? | 148 | ||
| Establishing language dominance | 150 | ||
| Obtaining interview data | 151 | ||
| Using standardized tests with cld children | 153 | ||
| Criterion-referenced assessment of cld children | 155 | ||
| Other assessment procedures | 159 | ||
| Using behavioral observation with the cld child | 159 | ||
| Language intervention with the CLD child | 160 | ||
| The monolingual SLP and the client dominant in a different language or dialect | 160 | ||
| In-service training | 160 | ||
| Consultation | 162 | ||
| Diagnostic services | 163 | ||
| Training paraprofessionals to deliver services in the first language | 163 | ||
| The worst-case scenario | 163 | ||
| The slp and normally developing children with limited proficiency in standard english | 163 | ||
| Multicultural teaching techniques | 168 | ||
| Conclusions | 172 | ||
| Study guide | 173 | ||
| Idea issue brief | 174 | ||
| Culturally and linguistically diverse students | 174 | ||
| What the 2006 IDEA part B final regulations say: | 174 | ||
| Implications for ASHA members | 174 | ||
| What asha members can do | 174 | ||
| A sample of multicultural tests and assessment materials | 174 | ||
| Assessment and intervention in the prelinguistic period | 183 | ||
| Chapter objectives | 183 | ||
| Family-centered practice | 184 | ||
| Service plans for prelinguistic clients | 184 | ||
| Risk factors for communication disorders in infants | 185 | ||
| Prenatal factors | 185 | ||
| Prematurity and low birth weight | 185 | ||
| Genetic and congenital disorders | 186 | ||
| Other risks identified after the newborn period | 186 | ||
| Assessment and intervention for high-risk infants and their families in the newborn intensive care nursery | 186 | ||
| Feeding and oral motor development | 186 | ||
| Assessment | 186 | ||
| Management | 187 | ||
| Hearing conservation and aural habilitation | 189 | ||
| Child behavior and development | 189 | ||
| Assessment | 189 | ||
| Management | 190 | ||
| Parent-child communication | 190 | ||
| Assessment | 190 | ||
| Assessing infant readiness for communication | 190 | ||
| Assessing parent communication and family functioning | 190 | ||
| Management | 191 | ||
| Assessment and intervention for preintentional infants and their families: 1 to 8 months | 193 | ||
| Feeding and oral-motor development | 193 | ||
| Feeding assessment | 193 | ||
| Vocal assessment | 194 | ||
| Managing feeding | 196 | ||
| Managing vocal development | 196 | ||
| Hearing conservation and aural habilitation | 197 | ||
| Child behavior and development | 197 | ||
| Assessment and intervention for emerging language | 234 | ||
| Chapter objectives | 234 | ||
| Issues in early assessment and intervention | 235 | ||
| Screening and eligibility for services | 235 | ||
| Transition planning | 237 | ||
| Family-centered practice | 237 | ||
| Communicative skills in normally speaking toddlers | 237 | ||
| Assessment of communicative skills in children with emerging language | 238 | ||
| Multidisciplinary and transdisciplinary assessment | 238 | ||
| Play and gesture assessment | 239 | ||
| Assessing play | 239 | ||
| Assessing gesture | 240 | ||
| Communication assessment | 242 | ||
| Assessing communicative intention | 243 | ||
| Range of communicative functions | 244 | ||
| Frequency of expression of intentions | 244 | ||
| Forms of communication | 245 | ||
| Using a communication intention worksheet | 245 | ||
| Assessing comprehension | 246 | ||
| Assessing productive language | 249 | ||
| Assessing speech-motor development | 249 | ||
| Collecting a speech sample | 250 | ||
| Assessing phonological skills | 250 | ||
| Assessing lexical production | 252 | ||
| Assessing semantic-syntactic production | 253 | ||
| Relative frequency of word combinations | 253 | ||
| Semantic relations expressed | 253 | ||
| Decision making based on assessment information | 254 | ||
| From assessment to intervention | 255 | ||
| Family-centered practice | 255 | ||
| Products, procedures, and contexts of intervention for children with emerging language | 257 | ||
| Intervention products: goals for emerging language | 257 | ||
| Developing play and gesture | 257 | ||
| Using intentional communicative behaviors | 257 | ||
