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E-grāmata: Language Disorders from Infancy Through Adolescence - E-Book: Language Disorders from Infancy Through Adolescence - E-Book

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Courtenay Norbury (Psychology and Language Sciences, University College London), Carolyn Gosse (Speech-Language Pathology Clinical Fellow, Early C), Rhea Paul (Professor and Founding Chair, Department of Speech Language Pathology, Sacred Heart University, Fairfield, Connecticut)

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Izdošanas datums: 15-Nov-2017
Izdevniecība: Mosby
Valoda: eng
ISBN-13: 9780323442350

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Izdošanas datums: 15-Nov-2017
Izdevniecība: Mosby
Valoda: eng
ISBN-13: 9780323442350

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Spanning the entire childhood developmental period, Language Disorders from Infancy Through Adolescence, 5th Edition is the go-to text for learning how to properly assess childhood language disorders and provide appropriate treatment. The most comprehensive title available on childhood language disorders, it uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This new edition also features significant updates in research, trends, social skills assessment, and instruction best practices.Clinical application focus featuring case studies, clinical vignettes, and suggested projects helps you apply concepts to professional practice.UNIQUE! Practice exercises with sample transcripts allow you to apply different methods of analysis.UNIQUE! Helpful study guides at the end of each chapter help you review and apply what you have learned.Highly regarded lead author who is an expert in language disorders in children provides authoritative guidance on the diagnosis and management of pediatric language disorders.More than 230 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts.Student/Professional Resources on Evolve include an image bank, video clips, and references linked to PubMed. NEW! Common core standards for language arts incorporated into the preschool and school-age chapters.NEW! Updated content features the latest research, theories, trends and techniques in the field. Information on preparing high-functioning students with autism for college Social skills training for students with autism The role of the speech-language pathologist on school literacy teams and in response to interventionEmerging theories of etiology and psychopathology added to Models of Child Language Disorders chapterUse of emerging technologies for assessment and intervention

Section I Topics in Childhood Language Disorders

1 Models of Child Language Disorders

(23)

Diagnostic Issues in Developmental Language Disorders

(1)

A Brief History of the Field of Language Pathology

(2)

Terminology

(1)

Speech, Language, and Communication

(1)

What's in a Name?

(1)

Aspects and Modalities of Language Disorder

(2)

Form

(1)

Content

(1)

Use

(1)

Diagnostic Issues

(4)

Developmental Language Disorder Relative to What?

(1)

Are There Subtypes of Developmental Language Disorder?

(1)

How Low Can You Go?

(1)

What Is the Impact of Language Disorders on Daily Living?

(2)

The Bottom Line

(1)

Etiology of Developmental Language Disorder

(10)

Genetic Factors in Developmental Language Disorder

(1)

Neurobiological Factors in Developmental Language Disorder

(5)

Language in the Brain

(2)

Brain Structure and Function

(3)

Environmental Factors

(1)

Cognitive Models of Developmental Language Disorder

(5)

Auditory Processing

(1)

Limited Processing Capacity

(1)

Procedural Deficits

(1)

Comorbidity in Developmental Language Disorder

(1)

Conclusion

(3)

2 Evaluation and Assessment

(38)

General Principles of Assessment for Suspected Developmental Language Disorder

(2)

Assessing Communicative Functioning

(1)

Multidisciplinary Assessment

(1)

Beginning the Assessment Process: Referral, Case Review, and Observation

(2)

Collect Referral Information

(1)

Case History

(1)

Low Structure Observations

(1)

Language or Communication Sample

(1)

Mapping the Assessment Plan: Why and What to Assess

(16)

The Formal Assessment Plan

(1)

Integrating Information from Diverse Sources

(1)

Considerations in Assessment Planning

(1)

Why Assess?

