Childhood Language Disorders in Context Infancy Through Adolescence

ISBN-10: 0205197876

ISBN-13: 9780205197873

Edition: 2nd 1998 (Revised)

Authors: Nickola W. Nelson

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This is a MAJOR revision of the previous edition. The language has become more accessible to readers, and material has been updated and included throughout. Speech-language pathologists of all levels of experience will turn to this comprehensive overview of language disorders across the childhood years. This book provides readers with information, instructional goals, and strategies within a systems framework to guide treatment of language disorders from infancy through adolescence in the context of culture, family, home, school, and work. Topics include: language and communication; assessment and intervention; causes, categories, and characteristics; balancing ages and developmental stages; and more. New material on assessment and intervention in early, middle, and later stages as well as a full chapter on severe communication impairment are also included. An solid reference for new and practicing speech pathologists.
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Book details

List price: $190.20
Edition: 2nd
Copyright year: 1998
Publisher: Allyn & Bacon, Incorporated
Publication date: 2/20/1998
Binding: Hardcover
Pages: 594
Size: 7.76" wide x 9.57" long x 1.14" tall
Weight: 2.464
Language: English

Nickola Wolf Nelson, Ph.D., CCC-SLPconducts research and has authored numerous research articles, books, and chapters on contextualized, interdisciplinary approaches to language and literacy assessment and intervention, including two prior editions ofChildhood Language Disorders in Context: Infancy through Adolescence(Allyn & Bacon, 1994, 1998). Nelson is co-author ofThe Writing Lab Approach to Language Instruction and Intervention(Paul H. Brookes, 2004) and the forthcoming Test of Integrated Language and Literacy Skills.nbsp;

Viewing Childhood Language Disorders From Varied Perspectives
A Framework. The Importance of Asking Questions
The Purpose of Language Intervention
Forest and the Trees Problems (And How to Avoid Them)
Balancing Ages and Developmental Stages
Strategies for Changing Systems
Language, Speech, and Communication
The Linking (and Unlinking) of Language, Speech, and Communication
Language and Communication as Social Interaction Events
Language and Communication and Neuropsychological Events
Language Acquisition Theories: Contributions to Language Assessment and Intervention
Six Theories of Language Acquisition and Intervention
Biological Maturation Theory
Linguistic Theory
Behaviorist Theory
Information Processing Theory
Cognitivist Theory
Integrating Six Theoretical Perspectives
Causes, Categories, and Characteristics
A Definition of Language Disorders
The Elusiveness of Cause
To Categorize or Not to Categorize
An Overview of Categories
Central Processing Factors
Peripheral Sensory and Motor System Factors
Environmental and Emotional Factors
Mixed Factors and Changes Over Time
Prevention of Childhood Language Disorders
Public Policy and Service Delivery
Public Policy Influences
Service Delivery
Making Assessment and Intervention Work for Children
A Sequence of Questions
Assessment and Intervention as Integrated Processes
Assessment Purposes and Practices
Intervention Purposes and Practices
Balancing Ages and Developmental Stages
Early Stages: Identification and Assessment for Infants and Toddlers
Identifying Infants at Risk for Developmental Problems
Contexts for Early-Stage Assessment and Intervention
A Family Systems-Approach to Early-Stage Assessment
Tools and Strategies for Early-Stage Assessment
Early Stages: Goals and Intervention Strategies
Getting the Basics Together
Intentionality and Early Communicative Functions
Early Symbols
Encoding Semantic Relations and Combining Two Words to Do More
Parental Roles in Helping Children Go Beyond the Here-and-Now
Early Learning About Literacy
Building More Complex Ideas Through Play
Making Speech More Clear
Middle Stages: Identification and Assessment Preschool Through 2nd Grade
Identifying Language Disorders in the Middle Stages
Contexts for Middle-Stage Assessment and Intervention
Tools and Strategies for Middle-Stage Assessment
Middle Stages: Goals and Intervention Strategies
Roles of Adult Partners and Contexts in Language Intervention
Using Language to Accomplish Expanded Conversational Purposes
Producing and Comprehending Complex Content-Form Constructions
Continued Phonological Development
Acquiring and Retrieving Words and Concepts
Developing Skills in Symbolic Play
Participating in Storytelling: Emerging Literacy
Beginning School
Later Stages: Identification and Assessment 3rd Grade Through High School
Identifying Language Disorders in the Later Stages
Contexts for Later Stage Assessment and Intervention
Tools and Strategies for Later Stage Assessment
Later Stages: Goals and Intervention Strategies
Modifying Language Learning Contexts
Fostering “Metaskills” and Other Executive Strategies
Developing Competence in Discourse Genres and Events
Encouraging Later Stage Synactic-Semantic Development
Developing Abstract and Nonliteral Meanings
Facilitating Transitions
Severe Communication Impairment: Assessment and Intervention
Identifying Communication Needs of Individuals With Severe Disabilities
Assessment and Planning Models
Contexts for Assessment and Interventio
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