| Developing receptive language | 261 | ||
| Developing sounds, words, and word combinations | 262 | ||
| Increasing phonological skills | 262 | ||
| Developing a first lexicon | 262 | ||
| Developing word combinations | 262 | ||
| Preliteracy development | 266 | ||
| Toddlers with ASD | 266 | ||
| Assessment considerations for toddlers with ASD | 266 | ||
| Screening | 266 | ||
| Evaluating communication | 266 | ||
| Diagnostic assessment | 267 | ||
| Intervention for toddlers with ASD | 267 | ||
| Receptive language | 267 | ||
| Vocabulary and utterance length | 268 | ||
| Working with echolalia | 268 | ||
| Considerations for older clients in the emerging language stage | 269 | ||
| Modifying assessments for older clients with emerging language | 269 | ||
| Play and gesture | 270 | ||
| Intentional communication | 270 | ||
| Comprehension | 270 | ||
| Phonological and lexical production | 270 | ||
| Motor skills assessment | 271 | ||
| Intervention targets and procedures for older clients with emerging language | 271 | ||
| Play and gesture | 271 | ||
| Intentional communication | 271 | ||
| Comprehension | 272 | ||
| Production | 272 | ||
| Emergent literacy | 274 | ||
| Conclusions | 275 | ||
| Study guide | 277 | ||
| General communication assessments for children younger than 3 years of age | 277 | ||
| Analyses of transcript in box 7-3 | 280 | ||
| Training resources for parents of toddlers | 280 | ||
| Videos for training parents and teachers of toddlers | 280 | ||
| Assessment of developing language | 286 | ||
| Chapter objectives | 286 | ||
| Family-centered assessment | 287 | ||
| Assessing collateral areas | 288 | ||
| Screening for language disorders in the period of developing language | 288 | ||
| Using standardized tests in assessing developing language | 290 | ||
| Criterion-referenced assessment and behavioral observation for children with developing language | 292 | ||
| Assessing speech sound production | 292 | ||
| Independent analysis: phonetic inventory | 293 | ||
| Relational analysis: errors and error patterns | 294 | ||
| Assessing phonological processing: preventing reading failure | 294 | ||
| Criterion-referenced language assessment | 296 | ||
| Vocabulary | 296 | ||
| Guidelines for vocabulary assessment and intervention | 296 | ||
| Methods of criterion-referenced vocabulary assessment | 297 | ||
| Syntax and morphology | 298 | ||
| Receptive syntax and morphology | 298 | ||
| Criterion-referenced methods for assessing receptive syntax and morphology | 299 | ||
| Decontextualized formats | 299 | ||
| Assessing comprehension strategies | 299 | ||
| Assessing comprehension in contextualized settings | 299 | ||
| Criterion-referenced methods for assessing productive syntax and morphology | 299 | ||
| Speech sample analysis | 299 | ||
| Elicited procedures | 316 | ||
| Pragmatic assessment | 316 | ||
| Considerations for the older clients with severe disabilities and those with asd at the developing language stage | 322 | ||
| Older students with severe disabilities who function at the developing language level | 322 | ||
| Children with ASD | 328 | ||
| Conclusions | 329 | ||
| Study guide | 329 | ||
| A sample of articulation screening tools for the developing language level | 329 | ||
| A sample of language screening tools at the developing language level | 329 | ||
| A sample of articulation assessment tools at the developing language level | 329 | ||
| A sample of language assessment tools at the developing language level | 329 | ||
| Grammatical morpheme analysis of transcript in box 8-5 | 329 | ||
| Sentence structure analysis of transcript in box 8-5 | 329 | ||
| Sentence structure analysis of transcript in box 8-7 | 329 | ||
| Intervention for developing language | 347 | ||
| Chapter objectives | 347 | ||
| Intervention policy issues at the developing language level | 347 | ||
| Individualized educational plans | 347 | ||
| Intervention settings | 348 | ||
| Family-centered practice | 348 | ||
| Intervention for developing language: products, processes, and contexts | 348 | ||
| Intervention products: goals for children with developing language | 349 | ||
| Phonology | 349 | ||
| Semantics | 352 | ||
| Syntax and morphology | 352 | ||