(1)

Screening

(1)

Establishing Baseline Function

(1)

Establishing Goals for Intervention

(2)

Measuring Change in Intervention

(1)

What to Assess

(11)

Domains of Language: Form, Content, and Use

(1)

Modalities of Language: Comprehension and Production

(1)

Assessing Collateral Areas

(7)

Nonverbal Cognition

(1)

Social Functioning

(2)

Choosing Measures: How will we Assess?

(13)

Standardized Tests

(6)

Interviews and Questionnaires

(1)

Developmental Scales

(1)

Criterion-Referenced Procedures

(4)

Comprehension

(1)

Production

(2)

Integrating Approaches

(1)

Behavioral Observations

(3)

Dynamic Assessment

(1)

Functional Assessment

(1)

Curriculum-Based Assessment

(1)

Formative versus Summative Assessment

(1)

Integrating and Interpreting Assessment Data

(2)

Severity Statement

(1)

Prognostic Statement;

(1)

Recommendations

(1)

Putting It All Together: The Clinical Report and Conference

(5)

The Clinical Report

(1)

The Clinical Conference

(1)

Conclusions

(3)

3 Principles of Intervention

(39)

The Purpose of Intervention

(1)

Developing Intervention Plans

(29)

Evidence-Based Practice

(3)

Products of Intervention: Setting Goals

(3)

Choosing Evidence-Based Targets

(1)

Processing versus Content Interventions

(1)

Complexity

(1)

Processes of Intervention

(20)

Intervention Approaches

(10)

Using the Continuum of Naturalness

(3)

Intervention Activities

(7)

The Context of Intervention

(3)

Choosing the Nonlinguistic Stimuli

(1)

Service Delivery Models

(2)

Evaluating Intervention Outcomes

(5)

Termination Criteria

(1)

Evaluating the Effectiveness of Intervention

(2)

Determining Responsiveness to Intervention

(2)

Prevention of Language Disorders in Children

(3)

Primary Prevention and the Speech-Language Pathologist

(1)

The Speech-Language Pathologist's Role in Secondary and Tertiary Prevention

100

(1)

Conclusions

101

(1)

4 Special Considerations for Special Populations

102

(46)

Intellectual Disability

103

(3)

Definition and Classification

103

(1)

Cognitive Characteristics

104

(1)

Language Characteristics

105

(1)

Summary

105

(1)

Developmental Language Disorder Associated with Disorders of Known Genetic Origin

106

(7)

Down Syndrome

106

(3)

Cognitive Characteristics

106

(1)

Language Characteristics

107

(1)

Implications for Clinical Practice

108

(1)

Williams Syndrome

109

(2)

Definition and Classification

109

(1)

Cognitive Characteristics

109

(1)

Language Characteristics

109

(1)

Implications for Clinical Practice

110

(1)

Fragile X Syndrome

111

(2)

Definition and Classification

111

(1)

Cognitive Characteristics

112

(1)

Language Characteristics

112

(1)

Implications for Clinical Practice

113

(1)

Language Disorders Associated with Sensory Impairments

113

(7)

Visual Impairment

113

(1)

Hearing Impairment

114

(1)

Sensorineural Hearing Loss

115

(3)

Cognitive Characteristics

115

(1)

Language Characteristics

115

(2)

Implications for Clinical Practice

117

(1)

Otitis Media

118

(1)

Auditory Processing Disorder

118

(1)

Deaf-Blind

119

(1)

Developmental Language Disorder Associated with Acquired Neurological Disorder

120

(5)

Traumatic Brain Injury

120

(3)

Cognitive Characteristics

120

(1)

Language Characteristics

120

(1)

Implications for Clinical Practice

121

(2)

Focal Brain Lesions

123

(2)

Seizure Disorders (Landau-Kleffner Syndrome)

125

(1)

Developmental Language Disorder Associated with Other Neurodevelopmental Disorders

125

(10)

Autism Spectrum Disorders

125

(6)

Early Communication

127

(1)

Cognitive Characteristics

127

(1)

Language Characteristics

128

(2)

Implications for Clinical Practice

130

(1)

