BOOK
Language Disorders from Infancy Through Adolescence - E-Book
Rhea Paul | Courtenay Norbury | Carolyn Gosse
(2017)
Additional Information
Book Details
Abstract
Spanning the entire childhood developmental period, Language Disorders from Infancy Through Adolescence, 5th Edition is the go-to text for learning how to properly assess childhood language disorders and provide appropriate treatment. The most comprehensive title available on childhood language disorders, it 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, social skills assessment, and instruction best practices.
- Clinical application focus featuring case studies, clinical vignettes, and suggested projects helps you apply concepts to professional practice.
- 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.
- Highly regarded lead author who is an expert in language disorders in children provides authoritative guidance on the diagnosis and management of pediatric language disorders.
- More than 230 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts.
- Student/Professional Resources on Evolve include an image bank, video clips, and references linked to PubMed.
- NEW! Common core standards for language arts
- Information on preparing high-functioning students with autism for college
- Social skills training for students with autism
- The role of the speech-language pathologist on school literacy teams and in response to intervention
- Emerging theories of etiology and psychopathology added to Models of Child Language Disorders chapter
- Use of emerging technologies for assessment and intervention
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Front matter | iii | ||
| Language disorders from infancy through adolescence Fifth Edition | iii | ||
| Copyright | vi | ||
| Dedication | vii | ||
| A note to the instructor | viii | ||
| Preface | xi | ||
| Acknowledgments | xiii | ||
| Table of contents | xiv | ||
| I Topics in Childhood Language Disorders | 1 | ||
| 1 Models of child language disorders | 2 | ||
| Diagnostic issues in developmental language disorders | 2 | ||
| A brief history of the field of language pathology | 3 | ||
| Terminology | 5 | ||
| Speech, language, and communication | 5 | ||
| What’s in a name? | 5 | ||
| Aspects and modalities of language disorder | 6 | ||
| Form | 6 | ||
| Content | 7 | ||
| Use | 8 | ||
| Diagnostic issues | 8 | ||
| Developmental language disorder relative to what? | 8 | ||
| Are there subtypes of developmental language disorder? | 9 | ||
| How low can you go? | 10 | ||
| What is the impact of language disorders on daily living? | 10 | ||
| The bottom line | 12 | ||
| Etiology of developmental language disorder | 12 | ||
| Genetic factors in developmental language disorder | 13 | ||
| Neurobiological factors in developmental language disorder | 14 | ||
| Language in the brain | 14 | ||
| Brain structure and function | 16 | ||
| Electrophysiological measures. | 18 | ||
| Environmental factors | 19 | ||
| Cognitive models of developmental language disorder | 20 | ||
| Auditory processing | 20 | ||
| Limited processing capacity | 20 | ||
| Procedural deficits | 21 | ||
| Comorbidity in developmental language disorder | 22 | ||
| Conclusion | 22 | ||
| Study guide | 24 | ||
| 2 Evaluation and assessment | 25 | ||
| General principles of assessment for suspected developmental language disorder | 25 | ||
| Assessing communicative functioning | 25 | ||
| Multidisciplinary assessment | 26 | ||
| Beginning the assessment process: Referral, case review, and observation | 27 | ||
| Collect referral information | 27 | ||
| Case history | 27 | ||
| Low structure observations | 28 | ||
| Language or communication sample | 28 | ||
| Mapping the assessment plan: Why and what to assess | 29 | ||
| The formal assessment plan | 29 | ||
| Integrating information from diverse sources | 29 | ||
| Considerations in assessment planning | 29 | ||
| Why assess? | 30 | ||
| Screening | 30 | ||
| Establishing baseline function | 31 | ||
| Establishing goals for intervention | 32 | ||
| Measuring change in intervention | 33 | ||
| What to assess | 34 | ||
| Domains of language: Form, content, and use | 34 | ||
| Modalities of language: Comprehension and production | 35 | ||
| Comprehension. | 35 | ||
| Production. | 35 | ||
| Assessing collateral areas | 35 | ||
| Hearing. | 35 | ||
| Oral-motor assessment. | 35 | ||
| Examination of the external face and head. | 36 | ||
| Intraoral examination. | 36 | ||
| Examination of velopharyngeal function and resonance. | 38 | ||
| Examination of volitional oral movements. | 40 | ||
| Diadochokinetic assessment. | 40 | ||
| Evaluating respiratory and phonatory function. | 41 | ||
| Summarizing the oral-motor assessment. | 42 | ||
| Nonverbal cognition | 42 | ||
| Social functioning | 43 | ||
| Choosing measures: How will we assess? | 45 | ||
| Standardized tests | 45 | ||
| Interviews and questionnaires | 51 | ||
| Developmental scales | 51 | ||
| Criterion-referenced procedures | 51 | ||
| Comprehension | 52 | ||
| Avoiding overinterpretation. | 52 | ||
| Controlling linguistic stimuli. | 52 | ||
| Specifying an appropriate response. | 52 | ||
| Answers to questions. | 52 | ||
| Contrived responses. | 52 | ||
| Production | 53 | ||
| Elicited imitation. | 53 | ||
| Elicited production. | 54 | ||
| Patterned elicitations. | 54 | ||
| Role-play and games. | 54 | ||
| Narrative. | 54 | ||
| Structural analysis. | 54 | ||
| Integrating approaches | 55 | ||
| Behavioral observations | 55 | ||
| Dynamic assessment | 56 | ||
| Functional assessment | 57 | ||
| Curriculum-based assessment | 57 | ||
