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Preschool and School-Age Language Disorders New edition [Minkštas viršelis]

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(Clinical Associate Professor, Program Director and UG/G Coordinator for Speech-Language Pathology at the University of Florida.)
  • Formatas: Paperback / softback, 384 pages, aukštis x plotis x storis: 231x187x26 mm, weight: 1065 g, illustrations
  • Išleidimo metai: 10-Mar-2011
  • Leidėjas: Delmar Cengage Learning
  • ISBN-10: 1435493125
  • ISBN-13: 9781435493124
Kitos knygos pagal šią temą:
Preschool and School-Age Language Disorders New editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 384 pages, aukštis x plotis x storis: 231x187x26 mm, weight: 1065 g, illustrations
  • Išleidimo metai: 10-Mar-2011
  • Leidėjas: Delmar Cengage Learning
  • ISBN-10: 1435493125
  • ISBN-13: 9781435493124
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781435493124.html
Raktažodžiai:
PRESCHOOL AND SCHOOL-AGE LANGUAGE DISORDERS is designed for introductory coursework that explores language deficits associated with developmental delays and disorders as seen in children ages two to eighteen. Unique to this book is a chapter related to the provision of speech-language services in public schools, including a discussion of federal legislation that impacts service delivery. Aspects of normal language development are woven into the discussion of language disorders to emphasize that knowledge of both is necessary to effectively assess and treat clients. Preschool and School-Age Language Disorders focuses on integration of evidence-based practice into assessment, diagnosis, and treatment practices, and includes information from classic research studies as well as current research. There is also a focus throughout the book on the impact of low-income environments on a child's language and literacy development and school success.

Recenzijos

1. Delays, Disorders, and Differences. 2. Syndromes, Developmental Disabilities, and Motor and Sensory Impairments that affect Language and Speech. 3. Pervasive Developmental Disorders. 4. Setting the Stage in the Preschool Years for Linguistic and Literacy Success. 5. General Considerations in Assessment of Language Deficits in Infants and Preschool Children. 6. Treatment of Language Delays and Disorders in Preschool Children. 7. Provision of Speech-Language Pathology Services in the Public Schools: An Historical Perspective on the Impact of Federal Legislation on Present-Day Services. 8. Language Development and Impact of Language Deficits in the School Years. 9. Language-Based Learning Disabilities in the School-Age Population. 10. Spelling and Reading Disorders. 11. Attention Deficit Disorder with Hyperactivity. 12. Language and Communication Deficits Associated with Acquired Brain Injury in Children. 13. Assessment of Language Disorders in School-Age Children. 14. Treatment in the School-Age Population. References. APPENDIX A: Suggested reading list on language abnormalities in preschool children. APPENDIX B: Suggested reading list on language abnormalities in school-age children. APPENDIX C: Suggested reading list on multicultural aspects of language disorders. APPENDIX D: Memoirs, biographies, and autobiographies related to communication disabilities. APPENDIX E: Answers to review questions. GLOSSARY. INDEX.

Preface xiii
Chapter 1 Delays, Disorders, and Differences 1(36)
Learning Objectives
2(1)
Introduction
2(1)
Who Is at Risk?
3(6)
Language Development
9(5)
Language Delays
14(2)
Language Disorders
16(11)
Language Differences
27(3)
Summary
30(1)
Case Study
31(2)
Review Questions
33(1)
References
34(3)
Chapter 2 Syndromes, Developmental Disabilities, and Motor and Sensory Impairments that Affect Language and Speech 37(70)
Learning Objectives
38(1)
Introduction
38(1)
Genetic and Chromosomal Syndromes
39(34)
Motor and Sensory Deficits
73(7)
Language Disorders Associated with Prematurity and/or High-Risk Infancy
80(2)
Prenatal Exposure to Alcohol and Other Drugs
82(7)
Intellectual Disabilities
89(5)
Acquired Language Disorders
94(1)
Summary
95(1)
Case Study
95(2)
Review Questions
97(1)
References
98(9)
Chapter 3 Pervasive Developmental Disorders 107(54)
Learning Objectives
108(1)
Introduction
108(1)
Etiology of Autism
109(4)
Defining Characteristics
113(2)
Warning Signs
115(1)
Symbolic Abilities and Social Aspects of Communication
116(1)
The Development of Speech
117(1)
Is Autism Cured or Outgrown?
