Published by Pearson (May 30, 2017) © 2018
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.
Intervention approaches implied from language characteristics of children with syndromes impacting their intelligence are directly linked to communication characteristics of the children. (Ch. 6)
Enhanced discussion of communication characteristics of children with syndromes impacting their intelligence expose students to greater information about syndromic characteristics impacting language and intelligence. (Ch. 6)
Current and more in depth information about the language issues underlying the label of learning disabilities is included. (Ch. 4)
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)
Increased content highlighting the Common Core State Standards shows readers the link between language competency and meeting the standards. (Ch. 4)
Several new chapter authors bring fresh perspectives and expertise to the topics. (Chs. 4, 6 & 7)
Updating throughout to reflect current knowledge including:
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.
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, an 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 to parallel more clearly intervention considerations implied by those characteristics.
Brief Table of ContentsÂ
PART ONE:Â ASPECTS OF NORMAL LANGUAGE AND COMMUNICATION
Chapter 1: LANGUAGE AND HUMAN COMMUNICATION: Â AN OVERVIEW
Chapter 2:Â NORMAL LANGUAGE DEVELOPMENT: A REVIEW
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PART TWO: CHILDREN WITH LANGUAGE DISORDERS
Chapter 3: TODDLERS AND PRESCHOOLERS WITH SPECIFIC LANGUAGE IMPAIRMENT
Chapter 4: LANGUAGE AND CHILDREN WITH LEARNING DISABILITIES--Geraldine Wallach
Chapter 5:Â ADOLESCENTS WITH LANGUAGE IMPAIRMENTÂ
Chapter 6:Â LANGUAGE AND CHILDREN WITH INTELLECTUAL DISABILITIES--Stacey Pavelko
Chapter 7: LANGUAGE AND CHILDREN WITH AUTISM--Marsha Longerbeam and Jeff Sigafoos
Chapter 8: LANGUAGE AND CHILDREN WITH AUDITORY IMPAIRMENTS--Mona R. Griffer
Chapter 9: LANGUAGE AND LINGUISTICALLY-CULTURALLY DIVERSE CHILDREN--Li-Rong and Lilly Cheng   Â
Chapter 10:  CHILDREN WITH ACQUIRED LANGUAGE DISORDERS--Cynthia R. O’Donoghue and Sarah E. Hegyi
Chapter 11:  LANGUAGE AND OTHER SPECIAL POPULATIONS OF CHILDREN--Mona R. Griffer and Vijayachandra Ramachandra
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PART THREE:Â LANGUAGE INTERVENTION
Chapter 12:Â LANGUAGE AND AUGMENTATIVE AND ALTERNATIVEÂ COMMUNICATION (AAC)
Chapter 13: ASSESSMENT
Chapter 14:Â CONSIDERATIONS FOR LANGUAGE INTERVENTION
Detailed Table of ContentsÂ
PART ONE:Â ASPECTS OF NORMAL LANGUAGE AND COMMUNICATION
Chapter 1:Â LANGUAGE AND HUMAN COMMUNICATION:Â AN OVERVIEW
COMMUNICATION
           Language
           Speech
           Extralinguistic Aspects of Communication
           A Bit More about the Relationships among Speech, Language, and Communication
COMPONENTS OF LANGUAGE
            Phonology
            Semantics
            Syntax
           Morphology
           Pragmatics
COMPREHENSION AND PRODUCTION
COMMUNICATION MODES
           Auditory-Oral System:  Hearing and Speech
           Visual-Graphic System:  Reading and Writing
            Visual-Gestural Systems
BIOLOGICAL, COGNITIVE AND SOCIAL BASES OF HUMAN COMMUNICATION
            Biological Bases of Communication
            Cognitive Bases for Language
             Social Bases of Human Communication
SUMMARY
Chapter 2:Â NORMAL LANGUAGE DEVELOPMENT: A REVIEW
THE PRELINGUISTIC PERIOD: THE FIRST 12 MONTHS
            Prelinguistic Communication Development
            Prelinguistic Vocal Development
THE FIRST WORD PERIOD
            Phonology
            Semantics
            Pragmatics
THE PERIOD OF TWO-WORD UTTERANCES
            Semantic–Syntactic Development
            Types of Two-word Utterances
THE PRESCHOOL AND EARLY SCHOOL YEARS
           Phonology
           Semantics
           Morphology
           Syntax
           Pragmatics
THE ADOLESCENT YEARS
LANGUAGE, LITERACY, AND EDUCATION
          Emergent Literacy and Preliteracy
          School and Language
SUMMARY
PART TWO: CHILDREN WITH LANGUAGE DISORDERS
