Language Disorders in Children

Joan N. Kaderavek is a Distinguished University Professor (Emeritus) at the University of Toledo, Toledo, Ohio. She currently lives in Pensacola, Florida. She is a Fellow of the American Speech- Language-Hearing Association. She received her bachelor's degree from Miami University (Oxford, Ohio), her master's degree from the Ohio State University (Columbus, Ohio), her doctoral degree from Bowling Green State University (Bowling Green, Ohio), and completed a NIH-funded post-doctoral fellowship focusing on children's early literacy development at the University of Michigan (Ann Arbor, Michigan). Kaderavek worked as a clinician and as the Director of Speech-Language Pathology Services at the Toledo Hearing and Speech Center for 10 years, prior to her doctoral education. During her academic career, Dr. Kaderavek taught over 30 different courses at both the undergraduate and graduate level within the fields of speech-language pathology, early childhood education, and special education. She has published numerous book chapters, peer-reviewed articles, and presented both at the national and international level. She has served as a co-principal investigator on multiple nationally-funded multi-million dollar research projects, in the areas of early literacy development and early childhood science education. Her work within the field of science education has developed her expertise in training teachers to use pedagogical practices facilitating students' high-level, critical thinking.Victoria S. Henbest is an ASHA certified speech-language pathologist and assistant professor in the Speech Pathology and Audiology Department at the University of South Alabama where she teaches the undergraduate introductory courses on language and speech disorders as well as the graduate-level school-age language and literacy and augmentative and alternative communication (AAC) courses. Dr. Henbest earned a Bachelor of Science in Education in Communication Sciences and Disorders from the University of Arkansas, a Master of Science in Speech-Language Pathology from Missouri State University, and a Ph.D. from the University of South Carolina. Prior to earning her doctoral degree, Dr. Henbest worked for 5 years as a full-time clinician in a public-school early childhood setting with pre-school age children with speech, language, and literacy needs including children on the autism spectrum, those with intellectual disabilities, and medically complex children. Since joining the faculty at the University of South Alabama, Dr. Henbest's clinical service provision has been through clinical education where she has supported graduate student clinicians with evaluation and intervention for school-age children with spoken and written language difficulties. Dr. Henbest's primary research interests include word-level reading and spelling and the relation between linguistic awareness skills, particularly morphological awareness, and literacy development. She has published and presented on these topics at the state, national, and international levels. As part of this work, Dr. Henbest is co-author of a standardized test of morphological awareness entitled the Morphological Awareness Test for Reading (MATRS).

• PrefaceContributorsPart I. Foundations of Assessment and Intervention in Language DisordersChapter 1. The Foundations of Language and Clinical Practice Chapter Overview QuestionsDefinitions and Background Information: Language Disorders The Speech ChainForm, Content, and Use: The Cornerstones of Language The Three Cornerstones of Evidence-Based Practice SummaryDiscussion and In-Class ActivitiesCase StudiesChapter 2. Language Theory and the Communication Subdomains Chapter Overview QuestionsTheories of Language DevelopmentThe Five Communication Subdomains Communication Subdomain 1: Early Pragmatic SkillsCommunication Subdomain 2: Vocabulary Development Communication Subdomain 3: Multiple Word Combinations Communication Subdomain 4: Morphosyntax Development Communication Subdomain 5: Advanced Pragmatic and Discourse DevelopmentRevisiting the Interrelationship of Communication Subdomain DevelopmentSummaryDiscussion and In-Class ActivitiesCase StudyChapter 3. Assessment of Language Disorders Chapter Overview QuestionsAssessment ToolsPsychometric Features of Assessment Language Sample AnalysisThe Language Assessment Process Identifying Potential Intervention Communication TargetsSummaryDiscussion and In-Class Activities Case Study Chapter 4. Decision Making in Assessment and Intervention Chapter Overview QuestionsA Model of Decision MakingDecision Making: AssessmentDecision Making: InterventionDecision Making: EnvironmentDecision Making: Progress Monitoring and Dismissal SummaryDiscussion and In-Class Activities Case StudyChapter 5. Principles of Intervention Chapter Overview QuestionsCritical Components of InterventionIntervention Strategies: Looking Behind the Curtain Intervention: Forms and FunctionsTechnology: Clinical Use of AppsGoal Writing, Goal Attack Strategies, and DosageSummaryDiscussion and In-Class ActivitiesCase StudyPart II. Language DisordersChapter 6. Children With Development Language Disorder (DLD) Chapter Overview QuestionsDefinition, Prevalence, Causation, and Major Characteristics Supporting Vocabulary Development With a Tiered ApproachSupporting the Conversational Skills of Children With Language ImpairmentsPeer-Mediated Interventions for Children With Language Impairments AssessmentIntervention SummaryDiscussion and In-Class ActivitiesCase StudiesChapter 7. Children With Hearing Loss Lori A. Pakulski and Erika SquiresChapter Overview QuestionsDescription of the DisorderCausation, Risk Factors, and Communication Impairments Factors Influencing Outcomes for Children With Hearing Loss Approaches Focusing on Talking and ListeningApproaches Focusing on Visual Learning and Manual CommunicationFamily role in InterventionAssessment and Progress MonitoringInterventionSummaryDiscussion and In-Class ActivitiesCase StudyChapter 8. Children With Intellectual Disability Chapter Overview QuestionsDescription, Prevalence, Causation, and Major CharacteristicsCharacteristics of ID and the Implications for InterventionLinguistic Profiles: Understanding the Development of Form, Content, and Use Within Subtypes of IDAssessmentInterventionSummaryDiscussion and In-Class ActivitiesCase StudyChapter 9. AutismAngela B. AnthonyChapter Overview QuestionsDescribing Individuals on the Autism SpectrumPrevalence of Autism, Co-occurrence of Other Disorders, and Differential DiagnosisAssessment and Progress MonitoringInterventionSummaryDiscussion and In-Class Activities Case StudiesChapter 10. Emergent Literacy, Reading, Spelling, and Writing Chapter Overview QuestionsThe Role of the Speech-Language Pathologist in Reading and Writing Spoken Versus Written LanguageEmergent Literacy: Prevention of Reading Disability in Young Children Conventional Literacy and Literacy-Related Domains, Assessment, and InterventionNarrativesText-level Conventional Literacy Domains Working With TeachersSummaryDiscussion and In-Class ActivitiesCase StudyChapter 11. Augmentative and Alternative CommunicationJulia M. Fischer and Pamela TerrellChapter Overview QuestionsBackground and DescriptionAAC System ComponentsAssessmentInterventionAAC: Literacy and Cultural ConsiderationsSummaryDiscussion and In-Class ActivitiesCase StudiesAppendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix GGlossaryReferencesIndex