| Formative versus summative assessment | 58 | ||
| Integrating and interpreting assessment data | 58 | ||
| Severity statement | 58 | ||
| Prognostic statement | 58 | ||
| Recommendations | 59 | ||
| Putting it all together: The clinical report and conference | 59 | ||
| The clinical report | 59 | ||
| The clinical conference | 60 | ||
| Conclusions | 60 | ||
| Study guide | 62 | ||
| 3 Principles of intervention | 63 | ||
| The purpose of intervention | 63 | ||
| Developing intervention plans | 64 | ||
| Evidence-based practice | 64 | ||
| Products of intervention: Setting goals | 67 | ||
| Choosing evidence-based targets | 68 | ||
| Processing versus content interventions | 68 | ||
| Complexity | 69 | ||
| Processes of intervention | 70 | ||
| Intervention approaches | 70 | ||
| The clinician-directed approach. | 70 | ||
| Drill. | 72 | ||
| Drill play. | 72 | ||
| Modeling. | 73 | ||
| Child-centered approaches. | 73 | ||
| Hybrid approaches. | 76 | ||
| Focused stimulation. | 76 | ||
| Vertical structuring. | 77 | ||
| Milieu communication training. | 77 | ||
| Script therapy. | 79 | ||
| Literature-based scripts and interactive book reading. | 80 | ||
| Using the continuum of naturalness | 80 | ||
| Universal design for learning. | 81 | ||
| Make the language informative. | 81 | ||
| Increase the motivation to communicate within the task. | 81 | ||
| Use cohesive texts. | 81 | ||
| Move from here and now to there and then. | 81 | ||
| Intervention dosage. | 82 | ||
| Intervention activities | 83 | ||
| Structuring intervention activities to maximize learning. | 83 | ||
| Modifying the linguistic signal. | 84 | ||
| Rate. | 84 | ||
| Increasing perceptual saliency through prosody and word order. | 85 | ||
| Controlling complexity. | 85 | ||
| Obligating pragmatically appropriate responses. | 85 | ||
| Determining the intervention modality. | 86 | ||
| Comprehension versus production. | 86 | ||
| Augmentative and alternative modalities. | 86 | ||
| Consequating client language. | 88 | ||
| Generalizing language gains. | 89 | ||
| The context of intervention | 90 | ||
| Choosing the nonlinguistic stimuli | 90 | ||
| Types of stimuli. | 90 | ||
| Timing. | 91 | ||
| Service delivery models | 91 | ||
| The consultant model. | 91 | ||
| The language-based classroom model. | 92 | ||
| Collaborative models. | 92 | ||
| Evaluating intervention outcomes | 93 | ||
| Termination criteria | 94 | ||
| Evaluating the effectiveness of intervention | 94 | ||
| Determining responsiveness to intervention | 96 | ||
| Prevention of language disorders in children | 98 | ||
| Primary prevention and the speech-language pathologist | 99 | ||
| The speech-language pathologist’s role in secondary and tertiary prevention | 100 | ||
| Conclusions | 101 | ||
| Study guide | 101 | ||
| 4 Special considerations for special populations | 102 | ||
| Intellectual disability | 103 | ||
| Definition and Classification | 103 | ||
| Cognitive Characteristics | 104 | ||
| Language Characteristics | 105 | ||
| Summary | 105 | ||
| Developmental language disorder associated with disorders of known genetic origin | 106 | ||
| Down syndrome | 106 | ||
| Cognitive characteristics | 106 | ||
| Language characteristics | 107 | ||
| Form. | 107 | ||
| Content. | 107 | ||
| Use. | 107 | ||
| Literacy. | 108 | ||
| Implications for clinical practice | 108 | ||
| Williams syndrome | 109 | ||
| Definition and classification | 109 | ||
| Cognitive characteristics | 109 | ||
| Language characteristics | 109 | ||
| Form. | 110 | ||
| Content. | 110 | ||
| Use. | 110 | ||
| Literacy. | 110 | ||
| Implications for clinical practice | 110 | ||
| Fragile X syndrome | 111 | ||
| Definition and classification | 111 | ||
| Cognitive characteristics | 112 | ||
| Language characteristics | 112 | ||
| Form. | 112 | ||
| Content. | 112 | ||
| Use. | 112 | ||
| Literacy. | 113 | ||
| Implications for clinical practice | 113 | ||
| Language disorders associated with sensory impairments | 113 | ||
| Visual impairment | 113 | ||
| Hearing impairment | 114 | ||
| Sensorineural hearing loss | 115 | ||
| Cognitive characteristics | 115 | ||
| Language characteristics | 115 | ||
| Form. | 116 | ||
| Content. | 116 | ||
| Use. | 116 | ||
| Literacy. | 117 | ||
| Implications for clinical practice | 117 | ||
| Otitis media | 118 | ||
| Auditory processing disorder | 118 | ||
| Deaf-blind | 119 | ||
| Developmental language disorder associated with acquired neurological disorder | 120 | ||
| Traumatic brain injury | 120 | ||
| Cognitive characteristics | 120 | ||
| Language characteristics | 120 | ||
| Use. | 121 | ||
| Literacy. | 121 | ||
| Implications for clinical practice | 121 | ||
| Assessment needs. | 121 | ||
| Intervention issues. | 122 | ||
| Focal brain lesions | 123 | ||
| Seizure disorders (landau-kleffner syndrome) | 125 | ||
| Developmental language disorder associated with other neurodevelopmental disorders | 125 | ||
| Autism spectrum disorders | 125 | ||
| Early communication | 127 | ||
| Cognitive characteristics | 127 | ||
| Language characteristics | 128 | ||
| Form. | 128 | ||
| Content. | 129 | ||
| Use. | 129 | ||
| Literacy. | 129 | ||
| Implications for clinical practice | 130 | ||
| Conditions associated with autism spectrum disorder | 130 | ||
| Social communication disorder (formally pragmatic language impairment or semantic-pragmatic disorder). | 130 | ||
| Nonverbal learning disability. | 131 | ||
| Attention deficit hyperactivity disorder | 131 | ||
| Cognition | 131 | ||
| Language | 132 | ||
| Form. | 133 | ||
| Content. | 133 | ||
| Use. | 133 | ||
