Thoroughly updated to meet the needs of todays students in SLP courses, the second edition of this classic textbook prepares future professionals to evaluate, compare, select, and apply effective interventions for language disorders in children. Using realistic case studies and many new video clips that show each strategy in action, the expert contributors introduce your students to 14 current, research-based intervention models and examine practical ways to apply them in the field. The new edition covers interventions for both emerging communication and language and more advanced language and literacy, in a consistent chapter format that makes it easy for students to compare treatment approaches. A textbook SLPs will keep and reference often throughout their careers, this balanced, in-depth look at interventions will prepare professionals to choose and implement the best interventions for children with language disorders.
YOUR STUDENTS WILL LEARN ABOUT the theoretical and empirical basis of each intervention target populations for the intervention assessment and decision making practical requirements for implementation considerations for children from culturally and linguistically diverse backgrounds future directions
| About the Video Clips |
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vii | |
| Series Preface |
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xi | |
| Editorial Advisory Board |
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xii | |
| About the Editors |
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xiii | |
| About the Contributors |
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xv | |
| Foreword |
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xxiii | |
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| Acknowledgments |
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xxvii | |
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I Introduction to Treatment of Language Disorders in Children, Second Edition |
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1 | (238) |
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1 Interventions Targeting Emerging Communication and Language |
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23 | (4) |
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2 Hanen Programs® for Parents: Parent-Implemented Early Language Intervention |
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27 | (30) |
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3 Responsivity Education/Prelinguistic Milieu Teaching |
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57 | (30) |
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4 Enhanced Milieu Teaching |
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87 | (34) |
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5 Focused Stimulation Approach to Language Intervention |
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121 | (34) |
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6 The System for Augmenting Language: AAC and Emerging Language Intervention |
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155 | (32) |
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7 Print-Referencing Interventions: A Framework for Improving Children's Print Knowledge |
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187 | (26) |
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8 Phonological Awareness Intervention: Building Foundations for Successful Early Literacy Development for Preschool Children with Speech-Language Impairment |
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213 | (26) |
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II Interventions Targeting More Advanced Language and Literacy |
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239 | (248) |
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9 Language Intervention for School-Age Bilingual Children: Principles and Application |
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245 | (30) |
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10 Comprehensive Reading Intervention in Augmentative Communication |
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275 | (34) |
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11 Effective Interventions for Word Decoding and Reading Comprehension |
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309 | (40) |
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12 Complex Sentence Intervention |
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349 | (40) |
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13 Supporting Knowledge in Language and Literacy: A Narrative-Based Language Intervention Program |
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389 | (32) |
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14 Social Communication Intervention for Children with Language Impairment |
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421 | (30) |
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15 Parameters of Service Delivery and the Strathclyde Language Intervention Program |
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451 | (36) |
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| Glossary |
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487 | (12) |
| Index |
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499 | |
Dr. Rebecca McCauley joined the faculty of The Ohio State University in 2008 after 23 years at the University of Vermont. She is an American Speech-Language-Hearing Association Fellow and a Board-Recognized Specialist in Child Language. She has served as an associate editor for the American Journal of Speech-Language-Pathology and has produced four books on child communication disorders in addition to this one. She is currently working on editing a book of this type in the area of autism spectrum disorders with Dean Patricia Prelock of the University of Vermont. Her research focuses on severe speech disorders in children, especially childhood apraxia of speech, and on strategies for understanding and improving clinical practice related to children's communication disorders.
Dr. Marc E. Fey is Professor of Hearing and Speech at the University of Kansas Medical Center, USA. He received his Ph.D. from the Department of Audiology and Speech Sciences at Purdue University in 1981. Along with his articles, chapters, and software programs, Dr. Fey has published three books on language intervention. He holds distinguished alumnus status from the University of Georgia, Purdue University, and Wichita State University, as well as the Honors of the American Speech-Language-Hearing Association.
Alan G. Kamhi, Ph.D. is Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University, USA. Since the mid-1970s, he has conducted research on many aspects of developmental speech, language, and reading disorders. He has written several books with Hugh Catts on the connections between language and reading disabilities as well as two books with Karen E. Pollock and Joyce Harris on communication development and disorders in African American speakers. His current research focuses on how to use research and reason to make clinical decisions in the treatment of children with speech, language, and literacy problems. He began a 3-year term as the Language Editor for the Journal of Speech, Language, and Hearing Research in January 2004 and served as Editor of Language, Speech, and Hearing Services in Schools from 1986 to 1992.
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