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Late Talkers Language Development, Interventions, and Outcomes, Communication and Language Intervention Series

ISBN-10: 1598572539
ISBN-13: 9781598572537
Edition: 2013
List price: $54.95 Buy it from $39.36
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Description: What does the research tell us about late talkers, and what are the key implications for clinical practice? Discover the latest findings in this important volume, a comprehensive survey of 30+ years of research about young children with delayed  More...

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Book details

List price: $54.95
Copyright year: 2013
Publisher: Paul H. Brookes Publishing Company Incorporated
Publication date: 6/19/2013
Binding: Paperback
Pages: 416
Size: 7.00" wide x 10.00" long x 1.00" tall
Weight: 1.782
Language: English

What does the research tell us about late talkers, and what are the key implications for clinical practice? Discover the latest findings in this important volume, a comprehensive survey of 30+ years of research about young children with delayed expressive language. More than 25 top researchers explore the causes and characteristics of late language emergence, long-term outcomes for late talkers, effective intervention approaches, and future directions for new research studies. An essential addition to the literature on language development!

Thomas M. Achenbach, PhD, is Director of the Center for Children, Youth, and Families at the University of Vermont. Educated at Yale and the University of Minnesota, he taught at Yale and did research at the National Institute of Mental Health. He has been a DAAD Fellow at the University of Heidelberg, an SSRC Fellow at Jean Piaget’s Centre d’Epistémologie Génétique, Chair of the American Psychological Association’s Task Force on Classification of Children’s Behavior, and a member of the American Psychiatric Association’s Advisory Committee on DSM-III-R. He has given over 230 presentations in 30 countries and has authored over 250 publications. Assessment instruments developed by Dr. Achenbach and colleagues have been translated into 74 languages and have yielded findings reported in over 6,000 publications from 67 cultures. nbsp; Leslie A. Rescorla, PhD, is Professor of Psychology, Director of the Child Study Institute, and Director of Early Childhood Programs at Bryn Mawr College. Educated at Radcliffe, the London School of Economics, and Yale, she obtained her clinical training at the Yale Child Study Center, the Philadelphia Child Guidance Center, and the Children's Hospital of Philadelphia. Dr. Rescorla developed the Language Development Survey, a screening tool for language delay in toddlers. She has presented findings from her 15-year longitudinal study on late talkers in numerous publications. In addition to her research on language delays in young children and in longitudinal patterns of school achievement, Dr. Rescorla conducts research on empirically based assessment of emotional and behavioral problems in children, adolescents, and adults.

Series Preface
Editorial Advisory Board
About the Editors
About the Contributors
Preface
Acknowledgments
Identification and Classification of Late Talkers
The Early Language in Victoria Study: Late Talkers, Predictors, and Outcomes
Population and Public Health Perspectives on Late Language Emergence at 24 Months as a Risk Indicator for Language Impairment at 7 Years
Danish Late Talkers: A First Portrait
Distinguishing the Bilingual as a Late Talker from the Late Talker Who Is Bilingual
Characteristics and Causes
Late Talker as a Clinical Category: A Critical Evaluation
Phonology and the Lexicon in Late Talkers
Using Fluency to Measure Formulation Effort in Late Talkers
Variability in Real-Time Spoken Language Processing in Typically Developing and Late-Talking Toddlers
Longitudinal Course/Outcomes
Late-Talking Toddlers: Characterization and Prediction of Continued Delay
Late Talking in Context: The Clinical Implications of Delayed Language Development
Late-Talking Toddlers: A 15-Year Follow-Up
Outcomes for Late Talkers: A Twin Study
Interventions
From Words to Early Sentences: Parent-Implemented Intervention for Late-Talking Toddlers
Evidence-Based Language Intervention Approaches for Young Late Talkers
Which Late Talkers Require Intervention? Matching Child Characteristics and Risk Factors to Treatment
Environmental Modification, Intervention, and the Late-Talking Child from a Public Health Perspective
Conclusion
Alternative Routes to Language Impairment
Where Do We Stand Now? Conclusions and Future Directions
Index

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