| Literacy. | 133 | ||
| Implications for clinical practice | 134 | ||
| Selective mutism | 134 | ||
| Developmental language disorder associated with extreme environmental disadvantage | 135 | ||
| Abuse/neglect | 136 | ||
| Fetal alcohol spectrum disorder | 137 | ||
| Clinical implications | 138 | ||
| The nonspeaking child | 138 | ||
| Severe speech-motor disorders | 138 | ||
| Childhood apraxia of speech | 140 | ||
| The nonverbal child with autism spectrum disorder | 143 | ||
| Augmentative and alternative forms of communication in autism spectrum disorder | 144 | ||
| Conclusion | 144 | ||
| Study guide | 145 | ||
| 5 Developmental language disorders in a pluralistic society | 148 | ||
| Introduction | 148 | ||
| The culturally competent clinician | 149 | ||
| What is culture? | 149 | ||
| Language difference or language disorder? | 150 | ||
| Assessment of different english language dialects | 151 | ||
| Bilingualism | 151 | ||
| Educational experiences of english language learners | 152 | ||
| Working with families | 153 | ||
| Obtaining interview data | 154 | ||
| Assessing culturally and linguistically different children | 155 | ||
| Establishing language dominance | 156 | ||
| Assessment in l1 | 157 | ||
| Using standardized tests with culturally and linguistically different children | 157 | ||
| Using english language assessments: Patterns of performance in emerging bilinguals with and without developmental language ... | 157 | ||
| Vocabulary. | 157 | ||
| Syntax and grammar. | 157 | ||
| Sentence repetition. | 158 | ||
| Narrative. | 158 | ||
| Literacy. | 160 | ||
| Use of processing-dependent measures on emerging bilinguals with expected language disorder | 160 | ||
| Use of dynamic assessment on emerging bilinguals with suspected language disorder | 160 | ||
| Adapting english language tests | 161 | ||
| Criterion-referenced assessment of culturally and linguistically different children | 162 | ||
| Using behavioral observation with the culturally and linguistically different child | 163 | ||
| Summary | 163 | ||
| Language intervention with the culturally and linguistically different child | 164 | ||
| The monolingual speech-language pathologist and the client dominant in a different language or dialect | 164 | ||
| In-service training of other professionals | 165 | ||
| Consultation | 166 | ||
| Training paraprofessionals to deliver services in the first language | 167 | ||
| The worst-case scenario | 168 | ||
| The speech-language pathologist and normally developing children with limited proficiency in standard english | 168 | ||
| Multicultural teaching techniques | 170 | ||
| Conclusions | 174 | ||
| Study guide | 174 | ||
| Appendix 5.1 IDEA Issue Brief | 175 | ||
| Culturally and linguistically diverse students | 175 | ||
| What the 2006 individuals with disabilities education act part B final regulations say | 175 | ||
| Implications for american speech-language-hearing association members | 175 | ||
| What american speech-language-hearing association members can do | 175 | ||
| Appendix 5.2 A Sample of Multicultural Tests and Assessment Materials | 177 | ||
| II From Birth to Brown’s Stage V | 180 | ||
| 6 Assessment and intervention in the prelinguistic period | 181 | ||
| Family-centered practice | 181 | ||
| Service plans for prelinguistic clients | 182 | ||
| Risk factors for communication disorders in infants | 183 | ||
| Prenatal factors | 183 | ||
| Prematurity and low birth weight | 183 | ||
| Genetic and congenital disorders | 184 | ||
| Other risks identified after the newborn period | 184 | ||
| Assessment and intervention for high-risk infants and their families in the newborn intensive care nursery | 185 | ||
| Feeding and oral motor development | 185 | ||
| Assessment | 185 | ||
| Management | 186 | ||
| Hearing conservation and aural habilitation | 188 | ||
| Child behavior and development | 189 | ||
| Assessment | 189 | ||
| Management | 189 | ||
| 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 old | 192 | ||
| Feeding and oral-motor development | 193 | ||
| Feeding assessment | 193 | ||
| Vocal assessment | 194 | ||
| Managing feeding | 196 | ||
| Managing vocal development | 197 | ||
| Hearing conservation and aural habilitation | 197 | ||
| Child behavior and development | 197 | ||
| Assessment | 197 | ||
| Management | 199 | ||
| Parent-child communication | 200 | ||
| Assessment | 200 | ||
| Management | 200 | ||
| Awareness of infant communication patterns. | 200 | ||
| Modeling interactive behaviors. | 201 | ||
| Developing self-monitoring skills. | 202 | ||
| Assessment and intervention for infants at prelinguistic stages of communication: 9 to 18 months old | 203 | ||
| Assessment | 203 | ||
| Management | 204 | ||
| Considerations for older prelinguistic clients and those with autism spectrum disorders | 207 | ||
| Feeding and oral-motor development in older prelinguistic clients | 207 | ||
| Hearing conservation and aural habilitation | 208 | ||
| Child behavior and development | 209 | ||
| Intentionality and communication | 210 | ||
| Infants and toddlers with autism spectrum disorders | 212 | ||
| Conclusions | 214 | ||
| Study guide | 216 | ||
| Appendix 6.1 Developing Family-Centered Clinical Practice | 218 | ||
| Appendix 6.2 Sample Individualized Family Service Plan | 221 | ||
| Appendix 6.3 Tools for Assessing Infant Development | 224 | ||
| Appendix 6.4 Infant Feeding Assessment Instruments | 227 | ||
| Appendix 6.5 How Can We Help? | 228 | ||
| Appendix 6.6 Considerations in Feeding Older Prelinguistic Children | 231 | ||
| 7 Assessment and intervention for emerging language | 232 | ||
