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Language Disorders in Children: Fundamental Concepts of Assessment and Intervention, 2nd edition

Published by Pearson (April 14, 2014) © 2015

  • Joan N. Kaderavek

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  • A focus on theoretical thinking and illustrative best-practice methodologies teaches students to explore concepts beyond a surface level and become more engaged in the learning process.
  • A themed approach of form/content/use illustrates how each underlying concept applies to clinical decision-making and helps students make connections between disorder groups.
    • NEW! A model is presented based on five form/content/use communication subdomains (i.e., early pragmatics, semantic word learning, early word combinations, early syntax learning [Brown’s stages], later pragmatic skills [discourse skills]).  The text uses this model to help students understand how the practitioner sequences intervention targets for children with language disorders.
  • Organization by disorder groups provides a compelling, easy-to-follow, and transparent format. 
  • Pedagogy, such as case histories, clinical decision trees, and hot topic discussions facilitate students’ ability to critically evaluate clinical methods and motivate students to become active problem-solvers.
  • NEW! Extensive pedagogical aids including chapter objectives, conclusions, discussion questions, and sections highlighting focused topical areas help students learn concepts, retain information, and think critically about chapter content.
  • NEW! A model is presented based on five form/content/use communication subdomains (i.e., early pragmatics, semantic word learning, early word combinations, early syntax learning [Brown’s stages], later pragmatic skills [discourse skills]).  The text uses this model to help students understand how the practitioner sequences intervention targets for children with language disorders.
  • NEW! A redesigned first chapter presents an overview of the field of language disorders and introduces the concept of evidence-based practice (EBP). 
    • EBP principles and specific examples are provided throughout subsequent chapters so that students are exposed to primary research and understand the critical connection between EBP and clinical decision making.
  • NEW! Each chapter contains case studies that facilitate students’ ability to apply new material and to explain the connections between language theory, EPB, and clinical decision making.
  • NEW! Chapter 4 is devoted to clinical decision making. This chapter builds students’ ability to frame clinical questions underlying language assessment and intervention.
  • NEW! In a step-by-step manner, the text also fosters students’ ability to understand and use decision trees to guide their clinical problem solving; the goal is to improve students’ meta-analytic problem solving ability. Decision trees are embedded throughout the text so that instructors can iteratively expose students to the underlying principles of clinical decision making. 
  • NEW! A revised and integrated discussion of multi-cultural issues includes issues related to language assessment of non-majority children and language analysis of children who use dialectal language patterns. 
    • Multicultural information is embedded throughout the textbook, rather than being relegated to one chapter.
  • NEW! Updated information and research throughout the text ensures that students are learning the most current information about language disorders.
    • Information and implications of DSM-5 is included throughout the text, specifically as it relates to children who are on the autism spectrum.
  • NEW! A revised approach to teaching students about language theories (Chapter 2) consolidates language theories into four basic theoretical approaches: social interactionist, behaviorist, cognitive constructivist, and emergentist. This streamlined presentation allows students to focus on the underlying theoretical principles impacting language intervention and assessment.
  • NEW! Two new appendices provide step-by-step tutorials to T-unit analysis and language analysis of children who demonstrate African American English. 
    • The new appendices add to the clinically practical and instructor-friendly appendices from the First Edition (i.e., standardized scoring tutorial, form for language analysis of children with early developing language, example of a language assessment report).
    • The appendices allow instructors to easily incorporate practical hands-on activities into their distance-learning or face-to-face course on language disorders.
  • NEW! Chapter 7 provides a balanced description of challenges and opportunities for children with hearing loss who are learning to speak and listen as well as rationale for introduction of sign language for some children with hearing loss. 
    • Research and interventions for children with hearing loss has been updated with the most current data.
  • NEW! Chapter 10 focuses on reading, writing, and spelling interventions for young emergent readers as well as for older school-age students. 
    • A model of literacy intervention also is described for students with significant levels of language disability. 
  • NEW! Chapter 11 on Augmentative Communication has been updated to include information on iPads and software “applications” (i.e., apps) and their use for students with complex communication needs.

Brief Contents

 

Chapter 1

The Foundations of Language and Clinical Practice

Chapter 2

Language Theory and the Communication Subdomains

Chapter 3

Assessment of Language Disorders

Chapter 4

Decision Making in Assessment and Intervention

Chapter 5

Principles of Intervention

Chapter 6

Children with Specific Language Impairment

Chapter 7

Children with Hearing Loss

Chapter 8

Children with Intellectual Disability

Chapter 9

Children with Autism Spectrum Disorders

Chapter 10

Early Literacy, Reading, and Writing for School-Age Children

Chapter 11

Augmentative and Alternative Communication (AAC) and Children with Language Disorders

Appendix A

A Tutorial: The Meaning of Standard Scores

Appendix B

T-Unit Analysis

Appendix C

Report Writing

Appendix D

Language Sample Analysis Worksheet

 

Glossary

References

Index

 

Joan Kaderavek, Ph.D. is a Distinguished University Professor in the department of Early Childhood Education at the University of Toledo. Dr. Kaderavek is a certified speech-language pathologist with extensive clinical and classroom experience. Her work has centered on investigating the early reading skills and language concepts that impact children’s later reading ability and how classroom discourse impacts children’s academic performance.

Her appointment as a Distinguished University Professor represents special recognition based on exemplary teaching, research, scholarship and professional service. Dr. Kaderavek is a Fellow of the American Speech-Language-Hearing Association and has been a Fulbright Scholar. 

Dr. Joan Kaderavek is a frequent presenter and author in the area of language development, early literacy, and teacher-child interactions. She has over 60 peer-reviewed articles in leading journals. Her work has been published in Journal of Speech-Language Hearing Research, Language, Speech, and Hearing Services in Schools, Topics in Early Childhood Special Education, and Early Childhood Research Quarterly. Dr. Kaderavek has been a co-investigator in multi-million dollar grant projects funded by the U.S. Department of Education and the National Science Foundation. Her research has investigated the effects of a teacher-provided book reading intervention on children’s literacy development; current research focuses on teacher-child and child-child discourse in early childhood classrooms during science inquiry lessons.

Dr. Kaderavek is involved nationally and internationally in professional service. She has been an Associate Editor for Language, Speech, and Hearing in the Schools.  She has worked internationally in training teachers and speech-language pathologists.

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