Language Disorders from Infancy through Adolescence

Listening, Speaking, Reading, Writing, and Communicating

6th Edition - March 27, 2024
Authors: Rhea Paul, Courtenay Norbury, Carolyn Gosse
Language: English
Hardback ISBN:
9 7 8 - 0 - 3 2 3 - 8 3 0 1 5 - 7
eBook ISBN:
9 7 8 - 0 - 3 2 3 - 8 3 0 1 6 - 4

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… Read more

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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.

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

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Rhea Paul

Courtenay Norbury

Carolyn Gosse