| Issues in early assessment and intervention | 233 | ||
| Screening and eligibility for services | 233 | ||
| Transition planning | 235 | ||
| Family-centered practice | 235 | ||
| Communicative skills in normally speaking toddlers | 236 | ||
| Assessment of communicative skills in children with emerging language | 237 | ||
| Play and gesture assessment | 237 | ||
| Assessing play. | 238 | ||
| Assessing gesture. | 240 | ||
| Communication assessment | 240 | ||
| Assessing communicative intention | 242 | ||
| Range of communicative functions | 243 | ||
| Frequency of expression of intentions | 244 | ||
| Forms of communication | 244 | ||
| Using a communication intention worksheet | 244 | ||
| Assessing comprehension | 246 | ||
| Assessing productive language | 249 | ||
| Assessing speech-motor development | 249 | ||
| Collecting a speech sample | 250 | ||
| Assessing phonological skills | 250 | ||
| Assessing semantic/syntactic production | 253 | ||
| Assessing lexical production | 253 | ||
| Relative frequency of word combinations | 253 | ||
| Semantic relations expressed | 254 | ||
| Decision-making based on assessment information | 255 | ||
| From assessment to intervention | 257 | ||
| Family-centered practice | 257 | ||
| Products, procedures, and contexts of intervention for children with emerging language | 258 | ||
| Intervention products: Goals for emerging language | 258 | ||
| Developing play and gesture | 258 | ||
| Expressing intentional communicative acts | 259 | ||
| Developing receptive language | 262 | ||
| Developing sounds, words, and word combinations | 263 | ||
| Increasing phonological skills. | 263 | ||
| Developing a first lexicon. | 264 | ||
| Developing word combinations and sentences. | 266 | ||
| Pre-literacy development. | 268 | ||
| Toddlers with autism spectrum disorder | 269 | ||
| Assessment considerations for toddlers with autism spectrum disorder | 269 | ||
| Screening | 269 | ||
| Evaluating communication. | 269 | ||
| Diagnostic assessment. | 270 | ||
| Intervention for toddlers with autism spectrum disorder | 270 | ||
| Receptive language | 271 | ||
| Expressive language | 271 | ||
| Working with echolalia | 272 | ||
| Considerations for older clients in the emerging language stage | 273 | ||
| Assessments for older clients with emerging language | 273 | ||
| Symbolic skills | 274 | ||
| Intentional communication | 275 | ||
| Comprehension | 277 | ||
| Phonological and lexical production | 277 | ||
| Motor skills assessment. | 277 | ||
| Intervention targets and procedures for older clients with emerging language | 278 | ||
| Relating symbols to referents | 278 | ||
| Intentional communication | 279 | ||
| Comprehension | 279 | ||
| Production | 280 | ||
| Emergent literacy | 282 | ||
| Conclusions | 283 | ||
| Study guide | 284 | ||
| Appendix 7.1 General Communication Assessments for Children Younger than 3 Years Old | 286 | ||
| Appendix 7.2 Analyses of Transcript in Box 7.3 | 288 | ||
| Proportion of multiword utterances | 288 | ||
| Semantic relations expressed in multiword utterances | 288 | ||
| Proportion of multiword utterances in “other” category | 288 | ||
| 8 Assessment of developing language | 289 | ||
| Family-centered assessment | 290 | ||
| Assessing collateral areas | 292 | ||
| Screening for language disorders in the period of developing language | 292 | ||
| Using standardized tests in assessing developing language | 294 | ||
| Criterion-referenced assessment and behavioral observation for children with developing language | 296 | ||
| Assessing speech sound production | 297 | ||
| Independent analysis: Phonetic inventory | 298 | ||
| Relational analysis: Errors and error patterns | 299 | ||
| Assessing phonological processing: Preventing reading failure | 300 | ||
| Criterion-referenced language assessment | 301 | ||
| Vocabulary | 301 | ||
| Guidelines for vocabulary assessment and intervention. | 301 | ||
| Methods of criterion-referenced vocabulary assessment. | 302 | ||
| Syntax and morphology | 303 | ||
| Receptive syntax and morphology. | 303 | ||
| Criterion-referenced methods for assessing receptive syntax and morphology. | 304 | ||
| Decontextualized formats. | 305 | ||
| Assessing comprehension strategies. | 305 | ||
| Assessing comprehension in contextualized settings. | 306 | ||
| Criterion-referenced methods for assessing productive syntax and morphology | 306 | ||
| Speech sample analysis. | 306 | ||
| Sample collection. | 307 | ||
| Transcription. | 308 | ||
| Utterance segmentation. | 308 | ||
| Mean length of utterance computation. | 308 | ||
| Analysis options. | 310 | ||
| Index of productive syntax. | 315 | ||
| Developmental sentence score. | 317 | ||
| Elicited procedures. | 317 | ||
| Pragmatic assessment | 323 | ||
| Considerations for the older clients with severe disabilities and those with autism spectrum disorder at the developing la ... | 329 | ||
| Older students with severe disabilities who function at the developing language level | 329 | ||
| Assessing augmentative and alternative forms of communication needs and opportunities | 330 | ||
| Age-appropriate materials and activities | 330 | ||
| Children with autism spectrum disorder | 333 | ||
| Conclusions | 335 | ||
| Study guide | 337 | ||
| Appendix 8.1 A Sample of Articulation Screening Tools for the Developing Language Level | 338 | ||
| Appendix 8.2 A Sample of Language Screening Tools at the Developing Language Level | 339 | ||
| Appendix 8.3 A Sample of Articulation Assessment Tools at the Developing Language Level | 340 | ||
