Language Disorders: A Functional Approach to Assessment and Intervention in Children

Thoroughly updated to meet the needs of today's students in communication sciences and disorders programs, Language Disorders: A Functional Approach to Assessment and Intervention in Children, Seventh Edition is a comprehensive overview of language disorders and clinical practice with a focus on the child's overall communication effectiveness. Unlike other texts that have a disorder-specific focus, this book emphasizes a functional and holistic approach to assessment and intervention by shifting the perspective to how a child uses the language feature targeted and how assessment can consider language as it's used. The author presents intervention methods in a system of least prompts, followed by information on each area of language and literacy. Generalization is foremost throughout the text. Known for writing numerous bestselling textbooks related to speech-language pathology, the author approaches this complex subject in a practical matter while maintaining a conversational writing style that resonates with students.

Table of Contents:
Preface Acknowledgements Chapter 1. A Functional Language Approach Language and Language Disorders Traditional and Functional Models Traditional Intervention Approaches The Functional Approach Role of Pragmatics in Intervention Dimensions of Communication Context Summary Role of Generalization in Intervention Variables That Affect Generalization Evidence-Based Practice Getting "It" Conclusion Chapter 2. Language Disorders Developmental and Educational Outcomes Possible Risk and Related Factors Neurological Basis Aspects of Language Affected Information Processing Attention Discrimination Organization Memory Processes Summary Diagnostic Categories Continuum of Function Broad Groupings Developmental Language Disorders Social Communication Disorder Conclusion Chapter 3. Language Disorders Associated With Other Disorders Language Disorders Associated With Autism Spectrum Disorder Development Characteristics Risk Factors Language Characteristics Possible Causal Factors Summary Language Disorders Associated With Learning Disability/Specific Learning Disorder Description Language Characteristics Possible Causal Factors Dyslexia/Specific Learning Disorder With Impairment in Reading and Writing Similar Disorders: Attention-Deficit/Hyperactive Disorder Seemingly Similar Disorders: Prenatal Drug and Alcohol Exposure Summary Language Disorders Associated With Intellectual Developmental Disorder Language Characteristics Possible Causal Factors Language Disorders Associated With Neurocognitive Disorders Traumatic Brain Injury Cerebrovascular Accident Summary Language Disorders Associated With Maltreatment: Neglect and Abuse Language Characteristics Possible Casual Factors Summary Language Disorders Associated With Less Frequent Disorders Late Language Emergence Childhood Schizophrenia Selective Mutism Otitis Media Deafness Implications Conclusion Chapter 4. Early Communication Intervention Legal Basis for Early Intervention The Early Intervention Model Children Served in ECI Programs Established Risk At-Risk Children ECI Assessment Transdisciplinary Model of Assessment Family Concerns, Priorities, and Resources Informal Communication Assessment Formal Assessment Organizing an Early Language and Communication Assessment Considerations for Infants With Culturally/Linguistically Diverse Backgrounds ECI Intervention Use of Daily Routines TeleHealth Recordkeeping Intervention Strategies Nature Settings and Partners Culturally Responsive Intervention A Hybrid Model Intervention for Children With Autism Spectrum Disorder Augmentative and Alternate Communication Types of AAC Evidence-Based Practice Assessment AAC Intervention Summary Conclusion Chapter 5. Assessment of Preschool and School-Age Children With Language Disorders Psychometric Versus Descriptive Procedures Normalist Assessment Measures Descriptive Assessment Approaches An Integrated Functional Assessment Strategy Referral, Screening, Questionnaire, and Interview Observation Formal Language Testing Assessment of Related Cognitive Factors Dynamic Assessment Sampling Conclusion Chapter 6. Language Sampling Extent of Language Sampling Use Planning a Language Sample Representativeness Language Sampling Contexts Collecting a Language Sample Conversational Samples Narrative Samples Recording the Sample Collecting Samples of Written Language Transcribing the Oral Sample Utterances Conclusion Chapter 7. Language Sample Analysis (LSA) Levels of Language Sample Analysis Communication Event Across Utterances and Partners Within Utterances