| Comprehension versus production targets | 353 | ||
| Pragmatics | 354 | ||
| Play and thinking | 355 | ||
| Preliteracy | 355 | ||
| Intervention procedures for children with developing language | 357 | ||
| Clinician-directed methods | 357 | ||
| Phonology | 357 | ||
| Speech sounds | 357 | ||
| Phonological awareness | 358 | ||
| Semantics | 358 | ||
| Syntax and morphology | 359 | ||
| Child-centered approaches to intervention for the child with developing language | 360 | ||
| Indirect language stimulation | 360 | ||
| Facilitated play | 362 | ||
| Hybrid approaches to intervention for the child with developing language | 362 | ||
| Hybrid approaches in phonology | 363 | ||
| Focused stimulation | 363 | ||
| Script therapy | 364 | ||
| Event structures | 365 | ||
| Literature-based scripts | 365 | ||
| Structured play | 368 | ||
| Using conversation and narrative in hybrid intervention | 368 | ||
| Intervention contexts for children with developing language | 370 | ||
| Agents of intervention for children with developing language | 370 | ||
| Paraprofessionals | 370 | ||
| Parents | 370 | ||
| Peers | 371 | ||
| Service delivery models for children with developing language | 372 | ||
| Clinical model | 372 | ||
| Language-based classroom | 372 | ||
| Consultant model | 372 | ||
| Collaborative model | 376 | ||
| Intervention for older clients with severe impairment and asd at the developing language level | 377 | ||
| Students with severe disabilities | 377 | ||
| Preschoolers with ASD | 378 | ||
| Echolalia | 379 | ||
| Language form | 380 | ||
| Language content | 380 | ||
| Language use | 380 | ||
| Conclusions | 382 | ||
| Study guide | 386 | ||
| Language, reading, and learning in school: what the speech-language pathologist needs to know | 393 | ||
| Chapter objectives | 393 | ||
| School-based practice in speech-language pathology | 394 | ||
| Laws applying to school-based services | 394 | ||
| Preassessment and referral under RTI | 396 | ||
| Determining eligibility | 397 | ||
| Documenting present level of educational performance | 397 | ||
| Writing individualized educational plans | 397 | ||
| Annual goals | 397 | ||
| Short-term objectives and benchmarks | 398 | ||
| Specifying services, modifications, and accommodations | 398 | ||
| Evaluation | 399 | ||
| Delivering services within the curriculum | 399 | ||
| Inclusion | 399 | ||
| Students with language learning disabilities | 399 | ||
| Definitions and characteristics | 399 | ||
| Phonological characteristics | 401 | ||
| Syntactic characteristics | 401 | ||
| Semantic characteristics | 402 | ||
| Pragmatic characteristics | 402 | ||
| Conversation | 402 | ||
| Other discourse genres | 402 | ||
| Social/emotional characteristics | 404 | ||
| Background knowledge | 405 | ||
| Attention and activity | 406 | ||
| Summary | 406 | ||
| Language, learning, and reading: what’s the connection? | 406 | ||
| The role of oral language in classroom discourse | 406 | ||
| Teacher talk and the hidden curriculum | 406 | ||
| Decontextualized language | 407 | ||
| Classrooms and culture clash | 407 | ||
| Metalinguistic skills | 408 | ||
| Metacognitive skills and self-regulation | 408 | ||
| The role of oral language in the acquisition of literacy | 408 | ||
| Emergent literacy | 409 | ||
| Oral language foundations for reading comprehension | 410 | ||
| Metalinguistic awareness | 410 | ||
| Discontinuities between oral and written language | 410 | ||
| Biological bases for oral language | 411 | ||
| Writing systems | 411 | ||
| The key to reading in an alphabetic cipher | 412 | ||
| What does it take to learn to read? | 412 | ||
| The role of the school slp in literacy development | 414 | ||
| SLPS’ role in emergent literacy and decoding | 414 | ||
| SLPS’ role in later literacy development | 415 | ||
| Conclusions | 415 | ||
| Study guide | 415 | ||
| Assessing students language for learning | 417 | ||
| Chapter objectives | 417 | ||
| Child and family in the assessment process | 418 | ||
| Identifying students for communication assessment | 418 | ||
| Screening | 418 | ||
| RTI, referral, and case finding | 419 | ||
| Monitoring progress in RTI | 420 | ||
| Evaluation for special educational needs | 420 | ||