| Appendix 8.4 A Sample of Language Assessment Tools at the Developing Language Level | 342 | ||
| Appendix 8.5 Grammatical Morpheme Analysis of Transcript in Box 8.5 | 346 | ||
| Appendix 8.6 Sentence Structure Analysis of Transcript in Box 8.5 | 347 | ||
| Appendix 8.7 Sentence Structure Analysis of Transcript in Box 8.8 | 349 | ||
| Appendix 8.8 Pre-Kindergarten Functional Communication Measure (FCM): Spoken Language Comprehension* | 350 | ||
| 9 Intervention for developing language | 351 | ||
| Intervention policy issues at the developing language level | 352 | ||
| Individualized educational programs | 352 | ||
| Intervention settings | 352 | ||
| Family-centered practice | 352 | ||
| Intervention for developing language: Products, processes, and contexts | 353 | ||
| Intervention products: Goals for children with developing language | 353 | ||
| Phonology | 353 | ||
| Semantics | 355 | ||
| Syntax and morphology | 357 | ||
| Comprehension versus production targets | 359 | ||
| Pragmatics | 360 | ||
| Play and thinking | 360 | ||
| Preliteracy | 361 | ||
| Intervention procedures for children with developing language | 363 | ||
| Clinician-directed methods | 363 | ||
| Phonology | 363 | ||
| Speech sounds. | 363 | ||
| Phonological awareness. | 364 | ||
| Semantics. | 365 | ||
| Syntax and morphology. | 365 | ||
| Child-centered approaches to intervention for the child with developing language | 367 | ||
| Language facilitation. | 367 | ||
| Facilitated play. | 369 | ||
| Hybrid approaches to intervention for the child with developing language | 370 | ||
| Hybrid approaches in phonology. | 371 | ||
| Focused stimulation. | 371 | ||
| Script therapy. | 372 | ||
| Event structures. | 372 | ||
| Literature-based scripts. | 373 | ||
| Structured play. | 376 | ||
| Combining hybrid activities with explicit instruction. | 377 | ||
| Using conversation and narrative in hybrid intervention. | 377 | ||
| Conversation. | 377 | ||
| Narrative. | 381 | ||
| Intervention contexts for children with developing language | 382 | ||
| Agents of intervention for children with developing language | 382 | ||
| Paraprofessionals. | 382 | ||
| Parents. | 382 | ||
| Peers. | 383 | ||
| Service delivery models for children with developing language | 384 | ||
| Clinical model. | 384 | ||
| Language-based classroom. | 385 | ||
| Consultant model. | 386 | ||
| Collaborative model. | 389 | ||
| Intervention for older clients with severe impairment and autism spectrum disorder at the developing language level | 390 | ||
| Students with severe disabilities | 390 | ||
| Preschoolers with autism spectrum disorder | 393 | ||
| Echolalia | 393 | ||
| Developing language in children with autism spectrum disorder | 393 | ||
| Improving communication for children with autism spectrum disorder | 394 | ||
| Conclusions | 397 | ||
| Study guide | 401 | ||
| Appendix 9.1 Vocabulary Training Targets during the Developing Language Period | 402 | ||
| Appendix 9.2 Children’s Books that Use Semantic and Syntactic Patterns Commonly Targeted in Language Intervention | 403 | ||
| III Working with Language Learning Disabilities | 409 | ||
| 10 Language, reading, and learning in school: What the speech-language pathologist needs to know | 410 | ||
| School-based practice in speech-language pathology | 411 | ||
| Laws applying to school-based services | 411 | ||
| Current influences on curricular design and implementation | 413 | ||
| The speech-language pathologist and the common core state standards | 413 | ||
| The speech-language pathologist and universal design for learning | 414 | ||
| Delivering services within the curriculum | 414 | ||
| Individualized education programs | 414 | ||
| Prevention, identification and referral under responsiveness to intervention | 414 | ||
| Determining eligibility | 415 | ||
| Writing individualized educational programs | 416 | ||
| Documenting present level of educational performance | 417 | ||
| Annual goals | 417 | ||
| Short-term objectives and benchmarks | 417 | ||
| Specifying services, modifications, and accommodations | 417 | ||
| Evaluation | 418 | ||
| Inclusion | 418 | ||
| Students with language learning disabilities | 418 | ||
| Definitions and characteristics | 418 | ||
| Language-learning disorders | 419 | ||
| Language-learning difficulty and response to intervention | 420 | ||
| Communicative characteristics in language-learning disability | 420 | ||
| Phonological characteristics | 420 | ||
| Syntactic characteristics | 421 | ||
| Semantic characteristics | 422 | ||
| Pragmatic characteristics | 422 | ||
| Conversation. | 422 | ||
| Other discourse genres. | 423 | ||
| Narrative storytelling. | 423 | ||
| Expository text. | 425 | ||
| Social/emotional characteristics. | 426 | ||
| Background knowledge | 426 | ||
| Attention and activity | 426 | ||
| Summary | 427 | ||
| Language, learning, and reading: What’s the connection? | 427 | ||
| The role of oral language in classroom discourse | 427 | ||
| Academic talk and the hidden curriculum | 427 | ||
| Academic talk. | 427 | ||
| The hidden curriculum. | 428 | ||
| Decontextualized language | 428 | ||
| Classrooms and culture clash | 429 | ||
| Metalinguistic skills | 429 | ||
| Metacognitive skills and self-regulation | 429 | ||
| The role of oral language in the acquisition of literacy | 430 | ||
| Emergent literacy | 430 | ||
| Oral language foundations for reading comprehension | 431 | ||
| Metalinguistic awareness | 432 | ||
| Discontinuities between oral and written language | 433 | ||
| Biological bases for oral language | 433 | ||
| Writing systems | 434 | ||