Conditions Associated with Autism Spectrum Disorder

130

(1)

Attention Deficit Hyperactivity Disorder

131

(3)

Cognition

131

(1)

Language

132

(2)

Implications for Clinical Practice

134

(1)

Selective Mutism

134

(1)

Associated with Extreme Environmental Disadvantage

135

(3)

Abuse/Neglect

136

(1)

Fetal Alcohol Spectrum Disorder

137

(1)

Clinical Implications

138

(1)

The Nonspeaking Child

138

(6)

Severe Speech-Motor Disorders

138

(2)

Childhood Apraxia of Speech

140

(3)

The Nonverbal Child with Autism Spectrum Disorder

143

(6)

Augmentative and Alternative Forms of Communication in Autism Spectrum Disorder

144

(1)

Conclusion

144

(4)

5 Developmental Language Disorders in a Pluralistic Society

148

(33)

Introduction

148

(1)

The Culturally Competent Clinician

149

(2)

What Is Culture?

149

(1)

Language Difference or Language Disorder

150

(1)

Assessment of Different English Language Dialects

151

(1)

Bilingualism

151

(2)

Educational Experiences of English Language Learners

152

(1)

Working with Families

153

(2)

Obtaining Interview Data

154

(1)

Assessing Culturally and Linguistically Different Children

155

(8)

Establishing Language Dominance

156

(1)

Assessment in L1

157

(5)

Using Standardized Tests with Culturally and Linguistically Different Children

157

(1)

Using English Language Assessments: Patterns of Performance in Emerging Bilinguals with and without Developmental Language Disorder

157

(3)

Use of Processing-Dependent Measures on Emerging Bilinguals with Expected Language Disorder

160

(1)

Use of Dynamic Assessment on Emerging Bilinguals with Suspected Language Disorder

160

(1)

Adapting English Language Tests

161

(1)

Criterion-Referenced Assessment of Culturally and Linguistically Different Children

162

(1)

Using Behavioral Observation with the Culturally and Linguistically Different Child

163

(1)

Summary

163

(1)

Language Intervention with the Culturally and Linguistically Different Child

164

(10)

The Monolingual Speech-Language Pathologist and the Client Dominant in a Different Language or Dialect

164

(4)

In-Service Training of Other Professionals

165

(1)

Consultation

166

(1)

Training Paraprofessionals to Deliver Services in the First Language

167

(1)

The Worst-Case Scenario

168

(1)

The Speech-Language Pathologist and Normally Developing Children with Limited Proficiency in Standard English

168

(2)

Multicultural Teaching Techniques

170

(4)

Conclusions

174

(7)

Section II: From Birth to Brown's Stage V

6 Assessment and Intervention in the Prelinguistic Period

181

(51)

Family-Centered Practice

181

(1)

Service Plans for Prelinguistic Clients

182

(1)

Risk Factors for Communication Disorders in Infants

183

(2)

Prenatal Factors

183

(1)

Prematurity and Low Birth Weight

183

(1)

Genetic and Congenital Disorders

184

(1)

Other Risks Identified after the Newborn Period

184

(1)

Assessment and Intervention for High-Risk Infants and Their Families in the Newborn Intensive Care Nursery

185

(7)

Feeding and Oral Motor Development

185

(3)

Assessment

185

(1)

Management

186

(2)

Hearing Conservation and Aural Habilitation

188

(1)

Child Behavior and Development

189

(1)

Assessment

189

(1)

Management

189

(1)

Parent-Child Communication

190

(2)

Assessment

190

(1)

Management

191

(1)

Assessment and Intervention for Preintentional Infants and their Families: 1 to 8 Months Old

192

(11)

Feeding and Oral-Motor Development

193

(4)

Feeding Assessment

193

(1)

Vocal Assessment

194

(2)

Managing Feeding

196

(1)

Managing Vocal Development

197

(1)

Hearing Conservation and Aural Habilitation

197

(1)

