Language Disorders from Infancy through Adolescence

Language Disorders from Infancy through Adolescence

Listening, Speaking, Reading, Writing, and Communicating

5th Edition - December 27, 2016

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  • Authors: Rhea Paul, Courtenay Norbury, Carolyn Gosse
  • eBook ISBN: 9780323442350
  • Hardcover ISBN: 9780323442343

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Spanning the entire childhood developmental period, Language Disorders from Infancy Through Adolescence, 5th Edition is the go-to text for learning how to properly assess childhood language disorders and provide appropriate treatment. The most comprehensive title available on childhood language disorders, it uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This new edition also features significant updates in research, trends, social skills assessment, and instruction best practices.

Key Features

  • Clinical application focus featuring case studies, clinical vignettes, and suggested projects helps you apply concepts to professional practice.
  • UNIQUE! Practice exercises with sample transcripts allow you to apply different methods of analysis.
  • UNIQUE! Helpful study guides at the end of each chapter help you review and apply what you have learned.
  • Highly regarded lead author who is an expert in language disorders in children provides authoritative guidance on the diagnosis and management of pediatric language disorders.
  • More than 230 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts.
  • Student/Professional Resources on Evolve include an image bank, video clips, and references linked to PubMed.

Table of Contents

  • Cover image
  • Title page
  • Table of Contents
  • Inside front cover
  • Copyright
  • Dedication
  • A note to the instructor
  • Preface
  • Acknowledgments
  • SECTION I. Topics in Childhood Language Disorders
  • 1.  Models of child 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
  •     Study guide
  • 2.  Evaluation and assessment
  •     General principles of assessment for suspected developmental language disorder
  •     Beginning the assessment process: Referral, case review, and observation
  •     Mapping the assessment plan: Why and what to assess
  •     Choosing measures: How will we assess?
  •     Integrating and interpreting assessment data
  •     Conclusions
  •     Study guide
  • 3.  Principles of intervention
  •     The purpose of intervention
  •     Developing intervention plans
  •     Evaluating intervention outcomes
  •     Prevention of language disorders in children
  •     Conclusions
  •     Study guide
  • 4.  Special considerations for special populations
  •     Intellectual disability
  •     Developmental language disorder associated with disorders of known genetic origin
  •     Language disorders associated with sensory impairments
  •     Developmental language disorder associated with acquired neurological disorder
  •     Developmental language disorder associated with other neurodevelopmental disorders
  •     Developmental language disorder associated with extreme environmental disadvantage
  •     The nonspeaking child
  •     Conclusion
  •     Study guide
  • 5.  Developmental language disorders in a pluralistic society
  •     Introduction
  •     The culturally competent clinician
  •     Bilingualism
  •     Working with families
  •     Assessing culturally and linguistically different children
  •     Summary
  •     Language intervention with the culturally and linguistically different child
  •     Conclusions
  •     Study guide
  •     Culturally and linguistically diverse students
  • SECTION II. From Birth to Brown’s Stage V
  • 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
  •     Study guide
  • 7.  Assessment and intervention for emerging language
  •     Issues in early assessment and intervention
  •     Assessing communicative intention
  •     Assessing comprehension
  •     Assessing productive language
  •     Decision-making based on assessment information
  •     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
  •     Study guide
  •     Proportion of multiword utterances
  •     Semantic relations expressed in multiword utterances
  •     Proportion of multiword utterances in “other” category
  • 8.  Assessment of 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 the older clients with severe disabilities and those with autism spectrum disorder at the developing language stage
  •     Conclusions
  •     Study guide
  • 9.  Intervention for developing language
  •     Intervention policy issues at the developing language level
  •     Intervention for developing language: Products, processes, and contexts
  •     Intervention for older clients with severe impairment and autism spectrum disorder at the developing language level
  •     Conclusions
  •     Study guide
  • SECTION III. Working with Language Learning Disabilities
  • 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
  •     Language, learning, and reading: What’s the connection?
  •     Conclusions
  •     Study guide
  • 11.  Assessing students’ language for learning
  •     Child and family in the assessment process
  •     Identifying students for communication assessment
  •     Evaluation for special educational needs
  •     Criterion-referenced assessment and behavioral observation in the language for learning stage
  •     Considerations for older, severely affected students at the language for learning stage
  •     Considerations for speakers with autism spectrum disorder at the language for learning stage
  •     Conclusions
  •     Study guide
  •     Percentage complex sentences
  •     Complex sentence types
  •     Conjunctions used
  •     Evaluation
  •     Plan
  •     Narrative macrostructure
  •     Literary language style (box 11.11)
  •     Evaluation
  • 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
  •     Intervention contexts in the language for learning period
  •     Considerations for the older clients with moderate to severe disabilities and those with autism spectrum disorder
  •     Conclusions
  •     Study guide
  • 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 in the advanced language stage
  •     Conclusions
  •     Study guide
  • 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 high functioning students with autism spectrum disorder
  •     Transitional intervention planning
  •     Conclusions
  •     Study guide
  •     Transition planning summary
  • Bibliography
  • Name index
  • Subject index
  • Inside back cover

Product details

  • No. of pages: 832
  • Language: English
  • Copyright: © Mosby 2017
  • Published: December 27, 2016
  • Imprint: Mosby
  • eBook ISBN: 9780323442350
  • Hardcover ISBN: 9780323442343

About the Authors

Rhea Paul

Affiliations and Expertise

Professor and Founding Chair, Department of Speech Language Pathology, Sacred Heart University, Fairfield, Connecticut

Courtenay Norbury

Affiliations and Expertise

Psychology and Language Sciences, University College London

Carolyn Gosse

Affiliations and Expertise

Speech-Language Pathology Clinical Fellow, Early Childhood Special Education, Charlottesville City Public Schools, Charlottesville, Virginia

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