| Using standardized tests in the L4L stage | 420 | ||
| Criterion-referenced assessment and behavioral observation in the L4L stage | 424 | ||
| Phonology | 424 | ||
| Semantics | 425 | ||
| Receptive vocabulary | 425 | ||
| Instructional vocabulary | 425 | ||
| Textbook vocabulary | 425 | ||
| Expressive vocabulary | 426 | ||
| Lexical diversity | 426 | ||
| Word retrieval | 426 | ||
| Other semantic skills | 427 | ||
| Quick incidental learning (fast mapping) | 427 | ||
| Semantic relations between clauses | 427 | ||
| Syntax and morphology | 427 | ||
| A strategy for assessing receptive syntax and morphology | 427 | ||
| Criterion-referenced methods for assessing receptive syntax and morphology | 427 | ||
| Decontextualized methods | 428 | ||
| Judgment of semantic acceptability | 428 | ||
| Judgment of appropriate interpretation | 429 | ||
| Assessing use of comprehension strategies | 429 | ||
| Assessing comprehension in contextualized settings | 429 | ||
| Expressive syntax | 430 | ||
| Collecting a spontaneous speech sample | 430 | ||
| Transcribing the speech sample | 431 | ||
| Analyzing the speech sample | 432 | ||
| Analyzing average t-unit length | 432 | ||
| Analyzing syntactic forms | 432 | ||
| Error analysis | 432 | ||
| Complex sentence analysis | 432 | ||
| Disruptions | 434 | ||
| Pragmatics | 435 | ||
| Pragmatics in conversation | 435 | ||
| Communicative intentions | 435 | ||
| Assessing communicative intentions | 435 | ||
| Contextual variation | 435 | ||
| Assessing register variation | 436 | ||
| Assessing presuppositional skill | 436 | ||
| Discourse management | 438 | ||
| Pragmatics of narrative | 439 | ||
| Comprehension and inferencing | 439 | ||
| Narrative production | 439 | ||
| Narrative macrostructure | 442 | ||
| Cohesion in narrative | 443 | ||
| Narrative microstructure | 443 | ||
| Assessing written narrative | 446 | ||
| “Artful” storytelling | 447 | ||
| Assessing the “metas” | 447 | ||
| Metalinguistic awareness | 447 | ||
| Metacognitive skills | 450 | ||
| Curriculum-based language assessment | 450 | ||
| Artifact analysis | 452 | ||
| Onlooker observation | 452 | ||
| Dynamic assessment | 452 | ||
| Considerations for older, severely affected students at the l4l stage | 453 | ||
| Considerations for speakers with asd at the l4l stage | 456 | ||
| Conclusions | 456 | ||
| Study guide | 457 | ||
| A sample of language screening instruments for grades k-5 | 457 | ||
| A sample of language assessment tools for grades k-5 | 457 | ||
| Tests of phonological awareness | 457 | ||
| Answers to complex sentence assessment exercise in box 11-6 | 457 | ||
| Percentage complex sentences | 457 | ||
| Complex sentence types | 478 | ||
| Early developing | 478 | ||
| Later developing | 478 | ||
| Conjunctions used | 478 | ||
| Evaluation | 478 | ||
| Plan | 478 | ||
| Narrative analysis of sample in box 11-12 | 478 | ||
| Narrative macrostructure | 478 | ||
| Literary language style (box 11-11) | 479 | ||
| Evaluation | 479 | ||
| Intervening at the language-for-learning stage | 480 | ||
| Chapter objectives | 480 | ||
| Planning intervention in the L4L stage | 481 | ||
| Planning intervention with the IEP | 481 | ||
| Section 504 of the rehabilitation act of 1973 | 482 | ||
| Family-centered intervention for the school-aged child | 482 | ||
| Behavioral issues in intervention planning | 482 | ||
| Intervention products in the l4l period | 484 | ||
| Guiding principles of intervention at the L4L stage | 485 | ||
| Principal 1: use curriculum-based instruction | 485 | ||
| Principle 2: integrate oral and written language | 485 | ||
| Principle 3: go meta | 485 | ||
| Principle 4: collaborate to prevent school failure by participating in RTI, incorporating principles 1 through 3 | 486 | ||
| Summary | 486 | ||
| Intervention processes in the L4L period | 486 | ||
| Clinician-directed intervention in the L4L stage | 487 | ||
| Child-centered intervention in the L4L stage | 487 | ||
| Scaffolding | 487 | ||
| Creation of optimal task conditions | 487 | ||
| Guidance of selective attention | 489 | ||
| Provision of external support | 489 | ||
| Hybrid intervention in the L4L stage | 490 | ||
| Semantics | 491 | ||
| Vocabulary: a basis for reading comprehension | 491 | ||
