Efnisyfirlit

• Cover image
• Title page
• Table of Contents
• IFC
• Copyright
• Dedication
• A NOTE TO THE INSTRUCTOR
• PREFACE
• ACKNOWLEDGMENTS
• Section 1. Topics in Childhood Language Disorders
  • Introduction
  • 1. Models of Developmental 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
  • 2. Evaluation and Assessment
    • General Principles of Assessment and Diagnosis for Suspected Developmental Language Disorder
    • Beginning the Assessment Process: Referral, Case Review, Observation, and Collaboration
    • The Assessment Plan: Why and What to Assess
    • Integrating and Interpreting Assessment Data
    • Conclusions
    • Appendix 2.1 Sample Intake Questionnaire
    • Appendix 2.2 Sample Referral Letter
    • Appendix 2.3 Template for Discussing and Reporting on Diagnosis in Clinical Reports and Conferences
    • 2.4 Appendix Sample Clinical Report
  • 3. Principles of Intervention
    • The Purpose of Intervention
    • Developing Intervention Plans
    • Evaluating Intervention Outcomes
    • Prevention of Language Disorders in Children
    • Conclusions
  • 4. Special Considerations for Special Populations
    • INTELLECTUAL DISABILITY
    • INTELLECTUAL DISABILITY ASSOCIATED WITH BIOMEDICAL CONDITIONS OF KNOWN GENETIC ORIGIN
    • LANGUAGE DISORDER ASSOCIATED WITH SENSORY IMPAIRMENTS
    • LANGUAGE DISORDER ASSOCIATED WITH ACQUIRED NEUROLOGICAL CONDITIONS
    • Language Disorders Associated With Other Neurodevelopmental Conditions
    • LANGUAGE DISORDERS WITH ENVIRONMENTAL COMPONENTS
    • THE NONSPEAKING CHILD
    • CONCLUSIONS
  • 5. Developmental Language Disorders in a Pluralistic Society
    • DIVERSITY IN THE UNITED STATES
    • THE CULTURALLY COMPETENT CLINICIAN
    • Language Difference or Language Disorder?
    • MULTILINGUALISM
    • ASSESSING MULTICULTURAL ELL STUDENTS
    • LANGUAGE INTERVENTION WITH MULTICULTURAL ELL CHILDREN
    • CONCLUSIONS
    • Appendix 5.1 Sample of Multicultural Tests and Assessment Materials
    • Appendix 5.2 IDEA Issue Brief
• Section 2. From Birth to Brown’s Stage V
  • Introduction
  • 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
    • Appendix 6.1 Developing Family-Centered Clinical Practice
    • Appendix 6.2 Sample Individualized Family Service Plan
    • Appendix 6.3 Tools for Assessing Infant Development
    • Appendix 6.4∗ Feeding Assessment Tools for Premature Infants
    • APPENDIX 6.5 How Can We Help?
    • Appendix 6.6 Considerations in Feeding Older Prelinguistic Children
  • 7. Assessment and Intervention for Emerging Language
    • ISSUES IN EARLY ASSESSMENT AND INTERVENTION
    • Communicative Skills in Normally Speaking Toddlers
    • Assessment of Communicative Skills in Children With Emerging Language
    • DIAGNOSIS IN EARLY ASSESSMENT
    • 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
    • APPENDIX 7.1 General Communication Assessments for Children Younger Than 3 Years Old
    • APPENDIX 7.2 Analyses of Transcript in Box 7.3
    • SEMANTIC RELATIONS EXPRESSED IN MULTIWORD UTTERANCES
    • PROPORTION OF MULTIWORD UTTERANCES IN “OTHER” CATEGORY
    • PROPORTION OF COMBINATIONS WITH VERBS
  • 8. Assessment of Developing Language
    • Children With 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 Older Clients With Severe Disabilities and Those With Autism Spectrum Disorder at the Developing Language Stage
    • Conclusions
    • Appendix 8.1
    • Appendix 8.2
    • Appendix 8.3
    • Appendix 8.4
    • Appendix 8.5
    • Appendix 8.6
  • 9. Intervention for Developing Language
    • Intervention Policy Issues at the Developing Language Level
    • Intervention for Developing Language: Products, Processes, and Contexts
    • Intervention Contexts for Children With Developing Language
    • Intervention for Older Clients at the Developing Language Level With Severe Impairment and Autism Spectrum Disorder
    • Conclusions
• Section 3. Working With Language Learning Disabilities
  • Introduction
  • 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 AND LANGUAGE-BASED READING DISORDERS
    • LANGUAGE, LEARNING, AND READING: WHAT’S THE CONNECTION?
    • CONCLUSIONS
  • 11. Assessing Students’ Language for Learning
    • Child and Family in the Assessment Process
    • Identifying Students for Communication Assessment
    • Evaluation for Special Educational Needs
    • Considerations for Older, Severely Affected Students at the Language for Learning Stage
    • Considerations for Autistic Students at the Language for Learning Stage
    • Conclusions
  • 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
    • MTSS Tiers of Support
    • CONTEXTS OF INTERVENTION
    • CONSIDERATIONS FOR OLDER STUDENTS WITH MODERATE TO SEVERE DISABILITIES OR AUTISM
    • CONCLUSIONS
    • Appendix 12.1
  • 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 TRANSITIONING FROM SCHOOL
    • CONCLUSIONS
    • Appendix 13.1 A Sample of Language-Screening Instruments, Grades 6 Through 12
    • Appendix 13.2 A Sample of Language Assessment Tools, Grades 6 Through 12
    • Appendix 13.3
    • Appendix 13.4
    • Appendix 13.5
    • Appendix 13.6 Cohesion and Literary-Language Analysis of Charlie’s Written Sample in Figure 13.2
    • Appendix 13.7 Narrative Rubric
    • Appendix 13.8 Developmental Rubric—Expository Writing
    • Appendix 13.9 Developmental Rubric—Persuasive Writing
    • Appendix 13.10 6 + 1 Trait Writing: Scoring Continuum
    • Appendix 13.11 Analysis of Crystal’s Writing Sample (Figure 13.7)
    • Appendix 13.12 Transition Planning Summary
  • 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 STUDENTS WITH AUTISM
    • TRANSITIONAL INTERVENTION PLANNING
    • CONCLUSIONS
    • Appendix 14.1 Example of an Individualized Transition Plan Summary Form
• Bibliography
• SUBJECT INDEX
• NAME INDEX
• IBC

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