| |
| |
Preface | |
| |
| |
| |
Introduction to Language and Language Disorders | |
| |
| |
Case Study | |
| |
| |
Introduction | |
| |
| |
Cultural and Linguistic Diversity | |
| |
| |
Evidence-Based Practice | |
| |
| |
Definitions and Terminology | |
| |
| |
Semantics | |
| |
| |
Morphology | |
| |
| |
Syntax | |
| |
| |
Pragmatics | |
| |
| |
Phonology | |
| |
| |
Summary | |
| |
| |
Approaches to Language Disorders | |
| |
| |
Models of Language Disorders | |
| |
| |
Terminology | |
| |
| |
General Characteristics of Children with SLI | |
| |
| |
Summary | |
| |
| |
Linguistic Characteristics of Children with SLI | |
| |
| |
Semantics | |
| |
| |
Morphology | |
| |
| |
Pragmatics | |
| |
| |
Written Language | |
| |
| |
Summary | |
| |
| |
Processing Characteristics of Children with SLI | |
| |
| |
Basic Principles | |
| |
| |
Summary | |
| |
| |
Chapter Highlights | |
| |
| |
Study and Review Questions | |
| |
| |
| |
Language Development in Children | |
| |
| |
Case Study | |
| |
| |
Introduction | |
| |
| |
Theories of Language Acquisition | |
| |
| |
The Behaviorist Theory | |
| |
| |
The Nativist Theory | |
| |
| |
The Cognitive Theory | |
| |
| |
The Social Interactionism Theory | |
| |
| |
The Information Processing Theory | |
| |
| |
Summary | |
| |
| |
Normal Language Development: Developmental Milestones | |
| |
| |
The Role of the Environment in Language Development | |
| |
| |
Traditional Language Development Milestones | |
| |
| |
Birth to One Year | |
| |
| |
One to Two Years (12-24 months) | |
| |
| |
Semantics | |
| |
| |
Syntax | |
| |
| |
Pragmatics | |
| |
| |
Two to Three Years | |
| |
| |
Semantics | |
| |
| |
Syntax | |
| |
| |
Morphology | |
| |
| |
Pragmatics | |
| |
| |
Three to Four Years | |
| |
| |
Semantics | |
| |
| |
Syntax | |
| |
| |
Morphology | |
| |
| |
Pragmatics | |
| |
| |
Four to Five Years | |
| |
| |
Semantics | |
| |
| |
Syntax | |
| |
| |
Morphology | |
| |
| |
Pragmatics | |
| |
| |
Five to Six Years | |
| |
| |
Semantics | |
| |
| |
Syntax | |
| |
| |
Morphology | |
| |
| |
Pragmatics | |
| |
| |
Six to Seven Years | |
| |
| |
Semantics | |
| |
| |
Syntax | |
| |
| |
Morphology | |
| |
| |
Pragmatics | |
| |
| |
Seven to Nine Years | |
| |
| |
Semantics | |
| |
| |
Syntax and Morphology | |
| |
| |
Pragmatics | |
| |
| |
Education, Language, and Literacy Development in the School-Age Years | |
| |
| |
Summary | |
| |
| |
Chapter Highlights | |
| |
| |
Study and Review Questions | |
| |
| |
| |
The Impact of Second Language Acquisition and Bilingualism on Children's Developing Language | |
| |
| |
Case Study | |
| |
| |
Introduction | |
| |
| |
Language Proficiency in CLD Children | |
| |
| |
Separate Underlying Proficiency versus Common Underlying Proficiency | |
| |
| |
Simultaneous Language Acquisition versus Sequential Language Acquisition | |
| |
| |
Additive and Subtractive Bilingualism | |
| |
| |
Comprehensible Input | |
| |
| |
Developing Bilingual Language Proficiency | |
| |
| |
Monolingual Norm Assumption | |
| |
| |
Bilingual Education | |
| |
| |
Basic Interpersonal Communication Skills and Cognitive-Academic Language Proficiency | |
| |
| |
Summary | |
| |
| |
Normal Processes of Second Language Acquisition | |
| |
| |
Silent Period | |
| |
| |
Language Loss | |
| |
| |
Language Transfer | |
| |
| |
Interlanguage | |
| |
| |
Codeswitching | |
| |
| |
Summary | |
| |
| |
Cognitive-Linguistic Variables in Second Language Acquisition | |
| |
| |
Use of Routines | |
| |
| |
High-versus Low-Input Generators | |
| |
| |
Practice Opportunities | |
| |
| |
Avoidance | |
| |