| The key to reading in an alphabetic cipher | 434 | ||
| What does it take to learn to read? | 435 | ||
| Chall’s stages of reading development. | 435 | ||
| Reading instruction in language-learning disability. | 436 | ||
| The role of the school speech-language pathologist in literacy development | 437 | ||
| Speech-language pathologists’ role in emergent literacy and decoding | 437 | ||
| Speech-language pathologists’ role in later literacy development | 438 | ||
| Conclusions | 439 | ||
| Study guide | 439 | ||
| 11 Assessing students language for learning | 440 | ||
| Child and family in the assessment process | 441 | ||
| Identifying students for communication assessment | 441 | ||
| Screening | 441 | ||
| Responsiveness to intervention, referral, and case finding | 442 | ||
| Monitoring progress in responsiveness to intervention | 443 | ||
| Evaluation for special educational needs | 446 | ||
| Eligibility for services | 446 | ||
| Using standardized tests in the language for learning stage | 446 | ||
| Criterion-referenced assessment and behavioral observation in the language for learning stage | 448 | ||
| Phonology | 448 | ||
| Semantics | 449 | ||
| Receptive vocabulary | 449 | ||
| Instructional vocabulary | 449 | ||
| Textbook vocabulary | 449 | ||
| Tier 2-3 vocabulary | 450 | ||
| Expressive vocabulary | 450 | ||
| Lexical diversity | 450 | ||
| Word retrieval | 451 | ||
| Other semantic skills | 452 | ||
| Quick incidental learning (fast mapping) | 452 | ||
| Semantic relations between clauses | 452 | ||
| Syntax and morphology | 452 | ||
| A strategy for assessing receptive syntax and morphology | 452 | ||
| Criterion-referenced methods for assessing receptive syntax and morphology | 453 | ||
| Decontextualized methods. | 453 | ||
| Judgment of semantic acceptability. | 453 | ||
| Judgment of appropriate interpretation. | 453 | ||
| Assessing use of comprehension strategies. | 454 | ||
| Assessing comprehension in contextualized settings. | 454 | ||
| Expressive syntax | 455 | ||
| Collecting a spontaneous speech sample. | 455 | ||
| Transcribing the speech sample. | 456 | ||
| Analyzing the speech sample. | 456 | ||
| Analyzing average t-unit length. | 456 | ||
| Analyzing syntactic forms. | 457 | ||
| Error analysis. | 457 | ||
| Complex sentence analysis. | 457 | ||
| Frequency of complex sentences. | 458 | ||
| Complex sentence types. | 458 | ||
| Conjunction use. | 459 | ||
| Disruptions. | 460 | ||
| Pragmatics | 460 | ||
| Pragmatics in conversation | 460 | ||
| Communicative intentions. | 460 | ||
| Assessing communicative intentions. | 461 | ||
| Contextual variation. | 461 | ||
| Assessing register variation. | 462 | ||
| Assessing presuppositional skill. | 463 | ||
| Discourse management | 464 | ||
| Pragmatics of narrative | 464 | ||
| Comprehension and inferencing. | 464 | ||
| Narrative production. | 466 | ||
| Narrative macrostructure. | 466 | ||
| Cohesion in narrative. | 468 | ||
| Narrative microstructure. | 471 | ||
| Assessing written narrative. | 471 | ||
| “artful” storytelling. | 472 | ||
| Lexical richness. | 473 | ||
| Episode complexity. | 473 | ||
| High point development. | 473 | ||
| Literate language. | 473 | ||
| Assessing the “metas” | 475 | ||
| Metalinguistic awareness | 475 | ||
| Metacognition: Executive function skills. | 475 | ||
| Curriculum-based language assessment | 477 | ||
| Artifact analysis | 477 | ||
| Onlooker observation | 477 | ||
| Dynamic assessment | 478 | ||
| Considerations for older, severely affected students at the language for learning stage | 478 | ||
| Considerations for speakers with autism spectrum disorder at the language for learning stage | 480 | ||
| Conclusions | 481 | ||
| Study guide | 483 | ||
| Appendix 11.1 A Sample of Language Screening Instruments for Grades K-5 | 484 | ||
| Appendix 11.2 A Sample of Language Assessment Tools for Grades K-5 | 488 | ||
| Appendix 11.3 Tests of Phonological Awareness | 500 | ||
| Appendix 11.4 Answers to Complex Sentence Assessment Exercise in Box 11.6 | 501 | ||
| Percentage complex sentences | 496 | ||
| Complex sentence types | 501 | ||
| Early developing | 501 | ||
| Later developing | 501 | ||
| Conjunctions used | 501 | ||
| Evaluation | 501 | ||
| Plan | 501 | ||
| Appendix 11.5 Narrative Analysis of Sample in Box 11.12 | 502 | ||
| Narrative macrostructure | 501 | ||
| Literary language style (box 11.11) | 502 | ||
| Evaluation | 502 | ||
| 12 Intervening at the language-for-learning period | 503 | ||
| Planning intervention in the language for learning stage | 504 | ||
| Planning intervention with the individualized education program | 504 | ||
| Section 504 of the rehabilitation act of 1973 | 505 | ||
| Family-centered intervention for the school-aged child | 505 | ||
| Behavioral issues in intervention planning | 507 | ||
| Intervention products in the language for learning period | 508 | ||
| Guiding principles of intervention at the language for learning stage | 508 | ||
| Principal 1: Use curriculum-based instruction | 508 | ||
| Principle 2: Integrate oral and written language | 509 | ||
| Principle 3: Go meta | 509 | ||
| Principle 4: Collaborate to prevent school failure by participating in responsiveness to intervention, incorporating princ ... | 509 | ||
| Summary | 510 | ||
| Intervention processes in the language for learning period | 510 | ||
| Clinician-directed intervention in the language for learning stage | 510 | ||
| Child-centered intervention in the language for learning stage | 511 | ||
| Scaffolding | 511 | ||
| Creation of optimal task conditions. | 511 | ||
| Guidance of selective attention. | 513 | ||
