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• Cover image
• Title page
• Table of Contents
• IFC
• Copyright
• Dedication
• A NOTE TO THE INSTRUCTOR
• PREFACE
• ACKNOWLEDGMENTS
• Section 1. Topics in Childhood Language Disorders
• Introduction
• 1. Models of Developmental Language Disorders
• Diagnostic Issues in Developmental Language Disorders
• A Brief History of the Field of Language Pathology
• Terminology
• Aspects and Modalities of Language Disorder
• Diagnostic Issues
• Etiology of Developmental Language Disorder
• Comorbidity in Developmental Language Disorder
• Conclusion
• 2. Evaluation and Assessment
• General Principles of Assessment and Diagnosis for Suspected Developmental Language Disorder
• Beginning the Assessment Process: Referral, Case Review, Observation, and Collaboration
• The Assessment Plan: Why and What to Assess
• Integrating and Interpreting Assessment Data
• Conclusions
• Appendix 2.1 Sample Intake Questionnaire
• Appendix 2.2 Sample Referral Letter
• Appendix 2.3 Template for Discussing and Reporting on Diagnosis in Clinical Reports and Conferences
• 2.4 Appendix Sample Clinical Report
• 3. Principles of Intervention
• The Purpose of Intervention
• Developing Intervention Plans
• Evaluating Intervention Outcomes
• Prevention of Language Disorders in Children
• Conclusions
• 4. Special Considerations for Special Populations
• INTELLECTUAL DISABILITY
• INTELLECTUAL DISABILITY ASSOCIATED WITH BIOMEDICAL CONDITIONS OF KNOWN GENETIC ORIGIN
• LANGUAGE DISORDER ASSOCIATED WITH SENSORY IMPAIRMENTS
• LANGUAGE DISORDER ASSOCIATED WITH ACQUIRED NEUROLOGICAL CONDITIONS
• Language Disorders Associated With Other Neurodevelopmental Conditions
• LANGUAGE DISORDERS WITH ENVIRONMENTAL COMPONENTS
• THE NONSPEAKING CHILD
• CONCLUSIONS
• 5. Developmental Language Disorders in a Pluralistic Society
• DIVERSITY IN THE UNITED STATES
• THE CULTURALLY COMPETENT CLINICIAN
• Language Difference or Language Disorder?
• MULTILINGUALISM
• ASSESSING MULTICULTURAL ELL STUDENTS
• LANGUAGE INTERVENTION WITH MULTICULTURAL ELL CHILDREN
• CONCLUSIONS
• Appendix 5.1 Sample of Multicultural Tests and Assessment Materials
• Appendix 5.2 IDEA Issue Brief
• Section 2. From Birth to Brown’s Stage V
• Introduction
• 6. Assessment and Intervention in the Prelinguistic Period
• FAMILY-CENTERED PRACTICE
• SERVICE PLANS FOR PRELINGUISTIC CLIENTS
• RISK FACTORS FOR COMMUNICATION DISORDERS IN INFANTS
• ASSESSMENT AND INTERVENTION FOR HIGH-RISK INFANTS AND THEIR FAMILIES IN THE NEWBORN INTENSIVE CARE NURSERY
• ASSESSMENT AND INTERVENTION FOR PREINTENTIONAL INFANTS AND THEIR FAMILIES: 1 TO 8 MONTHS OLD
• ASSESSMENT AND INTERVENTION FOR INFANTS AT PRELINGUISTIC STAGES OF COMMUNICATION: 9 TO 18 MONTHS OLD
• CONSIDERATIONS FOR OLDER PRELINGUISTIC CLIENTS AND THOSE WITH AUTISM SPECTRUM DISORDERS
• INFANTS AND TODDLERS WITH AUTISM SPECTRUM DISORDERS
• CONCLUSIONS
• Appendix 6.1 Developing Family-Centered Clinical Practice
• Appendix 6.2 Sample Individualized Family Service Plan
• Appendix 6.3 Tools for Assessing Infant Development
• Appendix 6.4∗ Feeding Assessment Tools for Premature Infants
• APPENDIX 6.5 How Can We Help?