Chapter 3: TODDLERS AND PRESCHOOLERS WITH SPECIFIC LANGUAGE IMPAIRMENT
IDENTIFICATION OF CHILDREN WITH LANGUAGE IMPAIRMENT
          Mental Age, Chronological Age, and Language Age
          Normal Variation, Normal Distribution, and a Statistical Approach
          Social Standard
          Clinical Markers
          Challenging and Changing the Child’s Language Performance
         Risk Factors for Language Problems
AN OVERVIEW OF SPECIFIC LANGUAGE IMPAIRMENT
          Delay versus Disorder
          Subgroups of Young Children with Specific Language Impairments
          A Label for It and Reasons for It
          Prevalence
          Predicting Spontaneous Recovery from Early Language Delay
LANGUAGE CHARACTERISTICS OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT
           Some Language Precursors
           Phonology
            Semantics
           Syntax and Morphology
           Pragmatics and Discourse
            Socialization and Psychosocial Factors
           Narratives
IMPLICATIONS FOR INTERVENTION
            Assessment
           Intervention
SUMMARYÂ
Chapter 4: LANGUAGE AND CHILDREN WITH LEARNING DISABILITIES--Geraldine Wallach
THE RELATIONSHIP BETWEEN LANGUAGE IMPAIRMENT AND LEARNING DISABILITIES
           Language Disorders/Impairment Terminology
           Learning Disabilities Terminology
           Related Terms and Conditions
           Prevalence and Who’s Who
LANGUAGE AND ACADEMIC EXPECTATIONS: MATCHES and MISMATCHES
           On Becoming Literate
           Learning to Read
           Language Characteristics: A Closer Look at Selected Patterns in Children with SLD
            Language Impairment: Students with SLD Tackling Literacy and Curriculum
IMPLICATIONS FOR INTERVENTION
           Assessment
            Intervention
           Epilogue
SUMMARY
Chapter 5: ADOLESCENTS WITH LANGUAGE IMPAIRMENT
AN UNDERRECOGNIZED GROUP WITH SIGNIFICANT PROBLEMS
            Personal and Societal Costs of Adolescent Language Impairment
           Reasons for Neglect and Underrecognition
CHARACTERISTICS OF ADOLESCENTS WITH LANGUAGE IMPAIRMENT ASSESSMENT
           Identification
           Language Assessment
INTERVENTION
           Principles in Determining Intervention Objectives
          Factors in Implementing Intervention Objectives
           Service Delivery
SUMMARY
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Chapter 6:Â LANGUAGE AND CHILDREN WITH INTELLECTUAL DISABILITIES--Stacey Pavelko
 AN OVERVIEW OF INTELLECTUAL DISABILITIES
           Definition
           Causes and Types of Intellectual Disabilities
THE DELAY-DIFFERENCE CONTROVERSY
LANGUAGE CHARACTERISTICS OF CHILDREN WITH INTELLECTUAL DISABILITIES
            Research Issues
            Pragmatics
            Comprehension
            Semantics
            Syntax
             Speech Production
LANGUAGE CHARACTERISTICS OF CHILDREN WITH DOWN SYNDROME
            Comprehension
            Semantics
             Syntax
             Pragmatics
            Speech Production
             Phonological Awareness and Literacy
            Rate of Language Learning
            Use of Imitation
             Explanations for Specific Language Deficit in Children with Down Syndrome
IMPLICATIONS FOR INTERVENTION
            Social and Legislative Influences
            Facilitating versus Compensatory Intervention
            Developmental versus Remedial Logic
             Language-Cognition Relationships
            Pragmatics and Pragmatic Relevance
            Goal Attack Strategy
             Caretaker Interaction
            Materials Selection
            Comprehension
            Lexicon
            Syntax
            Intelligibility and Speech Production
SUMMARY
Chapter 7: LANGUAGE AND CHILDREN WITH AUTISM--Marsha Longerbeam and Jeff Sigafoos
AN OVERVIEW OF CHILDREN WITH AUTISM SPECTRUM DISORDER
           Diagnostic Criteria
            Prevalence
             Associated Problems
            Etiology
COMMUNICATION IN CHILDREN WITH AUTISM
             Preserved Abilities
             Impaired Abilities
IMPLICATIONS FOR INTERVENTION