117(1)
Theory of Mind
118(2)
Development of Reading in Children on the Autism Spectrum
120(5)
Other Diagnoses on the Autism Spectrum and Associated Disorders
125(5)
Assessment and Diagnosis of Autism Spectrum Disorders and Related Disorders
130(4)
Treatment
134(14)
Prognosis
148(3)
Summary
151(1)
Case Study
152(2)
Review Questions
154(2)
References
156(5)
Chapter 4 Setting the Stage in the Preschool Years for Linguistic and Literacy Success 161(30)
Learning Objectives
162(1)
Introduction
162(1)
The Emergence of Language
163(8)
The Effects of Specific Language Impairment on Success in School
171(2)
The Role of Oral Language in the Acquisition of Literacy
173(2)
Emergent Literacy
175(8)
Writing Systems
183(1)
The Development of Discourse Genres
184(1)
The Development of Narratives
184(2)
Summary
186(1)
Review Questions
186(2)
References
188(3)
Chapter 5 General Considerations in Assessment of Language Deficits in Infants and Preschool Children 191(66)
Learning Objectives
192(1)
Introduction
192(2)
Objectives of the Assessment and Diagnostic Process
194(3)
Application of the Scientific Model to the Diagnostic Process
197(25)
Summary
222(1)
Case Study
223(3)
Review Questions
226(1)
References
227(2)
Appendix 5A: Assessment of Language Development
229(6)
Appendix 5B: Sample Case History for Pediatric Language Cases
235(9)
Appendix 5C: Guidelines for Symbolic Play Scale Administration
244(5)
Appendix 5D: Early Communication Checklist
249(3)
Appendix 5E: Sampler of Frequently Used Tests to Assess Language of Preschoolers (Ages birth-4:11)
252(5)
Chapter 6 Treatment of Language Delays and Disorders in Preschool Children 257(46)
Learning Objectives
258(1)
Introduction
258(1)
The Therapy Environment
259(3)
Early Communication
262(7)
Functional Communication
269(1)
Therapeutic Principles and Procedures
269(6)
The Clinician—Client Interaction
275(5)
The Treatment Sequence
280(7)
Treatment Suggestions Based on Etiology
287(6)
Early Intervention Focusing on Academic Readiness
293(2)
Summary
295(1)
Case Study
296(2)
Review Questions
298(1)
References
299(4)
Chapter 7 Provision of Speech-Language Pathology Services in the Public Schools: A Historical Perspective on the Impact of Federal Legislation on Present-Day Services 303(52)
Learning Objectives
304(1)
Introduction
304(1)
An Overview of Key Federal Legislation Affecting Special Education
305(13)
Practical Implications of the Federal Legislation
318(11)
Center-Based Placement, Mainstreaming, or Inclusion?
329(8)
Roles of Speech-Language Pathologists in Public Schools
337(6)
Summary
343(1)
Review Questions
343(2)
References
345(2)
Appendix 7A: Example of an IEP used in the Alachua County School District of Florida
347(6)
Appendix 7B: Teacher Observation Questionnaire
353(2)
Chapter 8 Language Development and Impact of Language Deficits in the School Years 355(32)
Learning Objectives
356(1)
Introduction
356(1)
Effects of Speech and Language Deficits on Social and Academic Achievement
357(2)
Predictors of Need for Language Intervention During the School Years
359(3)
Long-Term Outcomes for Children with Language and Speech Impairments in the Preschool Years
362(2)
Continuing Development of Language in the School Years
364(5)
Functional Illiteracy
369(2)
Transitions Experienced by School-Aged Children and Adolescents
371(1)
Summary
372(1)
Case Study
372(2)
Review Questions
374(1)
References
375(3)
Appendix 8A: Milestones in Language and Cognitive Development Ages 6 Through Adulthood
378(3)
Appendix 8B: Literacy Statistics Based on the 2003 National Assessment of Adult Literacy: Percentage of Americans at Below Basic Level
381(2)
Appendix 8C: Literacy Statistics Based on the 2003 National Assessment of Adult Literacy: Percentage of Americans at Each Level
383(3)
Appendix 8D: Average Score on Literacy Tasks of the National Assessment of Educational Progress (2003)
386(1)
Chapter 9 Language-Based Learning Disabilities in the School-Age Population 387(54)
Learning Objectives
388(1)
Introduction
388(2)
Definitions of Learning Disabilities
390(4)
Curricular Demands Based on Language
394(2)
Identification of Children at Risk
396(4)
Risk Factors Associated with Impoverished Conditions
400(5)
Clinical Findings
405(7)
Characteristics of Fictional and Personal Narratives by Children with Language and Learning Impairments
412(3)
Writing Skills in Children with Language-Based Learning Disabilities
415(1)
Specific Language Impairment
416(7)
Auditory Processing Disorders
423(3)
Response to Intervention (RTI)
426(2)
Summary
428(1)
Case Study
429(3)
Review Questions
432(2)
References
434(5)
Appendix 9A: Organizations that Can Provide Information About and Support for Individuals with Learning Disabilities
439(2)
Chapter 10 Spelling and Reading Disorders 441(48)
Learning Objectives
442(1)
Introduction
442(1)
Normal Reading
442(3)
Early Indicators of Reading and Spelling Disabilities
445(1)
Problem Areas for Readers in Trouble
446(3)
Dyslexia
449(2)
Contributory and Etiological Factors in Reading Disabilities
451(5)
Assessment and Diagnosis of Reading Disabilities
456(5)
Cultural Diversity Issues in the Assessment of Reading Disorders
461(2)
Addressing Reading Disorders in the School Setting
463(9)
Role of the Speech-Language Pathologist in Diagnosing and Treating Developmental Reading and Spelling Disabilities
472(1)
Summary
473(1)
Case Study
473(10)
Review Questions
483(2)
References
485(4)
Chapter 11 Attention Deficit Hyperactivity Disorder 489(36)
Learning Objectives
490(1)
Introduction
490(1)
What Is ADHD?
