Spanning the entire childhood developmental period, Language Disorders from Infancy Through Adolescence, 5th Edition is the go-to text for learning how to properly assess childhood language disorders and provide appropriate treatment. The most comprehensive title available on childhood language disorders, it uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This new edition also features significant updates in research, trends, social skills assessment, and instruction best practices.
1. Cover image - p. i 2. Title page - p. ii 3. Table of Contents - p. iii 4. Inside front cover - p. iii 5. Copyright - p. iv 6. Dedication - p. v 7. A note to the instructor - p. vi 8. Preface - p. vii 9. Acknowledgments - p. viii 10. SECTION I. Topics in Childhood Language Disorders - p. ix 11. 1. Models of child language disorders - p. ix 12. 2. Evaluation and assessment - p. 23 13. 3. Principles of intervention - p. 59 14. 4. Special considerations for special populations - p. 96 15. Intellectual disability - p. 97 16. Developmental language disorder associated with disorders of known genetic origin - p. 100 17. Language disorders associated with sensory impairments - p. 107 18. Developmental language disorder associated with acquired neurological disorder - p. 113 19. Developmental language disorder associated with other neurodevelopmental disorders - p. 118 20. Developmental language disorder associated with extreme environmental disadvantage - p. 128 21. The nonspeaking child - p. 131 22. Conclusion - p. 136 23. Study guide - p. 137 24. 5. Developmental language disorders in a pluralistic society - p. 140 25. SECTION II. From Birth to Brown’s Stage V - p. 170 26. 6. Assessment and intervention in the prelinguistic period - p. 170 27. 7. Assessment and intervention for emerging language - p. 220 28. Issues in early assessment and intervention - p. 221 29. Assessing communicative intention - p. 229 30. Assessing comprehension - p. 232 31. Assessing productive language - p. 235 32. Decision-making based on assessment information - p. 241 33. From assessment to intervention - p. 243 34. Products, procedures, and contexts of intervention for children with emerging language - p. 244 35. Toddlers with autism spectrum disorder - p. 255 36. Considerations for older clients in the emerging language stage - p. 258 37. Conclusions - p. 267 38. Study guide - p. 268 39. Proportion of multiword utterances - p. 272 40. Semantic relations expressed in multiword utterances - p. 272 41. Proportion of multiword utterances in “other” category - p. 272 42. 8. Assessment of developing language - p. 273 43. Family-centered assessment - p. 274 44. Assessing collateral areas - p. 276 45. Screening for language disorders in the period of developing language - p. 276 46. Using standardized tests in assessing developing language - p. 278 47. Criterion-referenced assessment and behavioral observation for children with developing language - p. 279 48. Considerations for the older clients with severe disabilities and those with autism spectrum disorder at the developing language stage - p. 307 49. Conclusions - p. 312 50. Study guide - p. 314 51. 9. Intervention for developing language - p. 328 52. Intervention policy issues at the developing language level - p. 329 53. Intervention for developing language: Products, processes, and contexts - p. 330 54. Intervention for older clients with severe impairment and autism spectrum disorder at the developing language level - p. 363 55. Conclusions - p. 370 56. Study guide - p. 373 57. SECTION III. Working with Language Learning Disabilities - p. 381 58. 10. Language, reading, and learning in school: What the speech-language pathologist needs to know - p. 381 59. 11. Assessing students’ language for learning - p. 411 60. Child and family in the assessment process - p. 412 61. Identifying students for communication assessment - p. 412 62. Evaluation for special educational needs - p. 417 63. Criterion-referenced assessment and behavioral observation in the language for learning stage - p. 419 64. Considerations for older, severely affected students at the language for learning stage - p. 449 65. Considerations for speakers with autism spectrum disorder at the language for learning stage - p. 450 66. Conclusions - p. 451 67. Study guide - p. 453 68. Percentage complex sentences - p. 471 69. Complex sentence types - p. 471 70. Conjunctions used - p. 471 71. Evaluation - p. 471 72. Plan - p. 471 73. Narrative macrostructure - p. 472 74. Literary language style (box 11.11) - p. 472 75. Evaluation - p. 472 76. 12. Intervening at the language-for-learning period - p. 473 77. Planning intervention in the language for learning stage - p. 474 78. Intervention products in the language for learning period - p. 478 79. Intervention processes in the language for learning period - p. 480 80. Intervention contexts in the language for learning period - p. 511 81. Considerations for the older clients with moderate to severe disabilities and those with autism spectrum disorder - p. 519 82. Conclusions - p. 523 83. Study guide - p. 524 84. 13. Assessing advanced language - p. 531 85. 14. Intervention for advanced language - p. 591 86. Issues in intervention at the advanced language stage - p. 592 87. Products of intervention in the advanced language stage - p. 593 88. Processes of intervention in the advanced language stage - p. 595 89. Contexts of intervention in the advanced language stage - p. 628 90. Special considerations for high functioning students with autism spectrum disorder - p. 634 91. Transitional intervention planning - p. 635 92. Conclusions - p. 637 93. Study guide - p. 638 94. Transition planning summary - p. 640 95. Bibliography - p. 641 96. Name index - p. 643 97. Subject index - p. 644 98. Inside back cover - p. 645
Spanning the entire childhood developmental period, Language Disorders from Infancy Through Adolescence, 5th Edition is the go-to text for learning how to properly assess childhood language disorders and provide appropriate treatment. The most comprehensive title available on childhood language disorders, it uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This new edition also features significant updates in research, trends, social skills assessment, and instruction best practices.