• Appendix 6.6 Considerations in Feeding Older Prelinguistic Children
• 7. Assessment and Intervention for Emerging Language
• ISSUES IN EARLY ASSESSMENT AND INTERVENTION
• Communicative Skills in Normally Speaking Toddlers
• Assessment of Communicative Skills in Children With Emerging Language
• DIAGNOSIS IN EARLY ASSESSMENT
• FROM ASSESSMENT TO INTERVENTION
• PRODUCTS, PROCEDURES, AND CONTEXTS OF INTERVENTION FOR CHILDREN WITH EMERGING LANGUAGE
• TODDLERS WITH AUTISM SPECTRUM DISORDER
• CONSIDERATIONS FOR OLDER CLIENTS IN THE EMERGING LANGUAGE STAGE
• CONCLUSIONS
• APPENDIX 7.1 General Communication Assessments for Children Younger Than 3 Years Old
• APPENDIX 7.2 Analyses of Transcript in Box 7.3
• SEMANTIC RELATIONS EXPRESSED IN MULTIWORD UTTERANCES
• PROPORTION OF MULTIWORD UTTERANCES IN “OTHER” CATEGORY
• PROPORTION OF COMBINATIONS WITH VERBS
• 8. Assessment of Developing Language
• Children With Developing Language
• Family-Centered Assessment
• Assessing Collateral Areas
• Screening for Language Disorders in the Period of Developing Language
• Using Standardized Tests in Assessing Developing Language
• Criterion-Referenced Assessment and Behavioral Observation for Children With Developing Language
• Considerations for Older Clients With Severe Disabilities and Those With Autism Spectrum Disorder at the Developing Language Stage
• Conclusions
• Appendix 8.1
• Appendix 8.2
• Appendix 8.3
• Appendix 8.4
• Appendix 8.5
• Appendix 8.6
• 9. Intervention for Developing Language
• Intervention Policy Issues at the Developing Language Level
• Intervention for Developing Language: Products, Processes, and Contexts
• Intervention Contexts for Children With Developing Language
• Intervention for Older Clients at the Developing Language Level With Severe Impairment and Autism Spectrum Disorder
• Conclusions
• Section 3. Working With Language Learning Disabilities
• Introduction
• 10. Language, Reading, and Learning in School: What the Speech-Language Pathologist Needs to Know
• SCHOOL-BASED PRACTICE IN SPEECH-LANGUAGE PATHOLOGY
• STUDENTS WITH LANGUAGE LEARNING DISABILITIES AND LANGUAGE-BASED READING DISORDERS
• LANGUAGE, LEARNING, AND READING: WHAT’S THE CONNECTION?
• CONCLUSIONS
• 11. Assessing Students’ Language for Learning
• Child and Family in the Assessment Process
• Identifying Students for Communication Assessment
• Evaluation for Special Educational Needs
• Considerations for Older, Severely Affected Students at the Language for Learning Stage
• Considerations for Autistic Students at the Language for Learning Stage
• Conclusions
• 12. Intervening at the Language-for-Learning Period
• PLANNING INTERVENTION IN THE LANGUAGE FOR LEARNING STAGE
• INTERVENTION PRODUCTS IN THE LANGUAGE FOR LEARNING PERIOD
• INTERVENTION PROCESSES IN THE LANGUAGE FOR LEARNING PERIOD
• MTSS Tiers of Support
• CONTEXTS OF INTERVENTION
• CONSIDERATIONS FOR OLDER STUDENTS WITH MODERATE TO SEVERE DISABILITIES OR AUTISM
• CONCLUSIONS
• Appendix 12.1
• 13. Assessing Advanced Language
• LANGUAGE DEVELOPMENT IN ADOLESCENCE
• STUDENT-CENTERED ASSESSMENT
• SCREENING, CASE FINDING, AND ESTABLISHING ELIGIBILITY WITH STANDARDIZED TESTS IN THE ADVANCED LANGUAGE STAGE
• CRITERION-REFERENCED ASSESSMENT AND BEHAVIORAL OBSERVATION IN THE ADVANCED LANGUAGE STAGE
• ASSESSING FUNCTIONAL COMMUNICATION IN STUDENTS WITH SEVERE DISABILITIES TRANSITIONING FROM SCHOOL
• CONCLUSIONS
• Appendix 13.1 A Sample of Language-Screening Instruments, Grades 6 Through 12
• Appendix 13.2 A Sample of Language Assessment Tools, Grades 6 Through 12
• Appendix 13.3
• Appendix 13.4
• Appendix 13.5
• Appendix 13.6 Cohesion and Literary-Language Analysis of Charlie’s Written Sample in Figure 13.2
• Appendix 13.7 Narrative Rubric
• Appendix 13.8 Developmental Rubric—Expository Writing
• Appendix 13.9 Developmental Rubric—Persuasive Writing
• Appendix 13.10 6 + 1 Trait Writing: Scoring Continuum
• Appendix 13.11 Analysis of Crystal’s Writing Sample (Figure 13.7)
• Appendix 13.12 Transition Planning Summary
• 14. Intervention for Advanced Language
• ISSUES IN INTERVENTION AT THE ADVANCED LANGUAGE STAGE
• PRODUCTS OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE
• PROCESSES OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE
• CONTEXTS OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE
• SPECIAL CONSIDERATIONS FOR STUDENTS WITH AUTISM
• TRANSITIONAL INTERVENTION PLANNING
• CONCLUSIONS
• Appendix 14.1 Example of an Individualized Transition Plan Summary Form
• Bibliography
• SUBJECT INDEX
• NAME INDEX
• IBC