            Assessment    Â
            Service Delivery
             Special Considerations
             Intervention Approaches
SUMMARY
Chapter 8: LANGUAGE AND CHILDREN WITH AUDITORY IMPAIRMENTS--Mona R. Griffer
OVERVIEW OF HEARING-IMPAIRED CHILDREN AND HEARING LOSS
            Types and Differing Degrees of Hearing Loss and their Effects
            Age of Onset of Hearing Loss and its Effects
             Stability of Hearing Loss
            Other Contributing Factors and their Effects
            Parental Hearing Status
            Early Identification
            Concomitant Deficits
             Background Noise
ORAL LANGUAGE, SPEECH, AND LITERACY CHARACTERISTICS: Â AN HISTORICAL OVERVIEW
            Syntax and Morphology
            Semantics
            Pragmatics
            Speech Production and Intelligibility
OTHER AUDITORY IMPAIRMENTS
              Central Auditory Processing Disorders (CAPD)\
              Auditory Neuropathy/Auditory Dys-Synchrony
INTERVENTION AND MANAGEMENT APPROACHES
              Technology Aids and Sound Amplification Systems
           Educational Approaches/Communication-Language Intervention
SUMMARY
Chapter 9: LANGUAGE AND LINGUISTICALLY-CULTURALLY DIVERSE CHILDREN--Li-Rong and  Lilly Cheng   Â
CONCEPTS OF CULTURAL DIVERSITY
CONCEPTS OF LINGUISTIC VARIATION
CONCEPTS OF SECOND LANGUAGE LEARNING
LANGUAGE CHARACTERISTICS OF LINGUISTICALLY-CULTURALLY DIVERSE CHILDREN
            Hispanic-American Children
             African-American Children
             Asian-American Children
            Native American Children
A MATTER OF POVERTY
           Poverty in the U.S. and Globally
           Culture of Poverty
ISSUES IN ASSESSMENT
             Testing Bias
             Differential Diagnosis of Communicative Behaviors
IMPLICATIONS FOR INTERVENTION
              Intervention for Language Differences and Language Disorders
              Intervention for Language Differences
             Intervention for Linguistically-Culturally Diverse Children with Other Disabilities
SUMMARY
Chapter 10: CHILDREN WITH ACQUIRED LANGUAGE DISORDERS--Cynthia R. O’Donoghue and Sarah E. Hegyi
AN OVERVIEW OF ACQUIRED CHILDHOOD APHASIA
            Definition        Â
            Types of Acquired Brain Injury
            Associated Problems
LANGUAGE DEVELOPMENT AND LANGUAGE RECOVERY
LANGUAGE CHARACTERISTICS OF CHILDREN WITH ACQUIRED APHASIA
           Early Recovery and Language Impairment
           Later Recovery and Residual Language Impairment
ACADEMIC ACHIEVEMENT
DIFFERENCES BETWEEN DEVELOPMENTAL AND ACQUIRED LANGUAGE DISORDERS IN CHILDREN
IMPLICATIONS FOR ASSESSMENT AND INTERVENTION
           Assessment
            Social and Legislative Influences
           Augmentative and Alternative Communication
           Behavior Disorders
           Intelligibility
           Developmental versus Remedial Logic
            Facilitating versus Compensatory Intervention
           Returning to School
SUMMARY
Chapter 11: LANGUAGE AND OTHER SPECIAL POPULATIONS OF CHILDREN--Mona R. Griffer and Vijayachandra Ramachandra
LANGUAGE AND GIFTED CHILDREN
           An Overview of Giftedness
           Language Characteristics of Gifted Children
           Language in Disadvantaged or Disabled Gifted Children
           Implications for Intervention
LANGUAGE AND CHILDREN WITH VISUAL IMPAIRMENT
            An Overview of Visual Impairment
           Language Characteristics of Blind Children
           Implications for Intervention
LANGUAGE AND CHILDREN WITH NEUROMOTOR IMPAIRMENT
           Children with Cerebral Palsy
           Communication of Other Children with Neuromotor Impairment
LANGUAGE AND CHILDREN WITH CLEFT PALATE
           An Overview of Cleft Palate
           Language Characteristics of Children with Cleft Palate
LANGUAGE IN CHILDREN WHO STUTTERÂ Â Â Â Â Â Â Â
           An Overview of Language Problems in Children Who Stutter
           Implications for Intervention
SUMMARY
PART THREE: LANGUAGE INTERVENTION
Chapter 12:Â LANGUAGE AND AUGMENTATIVE AND ALTERNATIVEÂ COMMUNICATION (AAC)--Susan Balandin and Kate L. Anderson
WHAT IS AAC?