| Word finding | 494 | ||
| Semantic integration and inferencing: enhancing reading comprehension | 497 | ||
| Syntax/morphology: integrating advanced language forms with reading and spelling | 498 | ||
| Advanced morphology: support for spelling and reading comprehension | 498 | ||
| Literate language forms: support for reading comprehension and writing | 499 | ||
| Complex sentences | 499 | ||
| Noun phrase elaboration | 500 | ||
| Verb phrase elaboration | 500 | ||
| Pragmatics | 500 | ||
| Conversational discourse | 500 | ||
| Classroom discourse skill | 504 | ||
| Narrative skill: the bridge from oral to literate language | 504 | ||
| Comprehending narratives: gateway to reading comprehension | 505 | ||
| Composing narratives: supporting the development of writing | 508 | ||
| Cohesion | 510 | ||
| Artful story telling | 511 | ||
| The metas | 511 | ||
| Phonological awareness: a foundation for decoding and spelling | 511 | ||
| Metalinguistics, reading fluency, and writing | 516 | ||
| Metacognition: organizational and self-regulation skills | 516 | ||
| Comprehension monitoring | 517 | ||
| Organizational and learning strategies | 518 | ||
| Intervention contexts in the l4l period | 518 | ||
| Scheduling | 518 | ||
| Agents of intervention | 519 | ||
| Service delivery models | 519 | ||
| The rti model | 521 | ||
| The clinical model | 521 | ||
| The language-based classroom | 521 | ||
| Consultation and collaboration | 522 | ||
| Consultation | 522 | ||
| Consultation to support students on ieps | 522 | ||
| Collaboration | 523 | ||
| Building administrative support | 524 | ||
| Developing collaborative relations | 524 | ||
| Effective lesson planning | 524 | ||
| Collaborative curriculum planning | 524 | ||
| Considerations for the older clients with moderate to severe disabilities and those with ASD | 526 | ||
| Older students with moderate to severe disabilities who function at the L4L level | 526 | ||
| Students with asd | 526 | ||
| Addressing metacognition for students with ASD | 526 | ||
| Using peer models | 527 | ||
| Evidence-based pragmatic programs for students with ASD | 527 | ||
| Script-fading | 528 | ||
| Video modeling | 528 | ||
| Conclusions | 529 | ||
| Study guide | 529 | ||
| Sample format for an individualized education program | 529 | ||
| Form for planning curriculum lessons and units | 529 | ||
| Assessing advanced language | 537 | ||
| Chapter objectives | 537 | ||
| Language development in adolescence | 537 | ||
| Adolescents with LLD | 539 | ||
| Student-centered assessment | 539 | ||
| Screening, case finding, and establishing eligibility with standardized tests in the advanced language stage | 540 | ||
| Criterion-referenced assessment and behavioral observation in the advanced language stage | 540 | ||
| Semantics | 543 | ||
| The literate lexicon | 543 | ||
| Word retrieval | 545 | ||
| Word definitions | 545 | ||
| Word relations | 545 | ||
| Figurative language | 545 | ||
| Semantic integration | 546 | ||
| Verbal reasoning | 547 | ||
| Syntax and morphology | 547 | ||
| Comprehension | 547 | ||
| Production | 547 | ||
| Sampling contexts for literate language | 547 | ||
| Eliciting narrative samples | 548 | ||
| Eliciting expository samples | 548 | ||
| Using written samples to assess syntactic complexity | 548 | ||
| T-unit length | 548 | ||
| Clause density | 549 | ||
| Use of literate language structures | 550 | ||
| Pragmatics | 551 | ||
| Conversational pragmatics | 551 | ||
| Norm-referenced conversational assessments | 551 | ||
| Structured observations | 554 | ||
| Role-playing | 554 | ||
| Negotiation strategies | 554 | ||
| Assessing register variation | 555 | ||
| Discourse genres | 555 | ||
| Secondary-school classroom discourse | 556 | ||
| Other discourse genres | 557 | ||
| Narrative text | 557 | ||
| Expository texts | 561 | ||
| Persuasive and argumentative texts | 563 | ||
| Written communication | 563 | ||
| Assessing the “metas” | 563 | ||
| Metalinguistics | 566 | ||
| Metapragmatics | 567 | ||
| Comprehension monitoring | 568 | ||
| Metacognition | 569 | ||
| Assessing functional communication in the advanced language stage | 570 | ||
| Special considerations for high-functioning students with autism spectrum disorder (ASD) | 570 | ||
