Efnisyfirlit

• Cover image
• Title page
• Table of Contents
• Inside front cover
• Copyright
• Dedication
• A note to the instructor
• Preface
• Acknowledgments
• SECTION I. Topics in Childhood Language Disorders
  • 1.  Models of child language disorders
    • Diagnostic issues in developmental language disorders
    • A brief history of the field of language pathology
    • Terminology
    • Aspects and modalities of language disorder
    • Diagnostic issues
    • Etiology of developmental language disorder
    • Comorbidity in developmental language disorder
    • Conclusion
    • Study guide
  • 2.  Evaluation and assessment
    • General principles of assessment for suspected developmental language disorder
    • Beginning the assessment process: Referral, case review, and observation
    • Mapping the assessment plan: Why and what to assess
    • Choosing measures: How will we assess?
    • Integrating and interpreting assessment data
    • Conclusions
    • Study guide
  • 3.  Principles of intervention
    • The purpose of intervention
    • Developing intervention plans
    • Evaluating intervention outcomes
    • Prevention of language disorders in children
    • Conclusions
    • Study guide
  • 4.  Special considerations for special populations
    • Intellectual disability
    • Developmental language disorder associated with disorders of known genetic origin
    • Language disorders associated with sensory impairments
    • Developmental language disorder associated with acquired neurological disorder
    • Developmental language disorder associated with other neurodevelopmental disorders
    • Developmental language disorder associated with extreme environmental disadvantage
    • The nonspeaking child
    • Conclusion
    • Study guide
  • 5.  Developmental language disorders in a pluralistic society
    • Introduction
    • The culturally competent clinician
    • Bilingualism
    • Working with families
    • Assessing culturally and linguistically different children
    • Summary
    • Language intervention with the culturally and linguistically different child
    • Conclusions
    • Study guide
    • Culturally and linguistically diverse students
• SECTION II. From Birth to Brown’s Stage V
  • 6.  Assessment and intervention in the prelinguistic period
    • Family-centered practice
    • Service plans for prelinguistic clients
    • Risk factors for communication disorders in infants
    • Assessment and intervention for high-risk infants and their families in the newborn intensive care nursery
    • Assessment and intervention for preintentional infants and their families: 1 to 8 months old
    • Assessment and intervention for infants at prelinguistic stages of communication: 9 to 18 months old
    • Considerations for older prelinguistic clients and those with autism spectrum disorders
    • Infants and toddlers with autism spectrum disorders
    • Conclusions
    • Study guide
  • 7.  Assessment and intervention for emerging language
    • Issues in early assessment and intervention
    • Assessing communicative intention
    • Assessing comprehension
    • Assessing productive language
    • Decision-making based on assessment information
    • From assessment to intervention
    • Products, procedures, and contexts of intervention for children with emerging language
    • Toddlers with autism spectrum disorder
    • Considerations for older clients in the emerging language stage
    • Conclusions
    • Study guide
    • Proportion of multiword utterances
    • Semantic relations expressed in multiword utterances
    • Proportion of multiword utterances in “other” category
  • 8.  Assessment of developing language
    • Family-centered assessment
    • Assessing collateral areas
    • Screening for language disorders in the period of developing language
    • Using standardized tests in assessing developing language
    • Criterion-referenced assessment and behavioral observation for children with developing language
    • Considerations for the older clients with severe disabilities and those with autism spectrum disorder at the developing language stage
    • Conclusions
    • Study guide
  • 9.  Intervention for developing language
    • Intervention policy issues at the developing language level
    • Intervention for developing language: Products, processes, and contexts
    • Intervention for older clients with severe impairment and autism spectrum disorder at the developing language level
    • Conclusions
    • Study guide
• SECTION III. Working with Language Learning Disabilities
  • 10.  Language, reading, and learning in school: What the speech-language pathologist needs to know
    • School-based practice in speech-language pathology
    • Students with language learning disabilities
    • Language, learning, and reading: What’s the connection?
    • Conclusions
    • Study guide
  • 11.  Assessing students’ language for learning
    • Child and family in the assessment process
    • Identifying students for communication assessment
    • Evaluation for special educational needs
    • Criterion-referenced assessment and behavioral observation in the language for learning stage
    • Considerations for older, severely affected students at the language for learning stage
    • Considerations for speakers with autism spectrum disorder at the language for learning stage
    • Conclusions
    • Study guide
    • Percentage complex sentences
    • Complex sentence types
    • Conjunctions used
    • Evaluation
    • Plan
    • Narrative macrostructure
    • Literary language style (box 11.11)
    • Evaluation
  • 12.  Intervening at the language-for-learning period
    • Planning intervention in the language for learning stage
    • Intervention products in the language for learning period
    • Intervention processes in the language for learning period
    • Intervention contexts in the language for learning period
    • Considerations for the older clients with moderate to severe disabilities and those with autism spectrum disorder
    • Conclusions
    • Study guide
  • 13.  Assessing advanced language
    • Language development in adolescence
    • Student-centered assessment
    • Screening, case finding, and establishing eligibility with standardized tests in the advanced language stage
    • Criterion-referenced assessment and behavioral observation in the advanced language stage
    • Assessing functional communication in students with severe disabilities in the advanced language stage
    • Conclusions
    • Study guide
  • 14.  Intervention for advanced language
    • Issues in intervention at the advanced language stage
    • Products of intervention in the advanced language stage
    • Processes of intervention in the advanced language stage
    • Contexts of intervention in the advanced language stage
    • Special considerations for high functioning students with autism spectrum disorder
    • Transitional intervention planning
    • Conclusions
    • Study guide
    • Transition planning summary
• Bibliography
• Name index
• Subject index
• Inside back cover

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