For communication science and disorders students taking courses on language and communication disorders.
A comprehensive look at the various groups of children that professionals encounter in their work according to diagnostic categories, the unique issues that relate to those diagnostic categories, and approaches to effective assessment and intervention.
This book provides comprehensive coverage of children who do not acquire language normally, their characteristics, and how to help them successfully develop language skills. It begins with an overview of the aspects of normal language, looking at the bases of language and communication and at normal language development in children and adolescents. Here readers get a review of the concepts, as well as an introduction to the rest of the book.
The central focus of the book features nine chapters on the language difficulties of different groups of children, including groups defined by the age of the children in combination with an etiological condition, and groups defined by concomitant or etiological conditions associated with the children’s language difficulties. The final part of the text presents more detailed discussions of language intervention, including augmentative and alternative communication as it relates to children with language disorders and their interventions; language assessment; and the procedures used and factors considered in intervention with children with language disorders. Thoroughly updated to reflect the most current knowledge in the field, the new edition also includes current information about federal education laws and initiatives that affect services for children with language disorders.
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Unique in the field of texts on children with language disorders, this book breaks out the various groups of children that professionals actually encounter in their work according to diagnostic categories, addresses the unique issues relate to those diagnostic categories, and ties assessment and intervention approaches to the groups.
Introduces students to some of the unresolved issues and complexities related to children with language disorders, including the diagnostic categories in an easy-to-read way.
NEW! Current and more in depth information about the language issues underlying the label of learning disabilities is included. (Ch. 4)
NEW! Content is revised to focus discussions of the language bases of learning disabilities, issues with expository discourse, concerns related to accurate identification of the language abilities of students encountering learning problems, and major considerations for intervention with literacy, language, and access to curriculum as focal points. (Ch. 4)
NEW! The latest information and developments related to autism are included.
NEW! Intervention approaches implied from language characteristics of children with syndromes impacting their intelligence are directly linked to communication characteristics of the children. (Ch. 6)
NEW! Enhanced discussion of communication characteristics of children with syndromes impacting their intelligence expose students to greater information.
Includes a chapter on AAC, typically not appearing as a prominent intervention in texts on language disorders of children.
Appropriate for a wide range of students including speech-language pathology and special education students, at both the graduate and undergraduate levels.
NEW! Increased content highlighting the Common Core State Standards shows readers the link between language competency and meeting the standards. (Ch. 4)
NEW! Several new chapter authors bring fresh perspectives and expertise to the topics. (Chs. 4, 6 & 7)
NEW! Updating throughout reflects current knowledge including:
Current information about federal education laws and initiatives that affect services for children with language disorders.
Relocation of coverage of language development during adolescence from Chapter 5, Adolescents with Language Impairment, to Chapter 2, Normal Language Development, reflects the greater recognition that language development is a learning process that continues throughout adolescence and does not stop or want during the primary school years.
NEW! Additional significant revisions to chapters include:
Chapter 7 on language and children with autism spectrum disorder now reflects diagnostic criteria per the new DSM-5.
Chapter 7 also includes sections dealing with current evidence-based communication interventions for children with autism spectrum disorder.
Major revisions in Chapter 4 present more comprehensive discussions of the language bases of learning disabilities, issues with expository discourse, concerns related to accurate identification of the language abilities of students encountering learning problems, and major considerations for intervention with literacy, language, and access to curriculum as focal points.
Chapter 6 now provides greater focus on language characteristics of children with syndromes that impact their intellectual levels and intervention considerations implied by those characteristics.