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Language Disorders from Infancy Through Adolescence - E-Book

Language Disorders from Infancy Through Adolescence - E-Book

Rhea Paul | Courtenay Norbury

(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