Language and Literacy Disorders

Series
Allyn & Bacon
Author
Nickola W. Nelson  
Publisher
Pearson
Cover
Softcover
Edition
1
Language
English
Total pages
576
Pub.-date
April 2009
ISBN13
9780205501786
ISBN
0205501788
Related Titles



Description

Organized with a clear framework and student-friendly learning supports, this textbook helps graduate and undergraduate students gain essential knowledge that can inform, and transform, their work with children who need special assistance to acquire language and literacy abilities to meet multiple communication and learning needs.

 

Featuring content and questions that encourage deeper thinking about the nature of disordered and normal development, this text makes assessment and intervention practices relevant to contexts of home, classroom, and peer interactions. In particular, readers will learn to draw on multiple sources of input to develop an assessment picture for a child at any age and stage of development as a person with unique strengths and needs, coming from a particular cultural-linguistic background, and with concerns that may be attributed to a particular known or unknown but suspected set of etiological factors. Additionally, readers will learn to plan interventions that target developmentally appropriate outcomes in spoken and written language and to apply techniques that are informed by varied theoretical perspectives and a growing evidence base.

 

This text is organized into three sections that are designed to promote understanding of: (1) basic concepts, taxonomies, policies, and procedures that can inform other decisions; (2) implications of common etiologies (e.g., primary language impairment/learning disability, hearing impairment, autism spectrum disorders, mental retardation/cognitive impairment; acquired neurological impairment) for modifying assessment and intervention practices; and (3) appropriate assessment and intervention procedures across developmental language and literacy ages, stages, and targets. Instructors can guide students through the sections and chapters, review and practice material, and extended exercises, so students can gain confidence they will know what to do when facing diverse populations of real children in a variety of settings.

 

Although the book is written primarily for students in speech-language pathology, it draws on the author's experience working in schools and classrooms with general and special education teachers and other interdisciplinary team members and can be used with (or by) members of other disciplines and by practitioners as well as students. The ultimate beneficiaries of this book should be children and adolescents who grow up with improved abilities to communicate, read, write, listen, and speak because they received services from professionals who knew what they were doing and why.

Features

  • Each chapter begins with advance organizers, incorporates case examples and other learning supports, concludes with a chapter summary, and includes suggestions for extended learning opportunities.  
  • Combines concise presentation of content with the expectation that students can reach higher levels of thinking regarding difficult and controversial concepts, including the ability to recognize theoretical biases of researchers and to appraise sources critically when conducting evidence-based practice reviews on their own. 
  • Procedures of evidence-based practice and asking good questions are introduced in Chapter 1 and emphasized throughout the text.
  • Chapter 3 introduces theoretical perspectives with ties to assessing and planning treatment for addressing varied systems and functions.
  • Emphasis on learning about categories and classifications through a framework of multiple systems (language levels and modalities, socio-emotional systems, and sensory-motor) is used across sections and chapters.
  • A developmental systems approach that makes it possible to associate concrete assessment and intervention activities with specific goal areas and targets at each age and stage of development. Both IDEA'04 and NCLB legislation emphasize goals for keeping children active in their natural environments (infants and toddlers) and in the general education curriculum (school-age children). (Chapters 8-13)
  • Information about specific disabilities and about cultural-linguistic diversity is presented both separately and integrated with information about developmental systems and targets. (Chapters 5-7, 14, and throughout the text)
  • Reciprocal connections (and possible disconnections) across the language levels-sound, word, sentence, discourse-and across the modalities-listening, speaking, reading, writing-are described and illustrated with clinical examples that involve treatment by professionals in multiple disciplines.
  • Concretely shows students how to pull information, practices, and disciplines together in addressing spoken and written language disorders across childhood.
  • Reading and writing are presented as having foundations in spoken language development, but as having some unique features as well. Communication and sense-making are treated as high priorities and essential to the intervention process at all ages and stages.   

Table of Contents

TABLE OF CONTENTS

 

Frontmatter    Dedication page

                        Preface

                        Table of contents      

 

PART I.          FRAMEWORKS FOR CLINICAL PRACTICE 

                                                                                                                            

Chapter 1.       A Framework for Guiding Evidence Based Practice

                        Importance of asking good questions

                        Contextualized assessment and intervention

                        World Health Organization definitions

 

Chapter 2.       Speech, Language/Literacy, and Communication

                        Speech, language (including literacy), and communication

                        Five language parameters

                        Content, form, and use

                        Language levels and modalities

                        Cultural-linguistic variation

 

Chapter 3.       Language/Literacy and Related Systems

                        Theoretical accounts

                        System theory

                        Systems supporting language development

 

PART II.         POLICIES, PRACTICES, AND POPULATIONS

 

Chapter 4.       Policies and Practices

                        Policies

                        Clinical practices

                        Categorization, diagnosis, and causation

                        Testing and exclusionary factors in diagnosis

                        Prevalence, prevention, and prognosis

 

