Language Disorders from Infancy Through Adolescence: Assessment & Intervention, Page 324

Front Cover
Elsevier Health Sciences, 2007 - Medical - 774 pages
2 Reviews
The new edition of this popular text provides essential guidance for properly assessing childhood language disorders and providing appropriate treatment. Coverage includes the entire developmental period through adolescence, as well as additional concepts related to child language disorders such as prevention, syndromes associated with language disorders, and multicultural practice. Using a descriptive-developmental approach (also known as communication-language approach), this resource presents basic concepts and vocabulary used in the field, an overview of key issues and controversies, an understanding of the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes.

  • Provides detailed information on how to implement assessment and intervention procedures in clinical practice.
  • Features such as case studies, clinical vignettes, and suggested projects help readers apply key information to real-life situations.
  • A straightforward writing style makes this book easy to read and understand.
  • More than 250 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts.
  • Practice exercises with sample transcripts allow readers to practice different methods of analysis.
  • Helpful study guides at the end of each chapter help readers review and apply what they have learned.
  • Communication development milestones are printed on the inside front cover for quick access.


  • Completely updated content includes new research, new techniques, current trends, and new information sources.
  • Features an increased emphasis on evidence-based practice.
  • Chapter objectives have been added to each chapter.
  • Includes additional case studies and vignettes that illustrate practical applications of key concepts.
  • A companion CD-ROM bound in the text offers video clips and suggested projects for each chapter.
  • A detailed list of tables, boxes, and illustrations - with corresponding page numbers - is located at the front of the book for quick reference.
 

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Contents

SECTION I
3
CHAPTER
7
SPECIAL CONSIDERATIONS FOR SPECIAL POPULATIONS
107
L
127
FROM BIRTH TO BROWNS STAGE V
211
Risk Factors for Communication Disorders in Infants
221
QUESTIONS FOR INFORMAL ASSESSMENT OF FEEDING AND ORAL SKILLS
224
1 to 8 Months
230
ASSESSMENT PLAN FOR JOEY
314
A SAMPLE OF ARTICULATION SCREENING TOOLS FOR THE DEVELOPING LANGUAGE LEVEL
321
CHAPTER 10
429
DIFFERENCES BETWEEN ORAL AND LITERATE LANGUAGE
438
ASPECTS OF EMERGENT LITERACY THAT SUPPORT THE ACQUISITION OF READING AND WRITING
445
ASPECTS OF LITERACY BEYOND DECODING
451
A SAMPLE OF LANGUAGE SCREENING INSTRUMENTS FOR GRADES K5 457458
457
COMPLEX PHONOLOGICAL PRODUCTION TASK
471

DEVELOPMENT OF FEEDING AND ORALMOTOR SKILLS
231
A SAMPLE OF LANGUAGE ASSESSMENT TOOLS FOR INFANTS IN THE PRELINGUISTIC PERIOD
237
TIPS FOR WORKING WITH PARENTS OF PREINTENTIONAL INFANTS TO OPTIMIZE PARENTCHILD COMMUNICATION
244
CONTEXTS FOR FACILITATING CONSONANT PRODUCTION IN EARLY SPEECH
251
C
261
PREDICTORS AND RISK FACTORS FOR LANGUAGE GROWTH IN TODDLERS 266267
266
GUIDELINES FOR PLAY ASSESSMENT
272
SUMMARY OF COMPREHENSION ABILITIES IN CHILDREN UP TO 3 YEARS OLD
280
SEMANTIC RELATIONAL CATEGORIES USED BY BROWN 1973 TO ACCOUNT FOR THE MAJORITY OF WORD
288
VIDEOS FOR TRAINING PARENTS AND TEACHERS OF TODDLERS 294295
294
GUIDELINES FOR PARENT TRAINING
300
SOME COMMUNICATIVE FUNCTIONS OF ECHOLALIA
307
INFORMAL ASSESSMENT OF SPATIAL TEMPORAL AND CONNECTIVE TERMS
477
EXAMPLE OF A WORKSHEET FOR ERROR ANALYSIS IN CONVERSATIONAL SPEECH GATHERED FROM A STUDENT
485
EXAMPLE OF A RUNNING RECORD OF CLASSROOM DISCOURSE
494
A SUMMARY OF LATER STAGES OF NARRATIVE DEVELOPMENT
500
STEPS IN THE PROCESS OF ECOLOGICAL ASSESSMENT
507
SUGGESTIONS FOR BOOKS AT VARIOUS STAGES OF NARRATIVE MACROSTRUCTURE DEVELOPMENT
525
ASSESSING ADVANCED LANGUAGE
573
CHAPTER 12
631
REFERENCES
687
NAMES INDEX 745
761
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About the author (2007)

Rhea Paul, Ph.D., received her bachelor's degree from Brandeis University in Waltham, Massachusetts, in 1971, her master's degree from Harvard Graduate School of Education in 1975, and her doctorate in communication disorders from the University of Wisconsin-Madison in 1981. Dr. Paul has published more than 90 journal articles, 40 book chapters, and 8 books. Her research on language development in toddlers with delayed language acquisition was funded by the National Institutes of Health. She has also held grants from the Meyer Memorial Trust, the American Speech-Language-Hearing Association (ASHA) Foundation, the Medical Research Foundation, and the National Association for Autism Research.

Dr. Paul has been a fellow of ASHA since 1991 and received the 1996 Editor's Award from the American Journal of Speech-Language Pathology. In September 1997, she accepted a joint appointment in the Communication Disorders Department at Southern Connecticut State University and the Child Study Center at Yale University. She spent the summer of 1998 as a visiting professor at the University of Sydney in Australia. Dr. Paul received a Yale Mellon Fellowship for 1998-1999 and the Southern Connecticut State University Faculty Scholar Award for 1999. She was recently awarded an Erskine Fellowship to spend a semester as a visiting scholar at Canterbury University in Christchurch, New Zealand. The second edition of her textbook, Language Disorders from Infancy Through Adolescence: Assessment and Intervention, was published in 2001 by Mosby in St. Louis, Missouri. Dr. Paul has been teaching child language development and disorders courses for 20 years.

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