Child Behavior and Development

197

(3)

Assessment

197

(2)

Management

199

(1)

Parent-Child Communication

200

(3)

Assessment

200

(1)

Management

200

(3)

Assessment and Intervention for Infants at Prelinguistic Stages of Communication: 9 to 18 Months Old

203

(4)

Assessment

203

(1)

Management

204

(3)

Considerations for Older Prelinguistic Clients and Those with Autism Spectrum Disorders

207

(5)

Feeding and Oral-Motor Development in Older Prelinguistic Clients

207

(1)

Hearing Conservation and Aural Habilitation

208

(1)

Child Behavior and Development

209

(1)

Intentionality and Communication

210

(2)

Infants and Toddlers with Autism Spectrum Disorders

212

(2)

Conclusions

214

(18)

7 Assessment and Intervention for Emerging Language

232

(57)

Issues in Early Assessment and Intervention

233

(9)

Screening and Eligibility for Services

233

(2)

Transition Planning

235

(1)

Family-Centered Practice

235

(1)

Communicative Skills in Normally Speaking Toddlers

236

(1)

Assessment of Communicative Skills in Children with Emerging Language

237

(5)

Play and Gesture Assessment

237

(3)

Communication Assessment

240

(2)

Assessing Communicative Intention

242

(4)

Range of Communicative Functions

243

(1)

Frequency of Expression of Intentions

244

(1)

Forms of Communication

244

(1)

Using a Communicatidn Intention Worksheet

244

(2)

Assessing Comprehension

246

(3)

Assessing Productive Language

249

(6)

Assessing Speech-Motor Development

249

(1)

Collecting a Speech Sample

250

(1)

Assessing Phonological Skills

250

(3)

Assessing Semantic/Syntactic Production

253

(1)

Assessing Lexical Production

253

(4)

Relative Frequency of Word Combinations

253

(1)

Semantic Relations Expressed

254

(1)

Decision-Making Based on Assessment Information

255

(2)

From Assessment to Intervention

257

(1)

Family-Centered Practice

257

(1)

Products, Procedures, and Contexts of Intervention for Children with Emerging Language

258

(11)

Intervention Products: Goals for Emerging Language

258

(11)

Developing Play and Gesture

258

(1)

Expressing Intentional Communicative Acts

259

(3)

Developing Receptive Language

262

(1)

Developing Sounds, Words, and Word Combinations

263

(6)

Toddlers with Autism Spectrum Disorder

269

(4)

Assessment Considerations for Toddlers with Autism Spectrum Disorder

269

(1)

Screening

269

(1)

Intervention for Toddlers with Autism Spectrum Disorder

270

(3)

Receptive Language

271

(1)

Expressive Language

271

(1)

Working with Echolalia

272

(1)

Considerations for Older Clients in the Emerging Language Stage

273

(10)

Assessments for Older Clients with Emerging Language

273

(5)

Symbolic Skills

274

(1)

Intentional Communication

275

(2)

Comprehension

277

(1)

Phonological and Lexical Production

277

(1)

Intervention Targets and Procedures for Older Clients with Emerging Language

278

(4)

Relating Symbols to Referents

278

(1)

Intentional Communication

279

(1)

Comprehension

279

(1)

Production

280

(2)

Emergent Literacy

282

(1)

Conclusions

283

(6)

8 Assessment of Developing Language

289

(62)

Family-Centered Assessment

290

(2)

Assessing Collateral Areas

292

(1)

Screening for Language Disorders in the Period of Developing Language

292

(2)

Using Standardized Tests in Assessing Developing Language

294

(2)

Criterion-Referenced Assessment and Behavioral Observation for Children with Developing Language

296

(33)

Assessing Speech Sound Production

297

(4)

Independent Analysis: Phonetic Inventory

298

(1)

Relational Analysis: Errors and Error Patterns

299

(1)

Assessing Phonological Processing: Preventing Reading Failure

300

(1)

