An Introduction to Children with Language Disorders: Pearson New International Edition

Series
Pearson
Author
Vicki A. Reed  
Publisher
Pearson
Cover
Softcover
Edition
4
Language
English
Total pages
608
Pub.-date
November 2013
ISBN13
9781292041827
ISBN
129204182X
Related Titles


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9781292041827
An Introduction to Children with Language Disorders: Pearson New International Edition
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Description

For communication science and disorders students taking courses on language and communication disorders.

 

An excellent overview of the characteristics of language disorders in children paired with information on assessments and interventions.

 

The fourth edition of An Introduction to Children with Language Disorders provides readers with an in-depth and comprehensive overview that is unsurpassed in comparable texts. In three parts, this guide to child communication disorders presents the characteristics of common language disorders seen in children, discusses assessments for these disorders, and presents the most current information on language disorder intervention. In addition, this popular text covers topics often left out by similar books, such as special populations of children with language disorders, gifted children, children with other learning disabilities, children with cleft palates, bilingual children, and children with visual impairments. 

Features

  • Information on global assessment and intervention procedures gives readers the tools that they need to work with the majority of children with language disorders around the world.
  • Chapter by chapter explanation of language intervention in each disorder provides readers with strategies specific to that disorder and gives effective information for helping each particular group of children.
  • Pedagogical features in every chapter, including objectives, summaries, and reference lists, help students to process and think critically about the details presented in the chapter.
  • Aglossary included at the end of the text provides readers with a quick reference to common terms used in the field of language disorders.
  • Numerous visual aids, such as charts, tables, and illustrations, provide quantitative support for concepts presented in the text.

New to this Edition

  • An expanded discussion of central auditory processing disorders in Chapter 8 exposes students to the most current information about the controversial auditory impairment topic.
  • A more complete and inclusive Instructor’s Resource Manual gives teachers learning activities for students, examination questions, and review activities to supplement the text itself.
  • Additional material on literacy issues related to Augmentative and Alternative Communication (AAC) in Chapter 12 gives students a more complete look at AAC and current concerns with children using this type of communication.
  • Updated lists of norm-referenced language tests and language assessment tools located throughout the text give students the most up-to-date information on language disorder assessments. 
  • An expanded discussion of dyslexia and reading disabilities located in Chapter 4 presents students with a more in-depth and current look at reading disabilities as they relate to language disorders and learning disabilities.

Table of Contents

TABLE  OF CONTENTS

 

PART ONE:   ASPECTS OF NORMAL LANGUAGE AND COMMUNICATION

Chapter 1:   LANGUAGE AND HUMAN COMMUNICATION:  AN OVERVIEW

COMMUNICATION

Language

   Speech

Extralinguistic Aspects of Communication

A Bit More about the Relationships among Speech, Language, and Communication

COMPONENTS OF LANGUAGE

Phonology

Semantics

Syntax

Morphology

Pragmatics

COMPREHENSION AND PRODUCTION

COMMUNICATION MODES

   Auditory-Oral System:  Hearing and Speech

   Visual-Graphic System:  Reading and Writing

Visual-Gestural Systems

BIOLOGICAL, COGNITIVE AND SOCIAL BASES OF HUMAN COMMUNICATION

Biological Bases of Communication

Cognitive Bases for Language

Social Bases of Human Communication

SUMMARY

 

Chapter 2:   NORMAL LANGUAGE DEVELOPMENT: A REVIEW

THE PRELINGUISTIC PERIOD: THE FIRST 12 MONTHS

Prelinguistic Communication Development

Prelinguistic Vocal Development

THE FIRST WORD PERIOD

Phonology

Semantics

Pragmatics

THE PERIOD OF TWO-WORD UTTERANCES

Semantic—Syntactic Development

Types of Two-word Utterances

THE PRESCHOOL YEARS AND BEYOND

Phonology

Semantics

Morphology

Syntax

Pragmatics

LANGUAGE, LITERACY, AND EDUCATION

Emergent Literacy and Preliteracy

School

SUMMARY

 

PART TWO:  CHILDREN WITH LANGUAGE DISORDERS

Chapter 3: TODDLERS AND PRESCHOOLERS WITH SPECIFIC LANGUAGE IMPAIRMENT

IDENTIFICATION OF CHILDREN WITH LANGUAGE IMPAIRMENT

Mental Age, Chronological Age, and Language Age

Normal Variation, Normal Distribution, and a Statistical Approach

Social Standard

Clinical Markers

Challenging and Changing the Child’s Language Performance

Risk Factors for Language Problems

AN OVERVIEW OF SPECIFIC LANGUAGE IMPAIRMENT

Delay versus Disorder

Subgroups of Young Children with Specific Language Impairments

A Label for It and Reasons for It

Prevalence

Predicting Spontaneous Recovery from Early Language Delay

LANGUAGE CHARACTERISTICS OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT

Some Language Precursors

Phonology

Semantics

Syntax and Morphology

Pragmatics and Discourse

Socialization and Psychosocial Factors

Narratives

IMPLICATIONS FOR INTERVENTION

Assessment

Intervention

SUMMARY

 

