An Introduction To Children With Language Disorders

Paperback | June 1, 2017

byVicki A. Reed

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A comprehensive look at the various groups of children that professionals encounter in their work according to diagnostic categories, the unique issues that relate to those diagnostic categories, and approaches to effective assessment and intervention.

 

This book provides comprehensive coverage of children who do not acquire language normally, their characteristics, and how to help them successfully develop language skills. It begins with an overview of the aspects of normal language, looking at the bases of language and communication and at normal language development in children and adolescents. Here readers get a review of the concepts, as well as an introduction to the rest of the book.


The central focus of the book features nine chapters on the language difficulties of different groups of children, including groups defined by the age of the children in combination with an etiological condition, and groups defined by concomitant or etiological conditions associated with the children’s language difficulties. The final part of the text presents more detailed discussions of language intervention, including augmentative and alternative communication as it relates to children with language disorders and their interventions; language assessment; and the procedures used and factors considered in intervention with children with language disorders. Thoroughly updated to reflect the most current knowledge in the field, the new edition also includes current information about federal education laws and initiatives that affect services for children with language disorders.


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A comprehensive look at the various groups of children that professionals encounter in their work according to diagnostic categories, the unique issues that relate to those diagnostic categories, and approaches to effective assessment and intervention.   This book provides comprehensive coverage of children who do not acquire langu...

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A comprehensive look at the various groups of children that professionals encounter in their work according to diagnostic categories, the unique issues that relate to those diagnostic categories, and approaches to effective assessment and intervention.   This book provides comprehensive coverage of children who do not acquire lang...

Dr. Vicki A. Reed, CCC-SLP, is a two-time Emeritus Professor–James Madison University and The University of Sydney.  She holds is an ASHA Fellow, a Board Certified Specialist in Child Language (BCS-CL), and until recently a Certified Practising Member of Speech Pathology Australia. Prior to moving to the Shenandoah Valley, Virginia i...

other books by Vicki A. Reed

An Introduction to Children with Language Disorders
An Introduction to Children with Language Disorders

Hardcover|Mar 30 2011

$202.94$218.40list price
Format:PaperbackDimensions:576 pages, 8.75 × 6.35 × 0.68 inPublished:June 1, 2017Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0133827097

ISBN - 13:9780133827095

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Extra Content

Table of Contents

Brief Table of Contents 


PART ONE: ASPECTS OF NORMAL LANGUAGE AND COMMUNICATION

Chapter 1: LANGUAGE AND HUMAN COMMUNICATION:  AN OVERVIEW

Chapter 2: NORMAL LANGUAGE DEVELOPMENT: A REVIEW

 

PART TWO: CHILDREN WITH LANGUAGE DISORDERS

Chapter 3: TODDLERS AND PRESCHOOLERS WITH SPECIFIC LANGUAGE IMPAIRMENT

Chapter 4: LANGUAGE AND CHILDREN WITH LEARNING DISABILITIES--Geraldine Wallach

Chapter 5: ADOLESCENTS WITH LANGUAGE IMPAIRMENT 

Chapter 6: LANGUAGE AND CHILDREN WITH INTELLECTUAL DISABILITIES--Stacey Pavelko

Chapter 7: LANGUAGE AND CHILDREN WITH AUTISM--Marsha Longerbeam and Jeff Sigafoos

Chapter 8: LANGUAGE AND CHILDREN WITH AUDITORY IMPAIRMENTS--Mona R. Griffer

Chapter 9: LANGUAGE AND LINGUISTICALLY-CULTURALLY DIVERSE CHILDREN--Li-Rong and Lilly Cheng    

Chapter 10:  CHILDREN WITH ACQUIRED LANGUAGE DISORDERS--Cynthia R. O’Donoghue and Sarah E. Hegyi

Chapter 11:  LANGUAGE AND OTHER SPECIAL POPULATIONS OF CHILDREN--Mona R. Griffer and Vijayachandra Ramachandra

 

PART THREE: LANGUAGE INTERVENTION

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

Chapter 13: ASSESSMENT

Chapter 14: CONSIDERATIONS FOR LANGUAGE INTERVENTION


Detailed 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 AND EARLY SCHOOL YEARS

            Phonology

            Semantics

            Morphology

            Syntax

            Pragmatics

THE ADOLESCENT YEARS

LANGUAGE, LITERACY, AND EDUCATION

          Emergent Literacy and Preliteracy

          School and Language

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--Geraldine Wallach


THE RELATIONSHIP BETWEEN LANGUAGE IMPAIRMENT AND LEARNING DISABILITIES

            Language Disorders/Impairment Terminology

            Learning Disabilities Terminology

            Related Terms and Conditions

            Prevalence and Who’s Who

LANGUAGE AND ACADEMIC EXPECTATIONS: MATCHES and MISMATCHES

            On Becoming Literate

            Learning to Read

            Language Characteristics: A Closer Look at Selected Patterns in Children with SLD

            Language Impairment: Students with SLD Tackling Literacy and Curriculum

IMPLICATIONS FOR INTERVENTION

            Assessment

            Intervention

            Epilogue

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

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--Stacey Pavelko


 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--Marsha Longerbeam and Jeff Sigafoos


AN OVERVIEW OF CHILDREN WITH AUTISM SPECTRUM DISORDER

             Diagnostic Criteria

             Prevalence

             Associated Problems

             Etiology

COMMUNICATION IN CHILDREN WITH AUTISM

             Preserved Abilities

             Impaired Abilities

IMPLICATIONS FOR INTERVENTION

             Assessment     

             Service Delivery

             Special Considerations

             Intervention Approaches

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 and  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 and Sarah E. Hegyi


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 and 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)--Susan Balandin and Kate L. Anderson


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