Chapter 5.       Primary Disorders of Speech, Language, and Literacy

                        Speech-sound disorders

                        Language impairment

                        Learning disability

                        Spoken and written language associations and dissociations

 

 

Chapter 6.       Special Populations with Motor and SensoryDisorders

                        Motor system impairment

                        Auditory system impairment

                        Visual system impairment

                        Other sensory problems

 

 

 

Chapter 7.       Special Populations with Cognitive-Communicative Disorders

                        Developmental disability

                        Intellectual disability

                        Autism spectrum disorders

                        Acquired brain injury (including traumatic brain injury)

                        Child abuse and neglect

                        Interactive disorders of attention, emotion, and behavior           

 

PART III.       ASSESSMENT AND INTERVENTION

 

Chapter 8.       Infant/Toddler Policies and Practices

                        Policies and practices for infants and toddlers

                        Comprehensive assessment for infants and toddlers

                                   

Chapter 9.       Infant/Toddler Intervention

                        Prelinguistic organization to intentional communication

                        Joint action routines and early play

                        First words to two-word utterances

                        Emergent narratives and literacy

 

Chapter 10.     Preschool Policies and Practices

                        Policies and practices in the preschool years

                        Comprehensive assessment in the preschool years

 

Chapter 11.     Preschool Intervention

                        Sounds, words, and vocabulary concepts

                        Sentence- and discourse level development

                        Social interaction and play

                        Emergent and early literacy

 

Chapter 12.     School-age Policies and Practices

                        Policies and practices in the school-age years

                        Comprehensive assessment in the school-age years

 

Chapter 13.     School-age Intervention

                        Intervention scaffolding in the school-age years

                        Discourse-level knowledge and skills

                        Sentence-level knowledge and skills

                        Word-level knowledge and skills

 

Chapter 14.     Interventions for Special Populations

                        Comprehensive planning for comprehensive needs

                        Preverbal to intentional communication

                        Echolalia, challenging behaviors, and non-symbolic communication

                        Intervention for children and adolescents with severe speech-production disorders

                        AAC for children and adolescents with complex communication needs

                        Intervention for sensory loss and central processing disorders

                        Intervention for cognitive-communicative disorders

                        Intervention for autism spectrum disorders

                       

Backmatter:   Appendices for Part III.

References

Author Index (to be completed by Allyn & Bacon)

Subject Index (to be completed by Allyn & Bacon)

 

On line supports:        Glossary

Review and practice questions and key

                                    Observation tables

 

Back Cover

Designed for both undergraduate and graduate students, Childhood Language and Literacy Disorders: Infancy Through Adolescence allows readers to gain essential knowledge that can inform, and transform, their work with children who have special learning needs.

 

Featuring content and questions that encourage deeper thinking about the nature of disordered and normal development, this text makes assessment and intervention practices relevant to the contexts of home, classroom, and peer interactions. Readers will learn to draw on multiple sources of input to develop an assessment picture for a child at any age and stage of development, plan interventions that target developmentally appropriate outcomes in spoken and written language, and apply techniques that are informed by varied theoretical perspectives and a growing evidence base.

 

This text is organized into three sections that thoroughly cover basic concepts and policies, appropriate assessment and intervention procedures across developmental ages and stages, and common language and literacy disorders amongst children. Written primarily for students in speech-language pathology, this text applies to practitioners, special education teachers, and interdisciplinary instructors. Extended exercises and review materials ensure that students will be fully prepared to work with diverse groups of children in a variety of real-life settings.

 

Childhood Language and Literacy Disorders: Infancy Through Adolescence…

·    Consistently presents the themes of evidence-based practice, analysis of theoretical perspectives and their biases, and an emphasis on learning about categories and classifications through a framework of multiple physiological systems.

·    Concretely shows students how to pull information, practices, and disciplines together in addressing spoken and written language disorders across childhood.

·    Uses review materials to encourage students to reach higher levels of thinking regarding difficult and controversial concepts, including the ability to appraise sources critically when conducting evidence-based practice reviews independently. 

  • Includes illustrated clinical examples of treatment of language and literacy disorders by professionals in multiple disciplines. 
  • Utilizes a developmental systems approach that addresses both IDEA and NCLB legislation by associating concrete assessment and intervention activities with specific goal areas and targets at each age and stage of development.
  • Includes advance organizers, review and practice material, chapter summaries, and suggestions for extended learning opportunities in each chapter.

Author

Nickola Wolf Nelson, Ph.D., CCC-SLP conducts research and has authored numerous research articles, books, and chapters on contextualized, interdisciplinary approaches to language and literacy assessment and intervention, including two prior editions of Childhood Language Disorders in Context: Infancy through Adolescence (Allyn & Bacon, 1994, 1998). Nelson is co-author of The Writing Lab Approach to Language Instruction and Intervention (Paul H. Brookes, 2004) and the forthcoming Test of Integrated Language and Literacy Skills. 


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