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