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| Preface | |
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| A Functional Language Approach | |
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| Traditional and Functional Models | |
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| Role of Pragmatics in Intervention | |
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| Dimensions of Communication Context | |
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| Summary | |
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| Role of Generalization in Intervention | |
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| Variables That Affect Generalization | |
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| Summary | |
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| Evidence-Based Practice | |
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| Conclusion | |
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| Language Impairments | |
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| Information Processing | |
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| Diagnostic Categories | |
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| Intellectual Disability | |
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| Learning Disability | |
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| Specific Language Impairment | |
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| Pervasive Developmental Disorder/Autism Spectrum Disorder | |
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| Brain Injury | |
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| Maltreatment: Neglect and Abuse | |
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| Other Language Impairments | |
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| Implications | |
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| Conclusion | |
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| Early Communication Intervention | |
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| Legal Basis for Early Intervention | |
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| Early Intervention Model | |
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| Team Approach | |
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| Importance of Families | |
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| Cultural Concerns | |
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| Child and Parents/Caregivers | |
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| Individualized for Each Child | |
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| Individualized Family Service Plan (IFSP) | |
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| Natural Environment | |
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| Role of the SLP | |
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| Children Served in ECI Programs | |
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| Established Risk | |
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| At-risk Children | |
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| ECI Assessment | |
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| Transdisciplinary Model of Assessment | |
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| Family Concerns, Priorities, and Resources | |
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| Informal Communication Assessment | |
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| Formal Assessment of Infants and Toddlers | |
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| Assessment Steps | |
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| Intervention | |
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| Intervention Strategies | |
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| Natural Settings and Partners | |
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| A Hybrid Model | |
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| Augmentative and Alternative Communication | |
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| Types of AAC | |
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| Evidence-Based Practice | |
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| Assessment | |
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| AAC Intervention | |
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| Summary | |
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| Conclusion | |
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| Assessment of Preschool and School-age Children with Language Impairment | |
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| Psychometric versus Descriptive Procedures | |
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| Psychometric Assessment Protocols | |
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| Test Differences | |
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| Content | |
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| Misuse of Normative Testing | |
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| Variables in Test Selection | |
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| Summary | |
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| Descriptive Approaches | |
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| Reliability and Validity | |
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| Summary | |
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| An Integrated Functional Assessment Strategy | |
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| Questionnaire, Interview, and Referral | |
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| Observation | |
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| Formal Testing | |
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| Sampling | |
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| Assessment for Information-Processing Deficits | |
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| Conclusion | |
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| Assessment of Children with Culturally and Linguistically Diverse Backgrounds | |
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| State of Service Delivery | |
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| Lack of Preparation and Unfamiliarity with Different Languages and Cultures | |
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| Lack of Appropriate Assessment Tools | |
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| Overcoming Bias in Assessment of ELLs | |
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| Use of Interpreters | |
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| Overcoming Bias in Assessment of African American Children | |
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| An Integrated Model for Assessment | |
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| Summary | |
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| Conclusion | |
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| Language Sampling | |
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| Planning and Collecting a Representative Sample | |
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| Representativeness | |
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| A Variety of Language Contexts | |
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| Preschool and Early School-age Children Sampling Contexts | |
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| Evocative Conversational Techniques | |
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| Language Sampling of Children with CLD Backgrounds | |
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| Recording the Sample | |
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| Transcribing the Sample | |
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| Collecting Samples of Written Language | |
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| Conclusion | |
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| Language Sample Analysis | |
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| Across Utterances and Partners | |
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| Stylistic Variations | |
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| Referential Communication | |
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| Cohesive Devices | |
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| Communication Event | |
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| Social versus Nonsocial | |
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| Conversational Initiation | |
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| Topic Initiation | |
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| Conversation and Topic Maintenance | |
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| Duration of Topic | |
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| Topic Analysis Format | |
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| Turn Taking | |
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| Conversation and Topic Termination | |
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| Conversational Breakdown | |
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| Within Utterances | |
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| Language Use | |
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| Content | |
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| Form | |
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| Computer-Assisted Language Analysis | |
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| Conversational Partner | |
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| Conclusion | |
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| Narrative Analysis | |
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| Scripts and Narrative Frames | |
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| Collecting Narratives | |
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| Narrative Analysis | |
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| Narrative Levels | |
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| High-Point Analysis | |
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| Story Grammars | |
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| Expressive Elaboration | |
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| Quantitative Measures | |
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| Cohesive Devices | |
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| Reliability and Validity | |
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| Children with CLD Backgrounds | |
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| Narrative Collection and Analysis | |
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| Conclusion | |
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| A Functional Intervention Model | |
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| Principles | |
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| The Language Facilitator as Reinforcer | |
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| Close Approximation of Natural Learning | |
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| Following Developmental Guidelines | |
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| Following the Child's Lead | |
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| Active Involvement of the Child | |
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| Heavy Influence of Context on Language | |
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| Familiar Events Providing Scripts | |
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| Designing a Generalization Plan First | |
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| Generalization Variables | |
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| Training Targets | |
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| Training Items | |
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| Method of Training | |
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| Language Facilitators | |
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| Training Cues | |
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| Contingencies | |
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| Location | |
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| Conclusion | |
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| Manipulating Context | |
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| Nonlinguistic Contexts | |
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| Linguistic Contexts | |
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| Modeling | |
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| Direct Linguistic Cues | |
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| Indirect Linguistic Cues | |
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| Contingencies | |
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| Top-Down Teaching | |
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| Conclusion | |
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| Specific Intervention Techniques | |
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| Pragmatics | |
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| Intentions | |
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| Conversational Abilities | |
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| Narration | |
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| Semantics | |
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| Inadequate Vocabulary | |
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| Semantic Categories and Relational Words | |
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| Word Retrieval and Categorization | |
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| Comprehension | |
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| Syntax and Morphology | |
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| Morphology | |
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| Verb Tensing | |
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| Pronouns | |
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| Plurals | |
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| Articles | |
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| Prepositions | |
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| Word Order and Sentence Types | |
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| Summary | |
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| Children with CLD Backgrounds | |
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| Use of Microcomputers | |
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| Conclusion | |
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| Classroom Functional Intervention | |
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| Background and Rationale: Recent Educational Changes | |
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| Response to Intervention (RTI) | |
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| Inclusion | |
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| Collaborative Teaching | |
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| Summary | |
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| Role of the Speech-Language Pathologist | |
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| Relating to Others | |
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| Language Intervention and Language Arts | |
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| Elements of a Classroom Model | |
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| Identification of Children at Risk | |
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| Curriculum-Based Intervention | |
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| Linguistic Awareness Intervention within the Classroom | |
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| Language Facilitation | |
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| Instituting a Classroom Model | |
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| Conclusion | |
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| Literacy Impairments: Language in a Visual Mode | |
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| Reading | |
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| Reading Problems | |
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| Children with CLD Backgrounds | |
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| Assessment of Reading | |
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| Intervention for Reading Impairment | |
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| Writing | |
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| Writing Problems | |
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| Assessment of Writing | |
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| Intervention for Writing Impairment | |
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| Conclusion | |
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| Appendices | |
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| Considerations for CLD Children | |
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| Language Analysis Methods | |
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| Selected English Morphological Prefixes and Suffixes | |
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| Indirect Elicitation Techniques | |
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| Intervention Activities and Language Targets | |
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| Use of Children's Literature in Preschool Classrooms | |
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| Glossary | |
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| References | |
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| Author Index | |
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| Subject Index | |