| |
Modeling | |
| |
| |
Summary | |
| |
| |
Affective Variables in Second Language Acquisition | |
| |
| |
Personality | |
| |
| |
Anxiety Level | |
| |
| |
Motivation | |
| |
| |
Summary | |
| |
| |
Chapter Highlights | |
| |
| |
Study and Review Questions | |
| |
| |
| |
Factors Impacting Language Development in Culturally and Linguistically Diverse Children | |
| |
| |
Case Study | |
| |
| |
Introduction | |
| |
| |
Culture and Cultural Diversity | |
| |
| |
Variables Impacting Behavior of Members of Various Cultural Groups | |
| |
| |
Increasing Cultural Competence | |
| |
| |
Summary | |
| |
| |
Considerations in Working with Students from Immigrant and Refugee Families | |
| |
| |
General Issues | |
| |
| |
Acculturation | |
| |
| |
Considerations in Working with Internationally Adopted Children | |
| |
| |
Summary | |
| |
| |
Impact of Religious and Cultural Beliefs on Service Delivery | |
| |
| |
Beliefs about Causes of Disabilities | |
| |
| |
Beliefs about Treatment for Children for Disabilities | |
| |
| |
Summary | |
| |
| |
Working with Students who Speak African American English | |
| |
| |
General Considerations | |
| |
| |
Characteristics of Communication | |
| |
| |
Summary | |
| |
| |
Working with Students who Speak Spanish-Influenced English | |
| |
| |
General Considerations | |
| |
| |
Characteristics of Communication | |
| |
| |
Summary | |
| |
| |
Working with Students who Speak English Influenced by Asian Languages | |
| |
| |
General Considerations | |
| |
| |
Characteristics of Communication | |
| |
| |
Summary | |
| |
| |
Chapter Highlights | |
| |
| |
Study and Review Questions | |
| |
| |
| |
Assessment of Children with Language Impairments: Basic Principles | |
| |
| |
Case Study | |
| |
| |
Introduction | |
| |
| |
Preliminary Components of an Assessment | |
| |
| |
Screening | |
| |
| |
Case History | |
| |
| |
The Preevaluation Process: Evaluating Environmental, Linguistic, and Cultural Variables that Influence Children's Language Skills | |
| |
| |
Summary | |
| |
| |
Standardized Tests | |
| |
| |
Definitions | |
| |
| |
Test Validity | |
| |
| |
Test Reliability | |
| |
| |
Potential Misuses of Standardized Tests | |
| |
| |
Summary | |
| |
| |
Considerations for Standardized Language Tests with CLD Students | |
| |
| |
Formal Test Assumptions | |
| |
| |
Sources of Bias in Standardized Tests with CLD Students | |
| |
| |
Modifying Standardized Tests for CLD Students | |
| |
| |
Summary | |
| |
| |
Language Samples | |
| |
| |
Introduction | |
| |
| |
Strategies for Collecting Language Samples | |
| |
| |
Informal Strategies for Evaluating Morphology and Syntax | |
| |
| |
Informal Evaluation of Language Use | |
| |
| |
Summary | |
| |
| |
Other Alternatives to Standardized Assessment | |
| |
| |
Introduction | |
| |
| |
Legal Considerations in Assessing CLD Students | |
| |
| |
Dynamic Assessment | |
| |
| |
Assessment of Information Processing Skills | |
| |
| |
Assessment of Narrative Skills | |
| |
| |
Portfolio Assessment | |
| |
| |
Use of Interpreters in Assessing CLD Students | |
| |
| |
Summary | |
| |
| |
CLD Students: Language Difference or Language Impairment? | |
| |
| |
Introduction | |
| |
| |
The Diagnostic Pie | |
| |
| |
Summary | |
| |
| |
Chapter Highlights | |
| |
| |
Study and Review Questions | |
| |
| |
| |
Intervention for Children with Language Impairments: General Principles and Strategies | |
| |
| |
Case Study | |
| |
| |
Introduction | |
| |
| |
General Principles of Intervention for Children with Language Impairments | |
| |
| |
Purposes of Intervention | |
| |
| |