1. Cover image - p. i 2. Title page - p. ii 3. Table of Contents - p. iii 4. Inside front cover - p. iii 5. Copyright - p. iv 6. Dedication - p. v 7. A note to the instructor - p. vi 8. Preface - p. vii 9. Acknowledgments - p. viii 10. SECTION I. Topics in Childhood Language Disorders - p. ix 11. 1. Models of child language disorders - p. ix 12. 2. Evaluation and assessment - p. 23 13. 3. Principles of intervention - p. 59 14. 4. Special considerations for special populations - p. 96 15. Intellectual disability - p. 97 16. Developmental language disorder associated with disorders of known genetic origin - p. 100 17. Language disorders associated with sensory impairments - p. 107 18. Developmental language disorder associated with acquired neurological disorder - p. 113 19. Developmental language disorder associated with other neurodevelopmental disorders - p. 118 20. Developmental language disorder associated with extreme environmental disadvantage - p. 128 21. The nonspeaking child - p. 131 22. Conclusion - p. 136 23. Study guide - p. 137 24. 5. Developmental language disorders in a pluralistic society - p. 140 25. SECTION II. From Birth to Brown’s Stage V - p. 170 26. 6. Assessment and intervention in the prelinguistic period - p. 170 27. 7. Assessment and intervention for emerging language - p. 220 28. Issues in early assessment and intervention - p. 221 29. Assessing communicative intention - p. 229 30. Assessing comprehension - p. 232 31. Assessing productive language - p. 235 32. Decision-making based on assessment information - p. 241 33. From assessment to intervention - p. 243 34. Products, procedures, and contexts of intervention for children with emerging language - p. 244 35. Toddlers with autism spectrum disorder - p. 255 36. Considerations for older clients in the emerging language stage - p. 258 37. Conclusions - p. 267 38. Study guide - p. 268 39. Proportion of multiword utterances - p. 272 40. Semantic relations expressed in multiword utterances - p. 272 41. Proportion of multiword utterances in “other” category - p. 272 42. 8. Assessment of developing language - p. 273 43. Family-centered assessment - p. 274 44. Assessing collateral areas - p. 276 45. Screening for language disorders in the period of developing language - p. 276 46. Using standardized tests in assessing developing language - p. 278 47. Criterion-referenced assessment and behavioral observation for children with developing language - p. 279 48. Considerations for the older clients with severe disabilities and those with autism spectrum disorder at the developing language stage - p. 307 49. Conclusions - p. 312 50. Study guide - p. 314 51. 9. Intervention for developing language - p. 328 52. Intervention policy issues at the developing language level - p. 329 53. Intervention for developing language: Products, processes, and contexts - p. 330 54. Intervention for older clients with severe impairment and autism spectrum disorder at the developing language level - p. 363 55. Conclusions - p. 370 56. Study guide - p. 373 57. SECTION III. Working with Language Learning Disabilities - p. 381 58. 10. Language, reading, and learning in school: What the speech-language pathologist needs to know - p. 381 59. 11. Assessing students’ language for learning - p. 411 60. Child and family in the assessment process - p. 412 61. Identifying students for communication assessment - p. 412 62. Evaluation for special educational needs - p. 417 63. Criterion-referenced assessment and behavioral observation in the language for learning stage - p. 419 64. Considerations for older, severely affected students at the language for learning stage - p. 449 65. Considerations for speakers with autism spectrum disorder at the language for learning stage - p. 450 66. Conclusions - p. 451 67. Study guide - p. 453 68. Percentage complex sentences - p. 471 69. Complex sentence types - p. 471 70. Conjunctions used - p. 471 71. Evaluation - p. 471 72. Plan - p. 471 73. Narrative macrostructure - p. 472 74. Literary language style (box 11.11) - p. 472 75. Evaluation - p. 472 76. 12. Intervening at the language-for-learning period - p. 473 77. Planning intervention in the language for learning stage - p. 474 78. Intervention products in the language for learning period - p. 478 79. Intervention processes in the language for learning period - p. 480 80. Intervention contexts in the language for learning period - p. 511 81. Considerations for the older clients with moderate to severe disabilities and those with autism spectrum disorder - p. 519 82. Conclusions - p. 523 83. Study guide - p. 524 84. 13. Assessing advanced language - p. 531 85. 14. Intervention for advanced language - p. 591 86. Issues in intervention at the advanced language stage - p. 592 87. Products of intervention in the advanced language stage - p. 593 88. Processes of intervention in the advanced language stage - p. 595 89. Contexts of intervention in the advanced language stage - p. 628 90. Special considerations for high functioning students with autism spectrum disorder - p. 634 91. Transitional intervention planning - p. 635 92. Conclusions - p. 637 93. Study guide - p. 638 94. Transition planning summary - p. 640 95. Bibliography - p. 641 96. Name index - p. 643 97. Subject index - p. 644 98. Inside back cover - p. 645