Criterion-Referenced Language Assessment

301

(22)

Vocabulary

301

(2)

Syntax and Morphology

303

(20)

Pragmatic Assessment

323

(6)

Considerations for the Older Clients with Severe Disabilities and those with Autism Spectrum Disorder at the Developing Language Stage

329

(6)

Older Students with Severe Disabilities Who Function at the Developing Language Level

329

(4)

Assessing Augmentative and Alternative Forms of Communication Needs and Opportunities

330

(1)

Age-Appropriate Materials and Activities

330

(3)

Children with Autism Spectrum Disorder

333

(2)

Conclusions

335

(16)

9 Intervention for Developing Language

351

(59)

Intervention Policy Issues at the Developing Language Level

352

(1)

Individualized Educational Programs

352

(1)

Intervention Settings

352

(1)

Family-Centered Practice

352

(1)

Intervention for Developing Language: Products, Processes, and Contexts

353

(37)

Intervention Products: Goals for Children with Developing Language

353

(10)

Phonology

353

(2)

Semantics

355

(2)

Syntax and Morphology

357

(2)

Comprehension versus Production Targets

359

(1)

Pragmatics

360

(1)

Play and Thinking

360

(1)

Preliteracy

361

(2)

Intervention Procedures for Children with Developing Language

363

(19)

Clinician-Directed Methods

363

(4)

Child-Centered Approaches to Intervention for the Child with Developing Language

367

(3)

Hybrid Approaches to Intervention for the Child with Developing Language

370

(12)

Intervention Contexts for Children with Developing Language

382

(8)

Agents of Intervention for Children with Developing Language

382

(2)

Service Delivery Models for Children with Developing Language

384

(6)

Intervention for Older Clients with Severe Impairment and Autism Spectrum Disorder at the Developing Language Level

390

(7)

Students with Severe Disabilities

390

(3)

Preschoolers with Autism Spectrum Disorder

393

(18)

Echolalia

393

(1)

Developing Language in Children with Autism Spectrum Disorder

393

(1)

Improving Communication for Children with Autism Spectrum Disorder

394

(3)

Conclusions

397

(13)

Section III: Working with Language Learning Disabilities

10 Language, Reading, and Learning in School: What the Speech-Language Pathologist Needs to Know

410

(30)

School-Based Practice in Speech-Language Pathology

411

(7)

Laws Applying to School-Based Services

411

(2)

Current Influences on Curricular Design and Implementation

413

(1)

The Speech-Language Pathologist and the Common Core State Standards

413

(1)

The Speech-Language Pathologist and Universal Design for Learning

414

(1)

Delivering Services within the Curriculum

414

(1)

Individualized Education Programs

414

(1)

Prevention, Identification and Referral under Responsiveness to Intervention

414

(1)

Determining Eligibility

415

(1)

Writing Individualized Educational Programs

416

(2)

Documenting Present Level of Educational Performance

417

(1)

Annual Goals

417

(1)

Short-Term Objectives and Benchmarks

417

(1)

Specifying Services, Modifications, and Accommodations

417

(1)

Evaluation

418

(1)

Inclusion

418

(1)

Students with Language Learning Disabilities

418

(9)

Definitions and Characteristics

418

(2)

Language-Learning Disorders

419

(1)

Language-Learning Difficulty and Response to Intervention

420

(1)

Communicative Characteristics in Language- Learning Disability

420

(6)

Phonological Characteristics

420

(1)

Syntactic Characteristics

421

(1)

Semantic Characteristics

422

(1)

Pragmatic Characteristics

422

(4)

Background Knowledge

426

(1)

Attention and Activity

426

(1)

Summary

427

(1)

Language, Learning, and Reading: What's the Connection?