Chapter 4: LANGUAGE AND CHILDREN WITH LEARNING DISABILITIES

Mona R. Griffer

Vijayachandra Ramachandra

AN OVERVIEW OF CHILDREN WITH LEARNING DISABILITIES

Labels and Terminology

Prevalence

Risk Factors

The Natural History of Learning Disabilities

LINGUISTIC ISSUES RELEVANT TO LEARNING DISABILITY

Metalinguistic Skills

Differences Between Spoken and Written Language

Differences in Developmental Expectations for Language Knowledge and Use

COMMUNICATION PROBLEMS IN CHILDREN WITH LEARNING DISABILITIES

Semantics

Grammar

Narratives

Pragmatics

Reading

Writing

IMPLICATIONS FOR INTERVENTION

Issues in General and Special Education

Psychosocial Problems and Reactions

The Collaborative Service Delivery Model

A Traditional Service Delivery Model

Intervention Strategies

SUMMARY

 

Chapter 5: ADOLESCENTS WITH LANGUAGE IMPAIRMENT

AN UNDERRECOGNIZED GROUP WITH SIGNIFICANT PROBLEMS

Personal and Societal Costs of Adolescent Language Impairment

Reasons for Neglect and Underrecognition

LANGUAGE DEVELOPMENT

Fo  Form

Content

Us  Use

 CHARACTERISTICS OF ADOLESCENTS WITH LANGUAGE IMPAIRMENT ASSESSMENT

Identification

 Language Assessment

 

INTERVENTION

 Principles in Determining Intervention Objectives

  Factors in Implementing Intervention Objectives

  Service Delivery  

SUMMARY

 

Chapter 6: LANGUAGE AND CHILDREN WITH INTELLECTUAL DISABILITIES

Mona R. Griffer

AN OVERVIEW OF INTELLECTUAL DISABILITIES

Definition

 Causes and Types of Intellectual Disabilities

THE DELAY-DIFFERENCE CONTROVERSY

LANGUAGE CHARACTERISTICS OF CHILDREN WITH INTELLECTUAL DISABILITIES

Research Issues

Pragmatics

 Comprehension

Semantics

 Syntax

Speech Production

LANGUAGE CHARACTERISTICS OF CHILDREN WITH DOWN SYNDROME

Comprehension

 Semantics

Syntax

 Pragmatics

Speech Production

Phonological Awareness and Literacy

Rate of Language Learning

Use of Imitation

Explanations for Specific Language Deficit in Children with Down Syndrome

IMPLICATIONS FOR INTERVENTION

Social and Legislative Influences

Facilitating versus Compensatory Intervention

Developmental versus Remedial Logic

Language-Cognition Relationships

Pragmatics and Pragmatic Relevance

Goal Attack Strategy

Caretaker Interaction

Materials Selection

Comprehension

 Lexicon

Syntax

 Intelligibility and Speech Production

SUMMARY

 

Chapter 7: LANGUAGE AND CHILDREN WITH AUTISM

Mona R. Griffer

Vijayachandra Ramachandra

AN OVERVIEW OF CHILDREN WITH AUTISM

Diagnostic Criteria

Prevalence

 Associated Problems

What Causes Autism?

Heredity

  Natural History of Autism

COMMUNICATION IN CHILDREN WITH AUTISM

Early Communication

Preserved Abilities

Impaired Abilities

The Concept of Asynchronous Development

IMPLICATIONS FOR INTERVENTION

Assessment   

Service Delivery

Special Considerations

Intervention Models S

SUMMARY

 

Chapter 8: LANGUAGE AND CHILDREN WITH AUDITORY IMPAIRMENTS

Mona R. Griffer

OVERVIEW OF HEARING-IMPAIRED CHILDREN AND HEARING LOSS

Types and Differing Degrees of Hearing Loss and their Effects

Age of Onset of Hearing Loss and its Effects

Stability of Hearing Loss

Other Contributing Factors and their Effects

Parental Hearing Status

Early Identification

Concomitant Deficits

Background Noise

ORAL LANGUAGE, SPEECH, AND LITERACY CHARACTERISTICS:  AN HISTORICAL OVERVIEW

Syntax and Morphology

Semantics

Pragmatics

Speech Production and Intelligibility

OTHER AUDITORY IMPAIRMENTS

 Central Auditory Processing Disorders (CAPD)\

Auditory Neuropathy/Auditory Dys-Synchrony

INTERVENTION AND MANAGEMENT APPROACHES

Technology Aids and Sound Amplification Systems

 Educational Approaches/Communication-Language Intervention

SUMMARY

 