| Provision of external support. | 513 | ||
| Hybrid intervention in the language for learning stage | 513 | ||
| Semantics | 514 | ||
| Vocabulary: A basis for reading comprehension. | 514 | ||
| Word finding. | 518 | ||
| Semantic integration and inferencing: Enhancing reading comprehension. | 520 | ||
| Syntax/morphology: Integrating advanced language forms with reading and spelling | 522 | ||
| Advanced morphology: Support for spelling and reading comprehension. | 522 | ||
| Literate language forms: Support for reading comprehension and writing. | 523 | ||
| Complex sentences. | 523 | ||
| Noun phrase elaboration. | 524 | ||
| Verb phrase elaboration. | 525 | ||
| Auxiliary verbs. | 525 | ||
| Verb arguments. | 525 | ||
| Adverbs. | 525 | ||
| Pragmatics. | 525 | ||
| Conversational discourse. | 526 | ||
| Range of communicative intentions. | 526 | ||
| Discourse management. | 526 | ||
| Communicative repair. | 526 | ||
| Presupposition. | 526 | ||
| Classroom discourse skill. | 528 | ||
| Narrative skill: The bridge from oral to literate language. | 529 | ||
| Comprehending narratives: Gateway to reading comprehension. | 529 | ||
| Before reading. | 529 | ||
| During reading. | 530 | ||
| After reading. | 530 | ||
| Composing narratives: Supporting the development of writing. | 534 | ||
| Cohesion. | 535 | ||
| Artful story telling. | 536 | ||
| The metas | 537 | ||
| Phonological awareness: A foundation for decoding and spelling. | 537 | ||
| Metalinguistics, reading fluency, and writing. | 541 | ||
| Metacognition: Organizational and self-regulation skills. | 543 | ||
| Comprehension monitoring. | 543 | ||
| Organizational and learning strategies. | 543 | ||
| Intervention contexts in the language for learning period | 544 | ||
| Scheduling | 544 | ||
| Agents of intervention | 545 | ||
| Service delivery models | 545 | ||
| The responsiveness to intervention model | 547 | ||
| The clinical model | 547 | ||
| The language-based classroom | 547 | ||
| Consultation and collaboration | 548 | ||
| Consultation. | 548 | ||
| Consultation to support students on individualized education programs. | 549 | ||
| Collaboration. | 548 | ||
| Building administrative support. | 550 | ||
| Developing collaborative relations. | 550 | ||
| Effective lesson planning. | 551 | ||
| Collaborative curriculum planning. | 552 | ||
| Considerations for the older clients with moderate to severe disabilities and those with autism spectrum disorder | 552 | ||
| Older students with moderate to severe disabilities who function at the language for learning level | 552 | ||
| Social communication | 553 | ||
| Functional literacy | 553 | ||
| Students with autism spectrum disorder who function at the language for learning level | 554 | ||
| Evidence-based social pragmatic interventions for students with autism spectrum disorder | 554 | ||
| Social skills groups. | 554 | ||
| Cognitive-behavioral interventions. | 555 | ||
| Video modeling. | 555 | ||
| Naturalistic behavioral social skills interventions. | 555 | ||
| Script-fading. | 555 | ||
| Social narratives. | 556 | ||
| Technology-aided social pragmatic interventions. | 556 | ||
| Addressing executive function and self-regulation for students with autism spectrum disorder | 556 | ||
| Self-management. | 556 | ||
| Modifying the environment. | 556 | ||
| Conclusions | 557 | ||
| Study guide | 558 | ||
| Appendix 12.1 Sample Format for an Individualized Education Program | 559 | ||
| Appendix 12.2 Form for Planning Curriculum Lessons and Units | 562 | ||
| 13 Assessing advanced language | 565 | ||
| Language development in adolescence | 565 | ||
| Adolescents with language-learning disability | 569 | ||
| Student-centered assessment | 570 | ||
| Screening, case finding, and establishing eligibility with standardized tests in the advanced language stage | 570 | ||
| Criterion-referenced assessment and behavioral observation in the advanced language stage | 573 | ||
| Semantics | 574 | ||
| The literate lexicon | 574 | ||
| Word retrieval | 575 | ||
| Word definitions | 575 | ||
| Word relations | 576 | ||
| Figurative language | 576 | ||
| Semantic integration | 577 | ||
| Verbal reasoning | 577 | ||
| Syntax and morphology | 578 | ||
| Comprehension | 578 | ||
| Production | 578 | ||
| Sampling contexts for literate language. | 579 | ||
| Eliciting narrative samples. | 579 | ||
| Eliciting expository samples. | 579 | ||
| Eliciting persuasive samples. | 579 | ||
| Using written samples to assess syntactic complexity. | 579 | ||
| T-unit length. | 579 | ||
| Complexity. | 580 | ||
| Clause density. | 580 | ||
| Use of literate language structures. | 581 | ||
| Correctness. | 583 | ||
| Pragmatics. | 583 | ||
| Conversational pragmatics | 584 | ||
| Norm-referenced conversational assessments. | 585 | ||
| Structured observations. | 585 | ||
| Role-playing. | 586 | ||
| Negotiation strategies. | 586 | ||
| Assessing register variation. | 586 | ||
| Discourse genres | 586 | ||
| Secondary school classroom discourse. | 587 | ||
| Other discourse genres. | 588 | ||
| Narrative text. | 588 | ||
| Assessing story microstructure. | 588 | ||
| Assessing story macrostructure. | 589 | ||
| Assessing summarizing skills. | 589 | ||
| Assessing narrative inferencing. | 590 | ||
| Assessing cohesion in narrative. | 591 | ||
| Assessing artful storytelling with literate language. | 591 | ||
| Expository texts. | 593 | ||
| Understanding expository texts. | 593 | ||
| Producing expository text. | 594 | ||
| Persuasive and argumentative texts. | 595 | ||
| Written communication. | 595 | ||