427

(12)

The Role of Oral Language in Classroom Discourse

427

(3)

Academic Talk and the Hidden Curriculum

427

(1)

Decontextualized Language

428

(1)

Classrooms and Culture Clash

429

(1)

Metalinguistic Skills

429

(1)

Metacognitive Skills and Self-Regulation

429

(1)

The Role of Oral Language in the Acquisition of Literacy

430

(7)

Emergent Literacy

430

(1)

Oral Language Foundations for Reading Comprehension

431

(1)

Metalinguistic Awareness

432

(1)

Discontinuities between Oral and Written Language

433

(1)

Biological Bases for Oral Language

433

(1)

Writing Systems

434

(1)

The Key to Reading in an Alphabetic Cipher

434

(1)

What Does It Take to Learn to Read?

435

(2)

The Role of the School Speech-Language Pathologist in Literacy Development

437

(4)

Speech-Language Pathologists' Role in Emergent Literacy and Decoding

437

(1)

Speech-Language Pathologists' Role in Later Literacy Development

438

(1)

Conclusions

439

(1)

11 Assessing Students' Language for Learning

440

(63)

Child and Family in the Assessment Process

441

(1)

Identifying Students for Communication Assessment

441

(5)

Screening

441

(1)

Responsiveness to Intervention, Referral, and Case Finding

442

(1)

Monitoring Progress in Responsiveness to Intervention

443

(3)

Evaluation for Special Educational Needs

446

(2)

Eligibility for Services

446

(1)

Using Standardized Tests in the Language for Learning Stage

446

(2)

Criterion-Referenced Assessment and Behavioral Observation in the Language for Learning Stage

448

(30)

Phonology

448

(1)

Semantics

449

(1)

Receptive Vocabulary

449

(1)

Instructional Vocabulary

449

(1)

Textbook Vocabulary

449

(1)

Tier 2-3 Vocabulary

450

(1)

Expressive Vocabulary

450

(2)

Lexical Diversity

450

(1)

Word Retrieval

451

(1)

Other Semantic Skills

452

(1)

Quick Incidental Learning (Fast Mapping)

452

(1)

Semantic Relations between Clauses

452

(1)

Syntax and Morphology

452

(8)

A Strategy for Assessing Receptive Syntax and Morphology

452

(1)

Criterion-Referenced Methods for Assessing Receptive Syntax and Morphology

453

(2)

Expressive Syntax

455

(5)

Pragmatics

460

(15)

Pragmatics in Conversation

460

(4)

Discourse Management

464

(1)

Pragmatics of Narrative

464

(11)

Assessing the "Metal';

475

(2)

Metalinguistic Awareness

475

(2)

Curriculum-Based Language Assessment

477

(27)

Artifact Analysis

477

(1)

Onlooker Observation

477

(1)

Dynamic Assessment

478

(1)

Considerations for Older, Severely Affected Students at the Language for Learning Stage

478

(2)

Considerations for Speakers with Autism Spectrum Disorder at the Language for Learning Stage

480

(1)

Conclusions

481

(22)

12 Intervening at the Language-for-Learning Stage

503

(62)

Planning Intervention in the Language for Learning Stage

504

(4)

Planning Intervention with the Individualized Education Program

504

(1)

Section

504

(1)

of the Rehabilitation Act of 1973

505

(1)

Family-Centered Intervention for the School-Aged Child

505

(2)

Behavioral Issues in Intervention Planning

507

(1)

Intervention Products in the Language for Learning Period

508

(2)

Guiding Principles of Intervention at the Language for Learning Stage

508

(2)

Principal 1: Use Curriculum-Based Instruction

508

(1)

Principle 2: Integrate Oral and Written Language

509

(1)

Principle 3: Go Meta

509

(1)

Principle 4: Collaborate to Prevent School Failure by Participating in Responsiveness to Intervention, Incorporating Principles 1 through 3

509

(1)

Summary

510

(1)

Intervention Processes in the Language for Learning Period

510

(34)

Clinician-Directed Intervention in the Language for Learning Stage

510

(1)

Child-Centered Intervention in the Language for Learning Stage

511

(2)