Chapter 9: LANGUAGE AND LINGUISTICALLY-CULTURALLY DIVERSE CHILDREN

Li-Rong Lilly Cheng  

CONCEPTS OF CULTURAL DIVERSITY

CONCEPTS OF LINGUISTIC VARIATION

CONCEPTS OF SECOND LANGUAGE LEARNING

LANGUAGE CHARACTERISTICS OF LINGUISTICALLY-CULTURALLY DIVERSE CHILDREN

 Hispanic-American Children

African-American Children

Asian-American Children

Native American Children

A MATTER OF POVERTY

   Poverty in the U.S. and Globally

   Culture of Poverty

ISSUES IN ASSESSMENT

Testing Bias

Differential Diagnosis of Communicative Behaviors

IMPLICATIONS FOR INTERVENTION

 Intervention for Language Differences and Language Disorders

 Intervention for Language Differences

Intervention for Linguistically-Culturally Diverse Children with Other Disabilities

SUMMARY

 

Chapter 10:  CHILDREN WITH ACQUIRED LANGUAGE DISORDERS

Cynthia R. O’Donoghue

AN OVERVIEW OF ACQUIRED CHILDHOOD APHASIA

Definition

Types of Acquired Brain Injury

  Associated Problems

LANGUAGE DEVELOPMENT AND LANGUAGE RECOVERY

LANGUAGE CHARACTERISTICS OF CHILDREN WITH ACQUIRED APHASIA

   Early Recovery and Language Impairment

   Later Recovery and Residual Language Impairment

   ACADEMIC ACHIEVEMENT

DIFFERENCES BETWEEN DEVELOPMENTAL AND ACQUIRED LANGUAGE DISORDERS IN CHILDREN

   IMPLICATIONS FOR ASSESSMENT AND INTERVENTION

Assessment

Social and Legislative Influences

Augmentative and Alternative Communication

Behavior Disorders

Intelligibility

Developmental versus Remedial Logic

Facilitating versus Compensatory Intervention

Returning to School

SUMMARY

 

Chapter 11:  LANGUAGE AND OTHER SPECIAL POPULATIONS OF CHILDREN

Mona R. Griffer

Vijayachandra Ramachandra

LANGUAGE AND GIFTED CHILDREN

   An Overview of Giftedness

   Language Characteristics of Gifted Children

   Language in Disadvantaged or Disabled Gifted Children

   Implications for Intervention

LANGUAGE AND CHILDREN WITH VISUAL IMPAIRMENT

An Overview of Visual Impairment

Language Characteristics of Blind Children

Implications for Intervention

LANGUAGE AND CHILDREN WITH NEUROMOTOR IMPAIRMENT

   Children with Cerebral Palsy

   Communication of Other Children with Neuromotor Impairment

LANGUAGE AND CHILDREN WITH CLEFT PALATE

   An Overview of Cleft Palate

   Language Characteristics of Children with Cleft Palate

LANGUAGE IN CHILDREN WHO STUTTER   

   An Overview of Language Problems in Children Who Stutter

   Implications for Intervention

SUMMARY

 

 

PART THREE:  LANGUAGE INTERVENTION

Chapter 12:   LANGUAGE AND AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC)

Carol C. Dudding

Susan Balandin

WHAT IS AAC?

An Overview and Definitions

Multimodal Communication

Multidisciplinary Teams

CHILDREN WHO BENEFIT FROM AAC SYSTEMS

Children with Challenging Behavior

Children with Language Impairments

Children with Autism

Children with Intellectual Disabilities

Children with Acquired Language Disorders

Children with Physical Disabilities

Children who are Temporarily Unable to Speak

AAC ASSESSMENT

AAC INTERVENTION

System for Augmenting Language (SALS)

Sign and Gesture

Facilitated Communication

Language and Speech Development

Literacy Acquisition

SUMMARY

 

Chapter 13: ASSESSMENT

APPROACHES TO AND PURPOSES OF THE ASSESSMENT PROCESS

   Determining if a Child Qualifies for Services

Deciding if a Child has a Language Problem

   Identifying the Cause of the Problem

   Identifying Deficit Areas

Describing the Regularities in the Child's Language Deciding What to Recommend    

TOOLS AND PROCEDURES

Gathering Information from Others

What to Assess

Methods of Assessment

INTELLIGENCE TESTING

SUMMARY

 

Chapter 14: CONSIDERATIONS FOR LANGUAGE INTERVENTION

CONSIDERATIONS IN INTERVENTION

Normal versus Not So Normal Processes

   Developmental and Nondevelopmental Intervention

   Rules and Regularities

   Controlling and/or Reducing Language Complexity

   Comprehension or Production

   Focus of Intervention and Picking Intervention Targets

   Usefulness of Intervention Content

   Reinforcement and Generalization

   Child Characteristics

   Metalinguistics

HIGHLIGHTING INTERVENTION TARGETS

Multiple Exposures

Distributed versus Massed Trials

   Suprasegmental and Rate Variations

   Input Modality Variations

PROCEDURES AND TECHNIQUES TO FACILITATE LEARNING OF LANGUAGE TARGETS

   Before the Child’s Utterance

   After the Child’s Utterance

Response Dialogues

   So Which Ones Should We Use? 

APPROACHES TO INTERVENTION

Direct and Indirect Intervention

   Group and Individual Intervention

   Three Language Teaching Methods

   Service Delivery Models

PUTTING IT TOGETHER

SUMMARY

REFERENCES

AUTHOR INDEX

SUBJECT INDEX