| Phases of writing. | 596 | ||
| Assessing the writing process. | 596 | ||
| Assessing the written product. | 597 | ||
| Assessing the “metas” | 600 | ||
| Metalinguistic skills | 600 | ||
| Metapragmatic ability | 601 | ||
| Comprehension monitoring | 601 | ||
| Metacognition | 602 | ||
| Assessing functional communication in students with severe disabilities in the advanced language stage | 602 | ||
| Special considerations for high-functioning students with autism spectrum disorder | 603 | ||
| Conclusions | 606 | ||
| Study guide | 607 | ||
| Appendix 13.1 A Sample of Language-Screening Instruments, Grades 6 through 12 | 609 | ||
| Appendix 13.2 A Sample of Language Assessment Tools, Grades 6 through 12 | 610 | ||
| Appendix 13.3 “High Level” Words in Ward-Lonergan (2010) Passage in Box 13.3 (Each Word Identified Only on First Appea ... | 613 | ||
| Appendix 13.4 Analysis of T-Unit Length, Low-Frequency Structures, and Subordination Index in Charlie’s Oral Narrative S ... | 614 | ||
| Appendix 13.5 Analysis of T-Unit Length, Low-Frequency Structures, and Subordination Index in Charlie’s Written Sample i ... | 616 | ||
| Appendix 13.6 Cohesion and Literary-Language Analysis of Charlie’s Written Sample in Figure 13.3 | 617 | ||
| Appendix 13.7 Narrative Rubric | 618 | ||
| Appendix 13.8 Developmental Rubric—Expository Writing | 620 | ||
| Appendix 13.9 Developmental Rubric—Persuasive Writing | 622 | ||
| Appendix 13.10 6 + 1 Trait Writing: Scoring Continuum | 624 | ||
| Appendix 13.11 Analysis of Crystal’s Writing Sample in Figure 13.9 | 628 | ||
| Appendix 13.12 Transition Planning Summary | 629 | ||
| 14 Intervention for advanced language | 630 | ||
| Issues in intervention at the advanced language stage | 630 | ||
| Rationale for services to adolescents | 630 | ||
| The role of the speech-language pathologist in the secondary curriculum | 631 | ||
| Student-centered intervention | 631 | ||
| Products of intervention in the advanced language stage | 632 | ||
| New intervention purposes at the advanced language level | 632 | ||
| The functional versus the academic curriculum | 633 | ||
| Processes of intervention in the advanced language stage | 633 | ||
| Semantics | 634 | ||
| Basic skills approaches | 634 | ||
| The literate lexicon. | 634 | ||
| Word retrieval. | 636 | ||
| Figurative language. | 636 | ||
| Verbal reasoning. | 637 | ||
| Learning strategies approaches | 638 | ||
| Learning new words. | 638 | ||
| Word retrieval. | 638 | ||
| Figurative language. | 639 | ||
| Syntax. | 640 | ||
| Basic skills approaches. | 640 | ||
| Learning strategies approaches. | 641 | ||
| Pragmatics | 642 | ||
| Basic skills approaches. | 642 | ||
| Classroom discourse. | 643 | ||
| Narrative. | 643 | ||
| Comprehension. | 643 | ||
| Narrative production. | 645 | ||
| Scaffolding narrative composition. | 646 | ||
| Narrative cohesion. | 646 | ||
| Artful storytelling. | 646 | ||
| Other discourse genres. | 647 | ||
| Writing mechanics. | 647 | ||
| Expository and argumentative texts. | 647 | ||
| Pragmatics: Learning skills approaches | 648 | ||
| Conversational discourse. | 648 | ||
| Classroom discourse. | 649 | ||
| Narrative texts. | 651 | ||
| Comprehension. | 651 | ||
| Before reading strategies. | 651 | ||
| During reading strategies. | 651 | ||
| After reading strategies. | 652 | ||
| Production. | 653 | ||
| Other discourse genres. | 655 | ||
| Expository texts. | 655 | ||
| Comprehending expository text. | 655 | ||
| Pre-reading. | 655 | ||
| During reading. | 655 | ||
| After reading. | 656 | ||
| Writing expository text. | 661 | ||
| Strategies for pre-writing/planning (plan phase). | 662 | ||
| Using text structures for organizing writing (organize phase). | 664 | ||
| Strategies for writing: The composition phase (write phase). | 665 | ||
| Strategies for editing (edit phase). | 665 | ||
| Strategies for revising (revise phase). | 665 | ||
| Persuasive text. | 665 | ||
| The metas | 667 | ||
| Self-regulation. | 667 | ||
| Metacognition. | 668 | ||
| Contexts of intervention in the advanced language stage | 669 | ||
| Agents of intervention | 669 | ||
| Service delivery models | 669 | ||
| The clinical model | 670 | ||
| The language-based course for credit | 670 | ||
| Consultation and collaboration | 671 | ||
| Consultation. | 671 | ||
| Modifying presentation of information. | 671 | ||
| Accommodations for students with disabilities. | 673 | ||
| Collaboration. | 674 | ||
| Special considerations for high functioning students with autism spectrum disorder | 674 | ||
| Transitional intervention planning | 676 | ||
| Conclusions | 678 | ||
| Study guide | 679 | ||
| Appendix 14.1 Example of an Individualized Transition Plan Summary Form | 681 | ||
| Transition planning summary | 681 | ||
| Bilbliography | 682 | ||
| Name index | 780 | ||
| A | 780 | ||
| B | 780 | ||
| C | 781 | ||
| D | 782 | ||
| E | 782 | ||
| F | 782 | ||
| G | 783 | ||
| H | 784 | ||
| I | 784 | ||
| J | 784 | ||
| K | 785 | ||
| L | 785 | ||
| M | 786 | ||
| N | 787 | ||
| O | 787 | ||
| P | 787 | ||
| Q | 788 | ||
| R | 788 | ||
| S | 788 | ||
| T | 789 | ||
| U | 790 | ||
| V | 790 | ||
| W | 790 | ||
| Y | 790 | ||
| Z | 791 | ||
| Subject index | 792 | ||
| A | 792 | ||
| B | 794 | ||
| C | 794 | ||
| D | 797 | ||
| E | 798 | ||
| F | 799 | ||
| G | 799 | ||
| H | 800 | ||
| I | 800 | ||
| J | 802 | ||
| K | 802 | ||
| L | 802 | ||
| M | 803 | ||
| N | 804 | ||
| O | 805 | ||
| P | 805 | ||
| Q | 807 | ||
| R | 807 | ||
| S | 807 | ||
| T | 810 | ||
| U | 811 | ||
| V | 811 | ||
| W | 811 | ||
| Y | 812 | ||
| Z | 812 | ||
| Inside back cover | IBC1 |