Narrative Analysis Macrostructure Analysis Microstructure Analysis Reliability and Validity Summary Computer-Assisted Language Sample Analysis (CLSA) Conclusion Chapter 8. Assessment of Children From Culturally and Linguistically Diverse Backgrounds Difference or Disorder? State of Service Delivery Lack of Academic Preparation Unfamiliarity With Different Languages and Cultures Lack of Appropriate Assessment Tools Summary Language Assessment of a Child Who Is an ELL Who Are ELLs? Importance of Accurate Assessment Overcoming Bias in Assessment of ELLs An Integrated Model for Assessment for ELLs Components Language Assessment of Children Speaking NMAE Careful Use of Standardized Tests Alternative Assessment Approaches Model of Language Assessment of a Child Who Speaks NMAE Components Conclusion Chapter 9. A Functional Intervention Model Guidelines Be a Reinforcer Closely Approximate Natural Learning Follow Developmental Guidelines Follow the Child's Lead Actively Involve the Child Remember the Influence of Context on Language Use the Scripts Found in Familiar Events Design a Generalization Plan First Generalization Variables Teaching Targets Teaching Items Method of Teaching Language Teachers Teaching Cues Contingencies Location Conclusion Chapter 10. Manipulating Context Nonlinguistic Contexts Linguistic Contexts Exposure to Grammatical Targets Explicit Instruction Conversational Milieu Conversations: Top-Down Teaching Conclusion Chapter 11. Specific Intervention Techniques Cognitive Considerations Information Processing Pragmatics Social Skills and Autism Spectrum Disorder Intentions Conversational Abilities Narration Semantics Vocabulary and Word Meaning Semantic Categories and Relational Webs Word Retrieval and Categorization Comprehension Figurative Language Verbal Working Memory Syntax and Morphology Morphology Word Order and Sentence Types Children With CLD Backgrounds Use of Microcomputers Conclusion Chapter 12. Classroom Functional Intervention Background and Rationale: Recent Educational Changes Common Core State Standards Response to Intervention Inclusion Collaborative Teaching Summary Role of the Speech-Language Pathologist Relating to Others Language Intervention and Language Arts Elements of a Classroom Model Identification of Children at Risk Curriculum-Based Intervention CBLI Model Classroom Demands Instructional Approaches Linguistic Awareness Intervention Within the Classroom Preschool School-Age and Adolescent Summary Language Facilitation Classroom Language Requirements Talking With Children Classroom Support for Children With Working Memory Deficits Instituting a Classroom Model Conclusion Chapter 13. Literacy Impairments: Language in a Visual Mode Reading Reading Comprehension and Inferencing Reading Problems Children With Culturally Linguistically Diverse Backgrounds Reading and Language Disorders Contribution of Linguistic Awareness Deficits in Comprehension Deficits in Inferencing Dyslexia Assessment of Reading Data Collection Data Analysis Assessment of Phonological Awareness Assessment of Morphological Awareness Assessment of Comprehension Early Assessment of Dyslexia Reading Assessment for Children With ASD Language-Based Reading Intervention Early Literacy Intervention Preschool Emerging Literacy School-Age Intervention Writing Writing Problems Assessment of Writing Data Collection Data Analysis Spelling Assessment Language-Based Writing Intervention Extended Writing Spelling Sentence Construction and Composition Conclusion Afterword Appendices A: Formal Language Measures B: SUGAR (Sampling Utterances and Grammatical Analysis Revised) Procedures C: Comparison of Computer-Based Language Sample Analysis Methods D: Selected English Morphological Prefixes and Suffixes E: Non-Majority American English Dialects and English Influenced by Other Languages F: Indirect Elicitation Techniques G: Intervention Activities and Language Targets H: Use of Children's Literature in Preschool Classrooms Glossary References Index

About the Author :
Robert E. Owens, Jr., PhD, CCC-SLP, served in the U.S. Navy as a submarine officer, and then received his doctoral degree from The Ohio State University in 1978. He is an author and co-author of four textbooks and a score of professional articles and book chapters, and has presented nearly 250 professional papers and workshops across the country and around the world. Currently, he is a professor at The College of Saint Rose in Albany, NY where he lives with his spouse. In addition, he is a co-developer of SUGAR, a free, valid language sampling and analysis tool for children 3 to 11 years old. He has three children and three grandchildren.