Spanning the entire child developmental period, Language Disorders from Infancy Through Adolescence, 6th Edition is the go-to text for learning evidence-based methods for assessing childhood language disorders and providing scientifically based 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 edition also features significant updates in research, trends, neurodiversity, cultural diversity, and best practices. An eBook, included with print purchase, provides access to all the text, figures, references, and bonus video clips, with the ability to search, customize content, make notes and highlights, and have content read aloud.
1. Introduction - p. 1 2. 1. Models of Developmental Language Disorders - p. 2 3. 2. Evaluation and Assessment - p. 25 4. 3. Principles of Intervention - p. 64 5. 4. Special Considerations for Special Populations - p. 103 6. 5. Developmental Language Disorders in a Pluralistic Society - p. 144 7. Section 2. From Birth to Brown’s Stage V - p. 169.e4 8. Introduction - p. 170 9. 6. Assessment and Intervention in the Prelinguistic Period - p. 171 10. 7. Assessment and Intervention for Emerging Language - p. 200 11. ISSUES IN EARLY ASSESSMENT AND INTERVENTION - p. 201 12. Communicative Skills in Normally Speaking Toddlers - p. 204 13. Assessment of Communicative Skills in Children With Emerging Language - p. 205 14. DIAGNOSIS IN EARLY ASSESSMENT - p. 224 15. FROM ASSESSMENT TO INTERVENTION - p. 225 16. PRODUCTS, PROCEDURES, AND CONTEXTS OF INTERVENTION FOR CHILDREN WITH EMERGING LANGUAGE - p. 227 17. TODDLERS WITH AUTISM SPECTRUM DISORDER - p. 236 18. CONSIDERATIONS FOR OLDER CLIENTS IN THE EMERGING LANGUAGE STAGE - p. 239 19. CONCLUSIONS - p. 246 20. APPENDIX 7.1 General Communication Assessments for Children Younger Than 3 Years Old - p. 248 21. APPENDIX 7.2 Analyses of Transcript in Box 7.3 - p. 248 22. SEMANTIC RELATIONS EXPRESSED IN MULTIWORD UTTERANCES - p. 248 23. PROPORTION OF MULTIWORD UTTERANCES IN “OTHER” CATEGORY - p. 248 24. PROPORTION OF COMBINATIONS WITH VERBS - p. 248 25. 8. Assessment of Developing Language - p. 250 26. Children With Developing Language - p. 250 27. Family-Centered Assessment - p. 251 28. Assessing Collateral Areas - p. 251 29. Screening for Language Disorders in the Period of Developing Language - p. 252 30. Using Standardized Tests in Assessing Developing Language - p. 252 31. Criterion-Referenced Assessment and Behavioral Observation for Children With Developing Language - p. 254 32. Considerations for Older Clients With Severe Disabilities and Those With Autism Spectrum Disorder at the Developing Language Stage - p. 280 33. Conclusions - p. 287 34. Appendix 8.1 - p. 288 35. Appendix 8.2 - p. 288 36. Appendix 8.3 - p. 288 37. Appendix 8.4 - p. 288 38. Appendix 8.5 - p. 288 39. Appendix 8.6 - p. 288 40. 9. Intervention for Developing Language - p. 290 41. Intervention Policy Issues at the Developing Language Level - p. 291 42. Intervention for Developing Language: Products, Processes, and Contexts - p. 292 43. Intervention Contexts for Children With Developing Language - p. 316 44. Intervention for Older Clients at the Developing Language Level With Severe Impairment and Autism Spectrum Disorder - p. 324 45. Conclusions - p. 333 46. Section 3. Working With Language Learning Disabilities - p. 335.e11 47. Introduction - p. 336 48. 10. Language, Reading, and Learning in School: What the Speech-Language Pathologist Needs to Know - p. 337 49. 11. Assessing Students’ Language for Learning - p. 360 50. Child and Family in the Assessment Process - p. 361 51. Identifying Students for Communication Assessment - p. 361 52. Evaluation for Special Educational Needs - p. 365 53. Considerations for Older, Severely Affected Students at the Language for Learning Stage - p. 398 54. Considerations for Autistic Students at the Language for Learning Stage - p. 400 55. Conclusions - p. 401 56. 12. Intervening at the Language-for-Learning Period - p. 404 57. PLANNING INTERVENTION IN THE LANGUAGE FOR LEARNING STAGE - p. 405 58. INTERVENTION PRODUCTS IN THE LANGUAGE FOR LEARNING PERIOD - p. 410 59. INTERVENTION PROCESSES IN THE LANGUAGE FOR LEARNING PERIOD - p. 414 60. MTSS Tiers of Support - p. 414 61. CONTEXTS OF INTERVENTION - p. 450 62. CONSIDERATIONS FOR OLDER STUDENTS WITH MODERATE TO SEVERE DISABILITIES OR AUTISM - p. 457 63. CONCLUSIONS - p. 462 64. Appendix 12.1 - p. 463 65. 