Basic Approaches to Language Intervention | |
| |
| |
Structure of Therapy Sessions | |
| |
| |
Using Reinforcement in Language Therapy | |
| |
| |
Schedules of Reinforcement | |
| |
| |
Summary | |
| |
| |
Specific Treatment Techniques | |
| |
| |
Incidental Teaching | |
| |
| |
Focused Stimulation | |
| |
| |
Self-Talk | |
| |
| |
Parallel Talk | |
| |
| |
Expansion | |
| |
| |
Extension | |
| |
| |
Mand-Model | |
| |
| |
Recasting | |
| |
| |
Joint Routines | |
| |
| |
Joint Book Reading | |
| |
| |
Whole Language | |
| |
| |
Using Sabotage | |
| |
| |
Modifying Linguistic Input | |
| |
| |
Summary | |
| |
| |
Facilitating Generalization of Treatment Targets to Other Settings | |
| |
| |
Introduction | |
| |
| |
Connecting with Significant Others in the Child's Environment: General Principles | |
| |
| |
Suggestions for Working with Caregivers | |
| |
| |
Suggestions for Working with Classroom Teachers | |
| |
| |
Summary | |
| |
| |
Special Considerations for CLD Children with Language Impairments | |
| |
| |
Introduction | |
| |
| |
Language of Intervention | |
| |
| |
Program Placement Alternatives | |
| |
| |
Incorporating Multiculturalism into Treatment Activities | |
| |
| |
Suggestions for Therapy with CLD Students with LI | |
| |
| |
Involving the Families of CLD Students with LI | |
| |
| |
Summary | |
| |
| |
Chapter Highlights | |
| |
| |
Study and Review Question | |
| |
| |
| |
Language Impairment in Toddlers and Preschoolers | |
| |
| |
Case Study | |
| |
| |
Introduction | |
| |
| |
Background Facts | |
| |
| |
Established Risk Factors for Developing Language Impairment | |
| |
| |
Conditions That Put Children at Risk for Developing Language Impairment | |
| |
| |
Summary | |
| |
| |
Characteristics of Toddlers and Preschoolers with Language Impairments | |
| |
| |
Precursors of Language Development | |
| |
| |
Linguistic Characteristics of Young Children with Language Impairments | |
| |
| |
Late Talkers | |
| |
| |
Summary | |
| |
| |
Assessment of Toddlers and Preschoolers with Language Impairments | |
| |
| |
General Principles | |
| |
| |
Specific Strategies for Assessment | |
| |
| |
Summary | |
| |
| |
Intervention for Toddlers and Preschoolers with Language Impairment | |
| |
| |
General Principles | |
| |
| |
Indirect Intervention: Working with Caregivers and Preschool Teachers | |
| |
| |
Increasing Oral Language Skills: Direct Intervention Techniques | |
| |
| |
Increasing Emergent Literacy Skills: Direct Intervention Techniques | |
| |
| |
Serving Toddlers and Preschoolers in the Public School Setting | |
| |
| |
Summary | |
| |
| |
Additional Considerations for CLD Children and Their Caregivers | |
| |
| |
Working with Families | |
| |
| |
Serving CLD Children with LI in Day Care or Preschool Settings | |
| |
| |
Summary | |
| |
| |
Chapter Highlights | |
| |
| |
Study and Review Questions | |
| |
| |
| |
Language in School-Age Students and Adolescents with Learning Disabilities | |
| |
| |
Case Study | |
| |
| |
Introduction | |
| |
| |
Learning Disability: Definition, Identification, and General Characteristics | |
| |
| |
Oral and Written Language: The Relationship | |
| |
| |
Federal Laws Impacting Service Delivery to Students with Learning Disabilities | |
| |
| |
Summary | |
| |
| |
Oral Communication Problems of Students with Learning Disabilities | |
| |
| |
Pragmatics Skills | |
| |
| |
Narrative Skills | |
| |
| |
Semantic Skills | |
| |
| |
Grammatical Skills | |
| |
| |
Summary | |
| |
| |
Written Language Problems in Children with Learning Disabilities | |
| |
| |
Reading Disabilities (Dyslexia) | |
