Main description:

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.

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