13. Assessing Advanced Language - p. 465 66. LANGUAGE DEVELOPMENT IN ADOLESCENCE - p. 466 67. STUDENT-CENTERED ASSESSMENT - p. 469 68. SCREENING, CASE FINDING, AND ESTABLISHING ELIGIBILITY WITH STANDARDIZED TESTS IN THE ADVANCED LANGUAGE STAGE - p. 470 69. CRITERION-REFERENCED ASSESSMENT AND BEHAVIORAL OBSERVATION IN THE ADVANCED LANGUAGE STAGE - p. 471 70. ASSESSING FUNCTIONAL COMMUNICATION IN STUDENTS WITH SEVERE DISABILITIES TRANSITIONING FROM SCHOOL - p. 497 71. CONCLUSIONS - p. 501 72. Appendix 13.1 A Sample of Language-Screening Instruments, Grades 6 Through 12 - p. 502 73. Appendix 13.2 A Sample of Language Assessment Tools, Grades 6 Through 12 - p. 502 74. Appendix 13.3 - p. 502 75. Appendix 13.4 - p. 502 76. Appendix 13.5 - p. 502 77. Appendix 13.6 Cohesion and Literary-Language Analysis of Charlie’s Written Sample in Figure 13.2 - p. 502 78. Appendix 13.7 Narrative Rubric - p. 502 79. Appendix 13.8 Developmental Rubric—Expository Writing - p. 502 80. Appendix 13.9 Developmental Rubric—Persuasive Writing - p. 502 81. Appendix 13.10 6 + 1 Trait Writing: Scoring Continuum - p. 502 82. Appendix 13.11 Analysis of Crystal’s Writing Sample (Figure 13.7) - p. 502 83. Appendix 13.12 Transition Planning Summary - p. 502 84. 14. Intervention for Advanced Language - p. 504 85. ISSUES IN INTERVENTION AT THE ADVANCED LANGUAGE STAGE - p. 504 86. PRODUCTS OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE - p. 507 87. PROCESSES OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE - p. 507 88. CONTEXTS OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE - p. 540 89. SPECIAL CONSIDERATIONS FOR STUDENTS WITH AUTISM - p. 545 90. TRANSITIONAL INTERVENTION PLANNING - p. 545 91. CONCLUSIONS - p. 548 92. Appendix 14.1 Example of an Individualized Transition Plan Summary Form - p. 549 93. Bibliography - p. 551 94. SUBJECT INDEX - p. 636 95. NAME INDEX - p. 656 96. IBC - p. 671
Spanning the entire child developmental period, Language Disorders from Infancy Through Adolescence, 6th Edition is the go-to text for learning evidence-based methods for assessing childhood language disorders and providing scientifically based 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 edition also features significant updates in research, trends, neurodiversity, cultural diversity, and best practices. An eBook, included with print purchase, provides access to all the text, figures, references, and bonus video clips, with the ability to search, customize content, make notes and highlights, and have content read aloud.
1. Introduction - p. 1 2. 1. Models of Developmental Language Disorders - p. 2 3. 2. Evaluation and Assessment - p. 25 4. 3. Principles of Intervention - p. 64 5. 4. Special Considerations for Special Populations - p. 103 6. 5. Developmental Language Disorders in a Pluralistic Society - p. 144 7. Section 2. From Birth to Brown’s Stage V - p. 169.e4 8. Introduction - p. 170 9. 6. Assessment and Intervention in the Prelinguistic Period - p. 171 10. 7. Assessment and Intervention for Emerging Language - p. 200 11. ISSUES IN EARLY ASSESSMENT AND INTERVENTION - p. 201 12. Communicative Skills in Normally Speaking Toddlers - p. 204 13. Assessment of Communicative Skills in Children With Emerging Language - p. 205 14. DIAGNOSIS IN EARLY ASSESSMENT - p. 224 15. FROM ASSESSMENT TO INTERVENTION - p. 225 16. PRODUCTS, PROCEDURES, AND CONTEXTS OF INTERVENTION FOR CHILDREN WITH EMERGING LANGUAGE - p. 227 17. TODDLERS WITH AUTISM SPECTRUM DISORDER - p. 236 18. CONSIDERATIONS FOR OLDER CLIENTS IN THE EMERGING LANGUAGE STAGE - p. 239 19. CONCLUSIONS - p. 246 20. APPENDIX 7.1 General Communication Assessments for Children Younger Than 3 Years Old - p. 248 21. APPENDIX 7.2 Analyses of Transcript in Box 7.3 - p. 248 22. SEMANTIC RELATIONS EXPRESSED IN MULTIWORD UTTERANCES - p. 248 23. PROPORTION OF MULTIWORD UTTERANCES IN “OTHER” CATEGORY - p. 248 24. PROPORTION OF COMBINATIONS WITH VERBS - p. 248 25. 