| |
| |
General Facts | |
| |
| |
Visual-Perceptual/Motor Theories | |
| |
| |
Deficits in Phonological Processing | |
| |
| |
Writing Disabilities | |
| |
| |
Spelling Disabilities | |
| |
| |
Summary | |
| |
| |
Assessment of Students with Learning Disabilities | |
| |
| |
Challenges in Nonbiased Assessment | |
| |
| |
Principles of Nonbiased Assessment | |
| |
| |
Summary | |
| |
| |
Intervention for School-Age Children and Adolescents with Learning Disabilities | |
| |
| |
Service Delivery in the Public Schools | |
| |
| |
Specific Strategies for Teaching Students with Learning Disabilities | |
| |
| |
Basic Principles | |
| |
| |
Providing Support for Written Language Skills | |
| |
| |
Additional Considerations for CLD Students | |
| |
| |
Summary | |
| |
| |
Chapter Highlights | |
| |
| |
Study and Review Questions | |
| |
| |
| |
Language in Children with Developmental Disabilities | |
| |
| |
Case Study | |
| |
| |
Introduction | |
| |
| |
Mental Retardation: Definition and Causes | |
| |
| |
Definition and Classifications | |
| |
| |
Causes | |
| |
| |
Biological Factors | |
| |
| |
Social-Environmental Factors | |
| |
| |
Summary | |
| |
| |
Cognitive and Linguistic Characteristics of Students with Mental Retardation | |
| |
| |
The Relationship between Language and Cognition | |
| |
| |
Cognitive and Processing Characteristics | |
| |
| |
Language Characteristics | |
| |
| |
Phonological Characteristics | |
| |
| |
Morphological and Syntactic Characteristics | |
| |
| |
Semantic Characteristics | |
| |
| |
Pragmatic Characteristics | |
| |
| |
Children with Down Syndrome | |
| |
| |
Summary | |
| |
| |
Autism Spectrum Disorder: Definition and Causes | |
| |
| |
Definition | |
| |
| |
Causes of ASD | |
| |
| |
Summary | |
| |
| |
Behavioral, Cognitive, and Linguistic Characteristics of Students with Autism Spectrum Disorders | |
| |
| |
Theory of Mind | |
| |
| |
Behavioral Characteristics | |
| |
| |
Phonological Characteristics | |
| |
| |
Morphological and Syntactic Characteristics | |
| |
| |
Semantic Characteristics | |
| |
| |
Pragmatic Characteristics | |
| |
| |
Written Language Characteristics | |
| |
| |
Summary | |
| |
| |
Foundational Principles of Assessment | |
| |
| |
Basic Principles | |
| |
| |
Parent Interview and Case History | |
| |
| |
Specific Considerations in the Assessment of Children with ASD and/or MR | |
| |
| |
Summary | |
| |
| |
Foundational Principles of Treatment | |
| |
| |
General Principles | |
| |
| |
Utilizing Principles of Behaviorism | |
| |
| |
Generalization | |
| |
| |
Written Language | |
| |
| |
Practical Techniques and Strategies for Increasing Language Skills | |
| |
| |
Inclusion in General Education Classrooms | |
| |
| |
Training Social Skills | |
| |
| |
Training Attention and Listening Skills | |
| |
| |
Students with Severe Deficits | |
| |
| |
Supports for Children with MR and ASD | |
| |
| |
Considerations for Working with CLD Students and/or Their Families | |
| |
| |
Summary | |
| |
| |
Chapter Highlights | |
| |
| |
Study and Review Questions | |
| |
| |
| |
The Impact of Environmental Factors on Language Development | |
| |
| |
Case Study | |
| |
| |
Introduction | |
| |
| |
Children from Low-Socioeconomic Status Backgrounds | |
| |
| |
Background Information | |
| |
| |
Language and Behavioral Characteristics | |
| |
| |
Implications for Service Delivery | |
| |
| |
Additional Considerations for CLD Children | |
| |
| |
Summary | |
| |
| |
Children from Backgrounds of Abuse and/or Neglect | |
| |
| |
Background Information | |
| |
| |
