![](https://www.pearson.com/store//pmccommercewebservices/v2/medias/size-W370-A1017-03-57-89-A101703578928-A101703578928-Lrg.jpg?context=bWFzdGVyfGltYWdlc3w4MjE0MnxpbWFnZS9qcGVnfHN5cy1tYXN0ZXIvaW1hZ2VzL2hiYy9oODUvMTI5NjkzNjE0MDgwMzAvc2l6ZV9XMzcwXy9BMTAxNy8wMy81Ny84OS9BMTAxNzAzNTc4OTI4L0ExMDE3MDM1Nzg5MjhfTHJnLmpwZ3w2MWYyMzZkYTg4MDU2NmVjNGZiODQ0MGVjZWUwOWFhMGQ4NjQwZjNmMmY5NTQ1NWU4MWI1MTM5YTYyMDU1N2Yw)
Language and Literacy Disorders: Infancy through Adolescence, 1st edition
Published by Pearson (November 21, 2011) © 2010
- Nickola W. Nelson
Access details
Instant access once purchased
Fulfilled by VitalSource
180-day rental
Features
Add notes and highlights
Search by keyword or page
Price Reduced From: $233.32
Details
A print text
This product is expected to ship within 3-6 business days for US and 5-10 business days for Canadian customers.
Â
Frontmatter   Dedication page
                       Preface
                       Table of contents     Â
Â
PART I. Â Â Â Â Â Â Â Â FRAMEWORKS FOR CLINICAL PRACTICEÂ
                                                                                                                           Â
Chapter 1. Â Â Â Â Â A Framework for Guiding Evidence Based Practice
                       Importance of asking good questions
                       Contextualized assessment and intervention
                       World Health Organization definitions
Â
Chapter 2.     Speech, Language/Literacy, and Communication
                       Speech, language (including literacy), and communication
                       Five language parameters
                       Content, form, and use
                       Language levels and modalities
                       Cultural-linguistic variation
Â
Chapter 3.     Language/Literacy and Related Systems
                       Theoretical accounts
                       System theory
                       Systems supporting language development
Â
PART II.       POLICIES, PRACTICES, AND POPULATIONS
Â
Chapter 4. Â Â Â Â Â Policies and Practices
                       Policies
                       Clinical practices
                       Categorization, diagnosis, and causation
                       Testing and exclusionary factors in diagnosis
                       Prevalence, prevention, and prognosis
Â
Chapter 5.     Primary Disorders of Speech, Language, and Literacy
                       Speech-sound disorders
                       Language impairment
                       Learning disability
                       Spoken and written language associations and dissociations
Â
Â
Chapter 6.     Special Populations with Motor and Sensory Disorders
                      Motor system impairment
                      Auditory system impairment
                      Visual system impairment
                      Other sensory problems
Â
Â
Â
Chapter 7.     Special Populations with Cognitive-Communicative Disorders
                      Developmental disability
                      Intellectual disability
                      Autism spectrum disorders
                      Acquired brain injury (including traumatic brain injury)
                      Child abuse and neglect
                      Interactive disorders of attention, emotion, and behavior          Â
Â
PART III. Â Â Â Â Â ASSESSMENT AND INTERVENTION
Â
Chapter 8.      Infant/Toddler Policies and Practices
                       Policies and practices for infants and toddlers
                       Comprehensive assessment for infants and toddlers
                                  Â
Chapter 9. Â Â Â Â Â Infant/Toddler Intervention
                       Prelinguistic organization to intentional communication
                       Joint action routines and early play
                       First words to two-word utterances
                       Emergent narratives and literacy
Â
Chapter 10.    Preschool Policies and Practices
                       Policies and practices in the preschool years
                       Comprehensive assessment in the preschool years
Â
Chapter 11. Â Â Â Preschool Intervention
                       Sounds, words, and vocabulary concepts
                       Sentence- and discourse level development
                       Social interaction and play
                       Emergent and early literacy
Â
Chapter 12. Â Â Â School-age Policies and Practices
                       Policies and practices in the school-age years
                       Comprehensive assessment in the school-age years
Â
Chapter 13. Â Â Â School-age Intervention
                       Intervention scaffolding in the school-age years
                       Discourse-level knowledge and skills
                       Sentence-level knowledge and skills
                       Word-level knowledge and skills
Â
Chapter 14.    Interventions for Special Populations
                       Comprehensive planning for comprehensive needs
                       Preverbal to intentional communication
                       Echolalia, challenging behaviors, and non-symbolic communication
                       Intervention for children and adolescents with severe speech-production disorders
                       AAC for children and adolescents with complex communication needs
                       Intervention for sensory loss and central processing disorders
                       Intervention for cognitive-communicative disorders
                       Intervention for autism spectrum disorders
                      Â
Backmatter:Â Â Appendices for Part III.
References
Author Index (to be completed by Allyn & Bacon)
Subject Index (to be completed by Allyn & Bacon)
Â
On line supports:Â Â Â Â Â Â Â Glossary
Review and practice questions and key
                                   Observation tables
Â
Need help? Get in touch