491(1)
Incidence and Prevalence of ADHD
492(1)
Three Categories of Symptoms of ADHD
492(3)
Seven Fragile Control Systems
495(3)
What Causes ADHD?
498(1)
The Relationship of ADHD to Language and Learning Disabilities
499(3)
ADHD and other Labels
502(1)
Adolescents with ADHD
503(1)
Diagnosing ADHD
504(5)
Treatment of ADHD
509(6)
Summary
515(1)
Case Study
515(5)
Review Questions
520(2)
References
522(3)
Chapter 12 Language and Communication Deficits Associated with Acquired Brain Injury in Children 525(52)
Learning Objectives
526(1)
Introduction
526(1)
Defining Traumatic Brain Injury (TBI)
527(2)
Underlying Complications
529(2)
Initial Effects of TBI
531(2)
Causes of Brain Injury in Children
533(7)
Types of Injuries
540(2)
Symptoms and Effects of TBI
542(3)
Communication Disorders Frequently Seen in Children with TBI
545(2)
Comparison of Pediatric and Adult Aphasia
547(3)
Right Hemisphere Damage
550(4)
Assessment
554(4)
Stages of Recovery or Improvement
558(1)
Treatment
558(8)
Summary
566(1)
Case Study
567(3)
Review Questions
570(1)
References
571(5)
Appendix 12A: Prevention of Head Injury at Home
576(1)
Chapter 13 Assessment of Language Disorders in School-Age Children 577(40)
Learning Objectives
578(1)
Introduction
578(1)
Components of the Evaluation
578(12)
Testing Children with Auditory Processing Disorders
590(6)
Testing Language Skills in Children with Specific Language Impairment (SLI)
596(2)
Testing Language Skills in School-Age Children with Intellectual Disabilities or Multiple Disabilities
598(1)
Testing Language Skills in Children with ADHD
599(3)
Multicultural Issues in Assessment of School-Age Children
602(5)
Summary
607(1)
Case Study
607(2)
Review Questions
609(2)
References
611(6)
Chapter 14 Treatment in the School-Age Population 617(33)
Learning Objectives
618(1)
Introduction
618(2)
Eligibility for Therapy
620(1)
Models of Intervention
621(3)
Individualized Education Plans (IEPs)
624(1)
Treatment Sequence
625(2)
Intervention with Elementary School-Age Children
627(4)
Group Therapy
631(2)
Intervention with Adolescents
633(2)
Addressing Written Language Problems in Children with Language-Based Learning Disabilities
635(1)
Treatment of Auditory Processing Disorders
635(1)
Multicultural Issues in Language Therapy
636(4)
Summary
640(1)
Case Study
641(5)
Review Questions
646(2)
References
648(2)
Appendix A Suggested Reading List on Language Abnormalities in Preschool Children 650(7)
Appendix B Suggested Reading List on Language Abnormalities in School-Age Children 657(6)
Appendix C Suggested Reading List on Multicultural Aspects of Language Disorders 663(3)
Appendix D Memoirs, Biographies, and Autobiographies Related to Communication Disabilities 666(5)
Appendix E Answers to Review Questions 671(2)
Glossary 673(14)
Index 687
Betsy Partin Vinson is a clinical associate professor at the University of Florida where she teaches the undergraduate Introduction to Language Disorders course, the graduate level Diagnostics course, and a variety of graduate electives including pediatric dysphagia and counseling. She earned her Master of Medical Science degree in 1976 from Emory University. Before joining the faculty at UF in 1985, she worked in a state facility for handicapped individuals, and at a public school for the mentally and/or physically challenged.