Language and Behavioral Characteristics | |
| |
| |
Implications for Service Delivery | |
| |
| |
Additional Considerations for CLD Children | |
| |
| |
Summary | |
| |
| |
Children with Attention Deficit Hyperactivity Disorder | |
| |
| |
Background Information | |
| |
| |
Language and Behavioral Characteristics | |
| |
| |
Implications for Service Delivery | |
| |
| |
Additional Considerations for CLD Children | |
| |
| |
Summary | |
| |
| |
Children from Backgrounds Involving Maternal Substance Abuse | |
| |
| |
Background Information | |
| |
| |
Language and Behavioral Characteristics | |
| |
| |
Implications for Service Delivery | |
| |
| |
Additional Considerations for CLD Children | |
| |
| |
Summary | |
| |
| |
Children with HIV/AIDS | |
| |
| |
Background Information | |
| |
| |
Language and Behavioral Characteristics | |
| |
| |
Implications for Service Delivery | |
| |
| |
Additional Considerations for CLD Children | |
| |
| |
Summary | |
| |
| |
Children with Behavioral and Emotional Problems | |
| |
| |
Background Information | |
| |
| |
Language and Behavioral Characteristics | |
| |
| |
Implications for Service Delivery | |
| |
| |
Additional Considerations for CLD Children | |
| |
| |
Summary | |
| |
| |
Chapter Highlights | |
| |
| |
Study and Review Questions | |
| |
| |
| |
Language Impairment in Special Populations | |
| |
| |
Case Study | |
| |
| |
Children with Hearing Impairments | |
| |
| |
Introduction and Basic Principles | |
| |
| |
Implications for Assessment and Intervention | |
| |
| |
Early Assessment and Intervention | |
| |
| |
Basic Principles of Aural Rehabilitation | |
| |
| |
Communication and Educational Approaches to Language Development for Hearing Impaired Children | |
| |
| |
Additional Considerations for CLD Children and Their Families | |
| |
| |
Summary | |
| |
| |
Children with Visual Impairments | |
| |
| |
Introduction and Basic Principles | |
| |
| |
Implications for Assessment and Intervention | |
| |
| |
Assessment | |
| |
| |
Intervention | |
| |
| |
Summary | |
| |
| |
Children with Severe/Multiple Disabilities | |
| |
| |
Cerebral Palsy | |
| |
| |
Spina Bifida | |
| |
| |
Muscular Dystrophy | |
| |
| |
Spinal Cord Injury | |
| |
| |
Summary | |
| |
| |
Augmentative, Alternative Communication | |
| |
| |
Introduction and Basic Principles | |
| |
| |
Implications for Assessment and Intervention | |
| |
| |
Assessment | |
| |
| |
Intervention | |
| |
| |
Additional Considerations for CLD Children and Their Families | |
| |
| |
Summary | |
| |
| |
Chapter Highlights | |
| |
| |
Study and Review Questions | |
| |
| |
| |
School Language and Classroom Programs for Children with Language Impairment: Collaborating with Parents and School Personnel | |
| |
| |
| |
Case Study | |
| |
| |
Introduction | |
| |
| |
Educational Reform | |
| |
| |
Program Types | |
| |
| |
Summary | |
| |
| |
Collaboration Versus Consultation | |
| |
| |
Definitions | |
| |
| |
Models of Collaboration | |
| |
| |
Instructional Strategies for Use with Miguel | |
| |
| |
Instructional Strategies for Use with John | |
| |
| |
Suggestions for Collaboration with Classroom Teachers: Enhancing Listening and Attention Skills | |
| |
| |
Collaborative Instruction | |
| |
| |
Strategies for Collaborating with Administrators | |
| |
| |
Strategies for Collaboration with Classroom Teachers: Enhancing Students' Self-Esteem | |
| |
| |
Summary | |
| |
| |
Conclusions | |
| |
| |
Chapter Highlights | |
| |
| |
Study and Review Questions | |
| |
| |
Answers to Chapter Study and Review Questions | |
| |
| |
References | |
| |
| |
Index | |