           An Overview and Definitions
          Multimodal Communication
          Multidisciplinary Teams
CHILDREN WHO BENEFIT FROM AAC SYSTEMS
          Children with Challenging Behavior
          Children with Language Impairments
           Children with Autism
          Children with Intellectual Disabilities
          Children with Acquired Language Disorders
          Children with Physical Disabilities
          Children who are Temporarily Unable to Speak
AAC ASSESSMENT
AAC INTERVENTION
          System for Augmenting Language (SALS)
          Sign and Gesture
          Facilitated Communication
          Language and Speech Development
          Literacy Acquisition
SUMMARY
Chapter 13: ASSESSMENT
APPROACHES TO AND PURPOSES OF THE ASSESSMENT PROCESS
           Determining if a Child Qualifies for Services
            Deciding if a Child has a Language Problem
           Identifying the Cause of the Problem
           Identifying Deficit Areas
           Describing the Regularities in the Child's Language
           Deciding What to Recommend
TOOLS AND PROCEDURES
           Gathering Information from Others
           What to Assess
            Methods of Assessment
INTELLIGENCE TESTING
SUMMARY
Chapter 14:Â CONSIDERATIONS FOR LANGUAGE INTERVENTION
CONSIDERATIONS IN INTERVENTION
           Normal versus Not so Normal Processes
           Developmental and Nondevelopmental Intervention
           Rules and Regularities
           Controlling and/or Reducing Language Complexity
           Comprehension or Production
           Focus of Intervention and Picking Intervention Targets
           Usefulness of Intervention Content
           Reinforcement and Generalization
           Child Characteristics
           Metalinguistics
HIGHLIGHTING INTERVENTION TARGETS
           Multiple Exposures
           Distributed versus Massed Trials
           Suprasegmental and Rate Variations
           Input Modality Variations
PROCEDURES AND TECHNIQUES TO FACILITATE LEARNING OF LANGUAGE TARGETS
           Before the Child’s Utterance
           After the Child’s Utterance
           Response Dialogues
           So Which Ones Should We Use? Â
APPROACHES TO INTERVENTION
           Direct and Indirect Intervention
           Group and Individual Intervention
           Three Language Teaching Methods
           Service Delivery Models
PUTTING IT TOGETHER
SUMMARY
REFERENCES
AUTHOR INDEX
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Dr. Vicki A. Reed, CCC-SLP, is a two-time Emeritus Professor–James Madison University and The University of Sydney.  She holds is an ASHA Fellow, a Board Certified Specialist in Child Language (BCS-CL), and until recently a Certified Practising Member of Speech Pathology Australia. Prior to moving to the Shenandoah Valley, Virginia in 2004 and James Madison University, as Head of Department of Communication Sciences and Disorders, Dr. Reed had been Head of the School of Communication Sciences and Disorders in Australia at The University of Sydney for 17 years. In addition to her work in Australia and USA, she has provided consultancies in New Zealand, the USSR, and Thailand, among others. Until retiring in 2016, Dr. Reed had amassed 40+ years’ experience teaching and researching in the area of child and adolescent language development and disorders at the graduate and undergraduate levels, including mentorship of students' research. She has numerous publications and presentations in the area.
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