Scaffolding

511

(2)

Hybrid Intervention in the Language for Learning Stage

513

(31)

Semantics

514

(8)

Syntax/Morphology: Integrating Advanced Language Forms with Reading and Spelling

522

(15)

The Metas

537

(7)

Intervention Contexts in the Language for Learning Period

544

(8)

Scheduling

544

(1)

Agents of Intervention

545

(1)

Service Delivery Models

545

(7)

The Responsiveness to Intervention Model

547

(1)

The Clinical Model

547

(1)

The Language-Based Classroom

547

(1)

Consultation and Collaboration

548

(4)

Considerations for the Older Clients with Moderate to Severe Disabilities and Those with Autism Spectrum Disorder

552

(5)

Older Students with Moderate to Severe Disabilities Who Function at the Language for Learning Level

552

(2)

Social Communication

553

(1)

Functional Literacy

553

(1)

Students with Autism Spectrum Disorder Who Function at the Language for Learning Level

554

(19)

Evidence-Based Social Pragmatic Interventions for Students with Autism Spectrum Disorder

554

(2)

Addressing Executive Function and Self-Regulation for Students with Autism Spectrum Disorder

556

(1)

Conclusions

557

(8)

13 Assessing Advanced Language

565

(65)

Language Development in Adolescence

565

(4)

Adolescents with Language-Learning Disability

569

(1)

Student-Centered Assessment

570

(1)

Screening, Case Finding, and Establishing Eligibility with Standardized Tests in the Advanced Language Stage

570

(3)

Criterion-Referenced Assessment and Behavioral Observation in the Advanced Language Stage

573

(29)

Semantics

574

(4)

The Literate Lexicon

574

(1)

Word Retrieval

575

(1)

Word Definitions

575

(1)

Word Relations

576

(1)

Figurative Language

576

(1)

Semantic Integration

577

(1)

Verbal Reasoning

577

(1)

Syntax and Morphology

578

(22)

Comprehension

578

(1)

Production

578

(6)

Conversational Pragmatics

584

(2)

Discourse Genres

586

(14)

Assessing the "Metas"

600

(2)

Metalinguistic Skills

600

(1)

Metapragmatic Ability

601

(1)

Comprehension Monitoring

601

(1)

Metacognition

602

(1)

Assessing Functional Communication in Students with Severe Disabilities in the Advanced Language Stage

602

(4)

Special Considerations for High-Functioning Students with Autism Spectrum Disorder

603

(3)

Conclusions

606

(24)

14 Intervention for Advanced Language

630

(52)

Issues in Intervention at the Advanced Language Stage

630

(2)

Rationale for Services to Adolescents

630

(1)

The Role of the Speech-Language Pathologist in the Secondary Curriculum

631

(1)

Student-Centered Intervention

631

(1)

Products of Intervention in the Advanced Language Stage

632

(1)

New Intervention Purposes at the Advanced Language Level

632

(1)

The Functional versus the Academic Curriculum

633

(1)

Processes of Intervention in the Advanced Language Stage

633

(36)

Semantics

634

(35)

Basic Skills Approaches

634

(4)

Learning Strategies Approaches

638

(10)

Pragmatics: Learning Skills Approaches

648

(19)

The Metas

667

(2)

Contexts of Intervention in the Advanced Language Stage

669

(5)

Agents of Intervention

669

(1)

Service Delivery Models

669

(5)

The Clinical Model

670

(1)

The Language-Based Course for Credit

670

(1)

Consultation and Collaboration

671

(3)

Special Considerations for High Functioning Students with Autism Spectrum Disorder

674

(2)

Transitional Intervention Planning

676

(2)

Conclusions

678

(1)

Study Guide

679

(3)

Bibliography

682

(98)

Index

780

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E-grāmata: Language Disorders from Infancy Through Adolescence - E-Book: Language Disorders from Infancy Through Adolescence - E-Book

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