8. Assessment of Developing Language - p. 250 26. Children With Developing Language - p. 250 27. Family-Centered Assessment - p. 251 28. Assessing Collateral Areas - p. 251 29. Screening for Language Disorders in the Period of Developing Language - p. 252 30. Using Standardized Tests in Assessing Developing Language - p. 252 31. Criterion-Referenced Assessment and Behavioral Observation for Children With Developing Language - p. 254 32. Considerations for Older Clients With Severe Disabilities and Those With Autism Spectrum Disorder at the Developing Language Stage - p. 280 33. Conclusions - p. 287 34. Appendix 8.1 - p. 288 35. Appendix 8.2 - p. 288 36. Appendix 8.3 - p. 288 37. Appendix 8.4 - p. 288 38. Appendix 8.5 - p. 288 39. Appendix 8.6 - p. 288 40. 9. Intervention for Developing Language - p. 290 41. Intervention Policy Issues at the Developing Language Level - p. 291 42. Intervention for Developing Language: Products, Processes, and Contexts - p. 292 43. Intervention Contexts for Children With Developing Language - p. 316 44. Intervention for Older Clients at the Developing Language Level With Severe Impairment and Autism Spectrum Disorder - p. 324 45. Conclusions - p. 333 46. Section 3. Working With Language Learning Disabilities - p. 335.e11 47. Introduction - p. 336 48. 10. Language, Reading, and Learning in School: What the Speech-Language Pathologist Needs to Know - p. 337 49. 11. Assessing Students’ Language for Learning - p. 360 50. Child and Family in the Assessment Process - p. 361 51. Identifying Students for Communication Assessment - p. 361 52. Evaluation for Special Educational Needs - p. 365 53. Considerations for Older, Severely Affected Students at the Language for Learning Stage - p. 398 54. Considerations for Autistic Students at the Language for Learning Stage - p. 400 55. Conclusions - p. 401 56. 12. Intervening at the Language-for-Learning Period - p. 404 57. PLANNING INTERVENTION IN THE LANGUAGE FOR LEARNING STAGE - p. 405 58. INTERVENTION PRODUCTS IN THE LANGUAGE FOR LEARNING PERIOD - p. 410 59. INTERVENTION PROCESSES IN THE LANGUAGE FOR LEARNING PERIOD - p. 414 60. MTSS Tiers of Support - p. 414 61. CONTEXTS OF INTERVENTION - p. 450 62. CONSIDERATIONS FOR OLDER STUDENTS WITH MODERATE TO SEVERE DISABILITIES OR AUTISM - p. 457 63. CONCLUSIONS - p. 462 64. Appendix 12.1 - p. 463 65. 13. Assessing Advanced Language - p. 465 66. LANGUAGE DEVELOPMENT IN ADOLESCENCE - p. 466 67. STUDENT-CENTERED ASSESSMENT - p. 469 68. SCREENING, CASE FINDING, AND ESTABLISHING ELIGIBILITY WITH STANDARDIZED TESTS IN THE ADVANCED LANGUAGE STAGE - p. 470 69. CRITERION-REFERENCED ASSESSMENT AND BEHAVIORAL OBSERVATION IN THE ADVANCED LANGUAGE STAGE - p. 471 70. ASSESSING FUNCTIONAL COMMUNICATION IN STUDENTS WITH SEVERE DISABILITIES TRANSITIONING FROM SCHOOL - p. 497 71. CONCLUSIONS - p. 501 72. Appendix 13.1 A Sample of Language-Screening Instruments, Grades 6 Through 12 - p. 502 73. Appendix 13.2 A Sample of Language Assessment Tools, Grades 6 Through 12 - p. 502 74. Appendix 13.3 - p. 502 75. Appendix 13.4 - p. 502 76. Appendix 13.5 - p. 502 77. Appendix 13.6 Cohesion and Literary-Language Analysis of Charlie’s Written Sample in Figure 13.2 - p. 502 78. Appendix 13.7 Narrative Rubric - p. 502 79. Appendix 13.8 Developmental Rubric—Expository Writing - p. 502 80. Appendix 13.9 Developmental Rubric—Persuasive Writing - p. 502 81. Appendix 13.10 6 + 1 Trait Writing: Scoring Continuum - p. 502 82. Appendix 13.11 Analysis of Crystal’s Writing Sample (Figure 13.7) - p. 502 83. Appendix 13.12 Transition Planning Summary - p. 502 84. 14. Intervention for Advanced Language - p. 504 85. ISSUES IN INTERVENTION AT THE ADVANCED LANGUAGE STAGE - p. 504 86. PRODUCTS OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE - p. 507 87. PROCESSES OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE - p. 507 88. CONTEXTS OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE - p. 540 89. SPECIAL CONSIDERATIONS FOR STUDENTS WITH AUTISM - p. 545 90. TRANSITIONAL INTERVENTION PLANNING - p. 545 91. CONCLUSIONS - p. 548 92. Appendix 14.1 Example of an Individualized Transition Plan Summary Form - p. 549 93. Bibliography - p. 551 94. SUBJECT INDEX - p. 636 95. NAME INDEX - p. 656 96. IBC - p. 671