| Conclusions | 570 | ||
| Study guide | 573 | ||
| A sample of language-screening instruments, grades 6 through 12 | 573 | ||
| A sample of language assessment tools, grades 6 through 12 | 573 | ||
| “High level” words in ward-lonergan (2010) passage in box 13-3 (each word identified only on first appearance): | 573 | ||
| Analysis of t-unit length, low-frequency structures, and subordination index in charlie’s oral narrative sample in box 13-3 | 573 | ||
| Analysis of t-unit length, low-frequency structures, and subordination index in charlie’s written sample in figure 13-3 | 573 | ||
| Cohesion and literary-language analysis of charlie’s written sample in figure 13-3 | 573 | ||
| Narrative rubric | 573 | ||
| Developmental rubric—expository writing | 573 | ||
| Developmental rubric—persuasive writing | 573 | ||
| 6 + 1 trait writing: scoring continuum | 573 | ||
| Analysis of crystal’s writing sample in figure 13-9 | 573 | ||
| Transition planning summary | 594 | ||
| Intervention for advanced language | 595 | ||
| Chapter objectives | 595 | ||
| Issues in intervention at the advanced language stage | 595 | ||
| Rationale for services to adolescents | 595 | ||
| The role of the SLP in the secondary curriculum | 596 | ||
| Student-centered intervention | 596 | ||
| Products of intervention in the advanced language stage | 597 | ||
| New intervention purposes at the advanced language level | 597 | ||
| The functional versus the academic curriculum | 598 | ||
| Processes of intervention in the advanced language stage | 598 | ||
| Basic skills approaches to intervention in the advanced language stage | 598 | ||
| Academic communication | 599 | ||
| Semantics | 599 | ||
| The literate lexicon | 599 | ||
| Word retrieval | 602 | ||
| Figurative language | 602 | ||
| Verbal reasoning | 603 | ||
| Syntax | 603 | ||
| Pragmatics | 606 | ||
| Classroom discourse | 606 | ||
| Narrative | 606 | ||
| Other discourse genres | 611 | ||
| Writing mechanics | 611 | ||
| Expository and argumentative texts | 611 | ||
| Functional communication | 612 | ||
| Conversation | 612 | ||
| Survival skills | 614 | ||
| Learning-strategies approaches to intervention in the advanced language stage | 615 | ||
| Semantics | 615 | ||
| Learning new words | 615 | ||
| Word retrieval | 617 | ||
| Figurative language | 617 | ||
| Syntax | 617 | ||
| Pragmatics | 618 | ||
| Classroom discourse | 618 | ||
| Conversational discourse | 618 | ||
| Other discourse genres | 619 | ||
| Narrative texts | 619 | ||
| Expository texts | 623 | ||
| Persuasive text | 635 | ||
| The metas | 635 | ||
| Self-regulation | 635 | ||
| Self-regulated comprehension | 635 | ||
| Self-regulated writing | 636 | ||
| Metacognition | 636 | ||
| Contexts of intervention in the advanced language stage | 637 | ||
| Agents of intervention | 637 | ||
| Service delivery models | 638 | ||
| The clinical model | 638 | ||
| The language-based course for credit | 639 | ||
| Consultation and collaboration | 639 | ||
| Consultation | 639 | ||
| Modifying presentation of information | 640 | ||
| Accommodations for students with disabilities | 641 | ||
| Collaboration | 642 | ||
| Special considerations for high functioning students with ASD | 643 | ||
| Transitional intervention planning | 644 | ||
| Conclusions | 645 | ||
| Study guide | 647 | ||
| Appendix 14-1 | 649 | ||
| Name index | 727 | ||
| A | 727 | ||
| B | 727 | ||
| C | 728 | ||
| D | 729 | ||
| E | 730 | ||
| F | 730 | ||
| G | 731 | ||
| H | 732 | ||
| I | 733 | ||
| J | 733 | ||
| K | 733 | ||
| L | 734 | ||
| M | 735 | ||
| N | 736 | ||
| O | 736 | ||
| P | 737 | ||
| Q | 737 | ||
| R | 737 | ||
| S | 738 | ||
| T | 739 | ||
| U | 740 | ||
| V | 740 | ||
| W | 740 | ||
| X | 741 | ||
| Y | 741 | ||
| Z | 741 | ||
| Subject index | 743 | ||
| A | 743 | ||
| B | 744 | ||
| C | 745 | ||
| D | 745 | ||
| E | 747 | ||
| F | 748 | ||
| G | 748 | ||
| H | 748 | ||
| I | 748 | ||
| J | 749 | ||
| K | 749 | ||
| L | 750 | ||
| M | 750 | ||
| N | 751 | ||
| O | 751 | ||
| P | 752 | ||
| Q | 753 | ||
| R | 753 | ||
| S | 753 | ||
| T | 754 | ||
| U | 755 | ||
| V | 755 | ||
| W | 755 | ||
| Y | 756 | ||
| Z | 756 | ||
| How to use 1 | 763 | ||
| How to use 2 | 765 |