Language and Literacy Disorders: Infancy through Adolescence

Auteur

Nickola Wolf Nelson, Ph.D., CCC-SLP conducts research and has authored numerous research articles, books, and chapters on contextualized, interdisciplinary approaches to language and literacy assessment and intervention, including two prior editions of Childhood Language Disorders in Context: Infancy through Adolescence (Allyn & Bacon, 1994, 1998). Nelson is co-author of The Writing Lab Approach to Language Instruction and Intervention (Paul H. Brookes, 2004) and the forthcoming Test of Integrated Language and Literacy Skills.

Texte du rabat

Designed for both undergraduate and graduate students, Childhood Language and Literacy Disorders: Infancy Through Adolescence allows readers to gain essential knowledge that can inform, and transform, their work with children who have special learning needs.

Featuring content and questions that encourage deeper thinking about the nature of disordered and normal development, this text makes assessment and intervention practices relevant to the contexts of home, classroom, and peer interactions. Readers will learn to draw on multiple sources of input to develop an assessment picture for a child at any age and stage of development, plan interventions that target developmentally appropriate outcomes in spoken and written language, and apply techniques that are informed by varied theoretical perspectives and a growing evidence base.

This text is organized into three sections that thoroughly cover basic concepts and policies, appropriate assessment and intervention procedures across developmental ages and stages, and common language and literacy disorders amongst children. Written primarily for students in speech-language pathology, this text applies to practitioners, special education teachers, and interdisciplinary instructors. Extended exercises and review materials ensure that students will be fully prepared to work with diverse groups of children in a variety of real-life settings.

Childhood Language and Literacy Disorders: Infancy Through Adolescence...

· Consistently presents the themes of evidence-based practice, analysis of theoretical perspectives and their biases, and an emphasis on learning about categories and classifications through a framework of multiple physiological systems.

· Concretely shows students how to pull information, practices, and disciplines together in addressing spoken and written language disorders across childhood.

· Uses review materials to encourage students to reach higher levels of thinking regarding difficult and controversial concepts, including the ability to appraise sources critically when conducting evidence-based practice reviews independently.

• Includes illustrated clinical examples of treatment of language and literacy disorders by professionals in multiple disciplines.
• Utilizes a developmental systems approach that addresses both IDEA and NCLB legislation by associating concrete assessment and intervention activities with specific goal areas and targets at each age and stage of development.
• Includes advance organizers, review and practice material, chapter summaries, and suggestions for extended learning opportunities in each chapter.

Résumé

Organized with a clear framework and student-friendly learning supports, this textbook helps graduate and undergraduate students gain essential knowledge that can inform, and transform, their work with children who need special assistance to acquire language and literacy abilities to meet multiple communication and learning needs.

Featuring content and questions that encourage deeper thinking about the nature of disordered and normal development, this text makes assessment and intervention practices relevant to contexts of home, classroom, and peer interactions. In particular, readers will learn to draw on multiple sources of input to develop an assessment picture for a child at any age and stage of development as a person with unique strengths and needs, coming from a particular cultural-linguistic background, and with concerns that may be attributed to a particular known or unknown but suspected set of etiological factors. Additionally, readers will learn to plan interventions that target developmentally appropriate outcomes in spoken and written language and to apply techniques that are informed by varied theoretical perspectives and a growing evidence base.

This text is organized into three sections that are designed to promote understanding of: (1) basic concepts, taxonomies, policies, and procedures that can inform other decisions; (2) implications of common etiologies (e.g., primary language impairment/learning disability, hearing impairment, autism spectrum disorders, mental retardation/cognitive impairment; acquired neurological impairment) for modifying assessment and intervention practices; and (3) appropriate assessment and intervention procedures across developmental language and literacy ages, stages, and targets. Instructors can guide students through the sections and chapters, review and practice material, and extended exercises, so students can gain confidence they will know what to do when facing diverse populations of real children in a variety of settings.

Although the book is written primarily for students in speech-language pathology, it draws on the author’s experience working in schools and classrooms with general and special education teachers and other interdisciplinary team members and can be used with (or by) members of other disciplines and by practitioners as well as students. The ultimate beneficiaries of this book should be children and adolescents who grow up with improved abilities to communicate, read, write, listen, and speak because they received services from professionals who knew what they were doing and why.

Contenu

TABLE OF CONTENTS

Frontmatter Dedication page

Preface

Table of contents

PART I. FRAMEWORKS FOR CLINICAL PRACTICE

Chapter 1. A Framework for Guiding Evidence Based Practice

Importance of asking good questions

Contextualized assessment and intervention

World Health Organization definitions

Chapter 2. Speech, Language/Literacy, and Communication

Speech, language (including literacy), and communication

Five language parameters

Content, form, and use

Language levels and modalities

Cultural-linguistic variation

Chapter 3. Language/Literacy and Related Systems

Theoretical accounts

System theory

Systems supporting language development

PART II. POLICIES, PRACTICES, AND POPULATIONS

Chapter 4. Policies and Practices

Policies

Clinical practices

Categorization, diagnosis, and causation

Testing and exclusionary factors in diagnosis

Prevalence, prevention, and prognosis

Chapter 5. Primary Disorders of Speech, Language, and Literacy

Speech-sound disorders

Language impairment

Learning disability

Spoken and written language associations and dissociations

Chapter 6. Special Populations with Motor and Sensory Disorders

Motor system impairment

Auditory system impairment

Visual system impairment

Other sensory problems

Chapter 7. Special Populations with Cognitive-Communicative Disorders

Developmental disability

Intellectual disability

Autism spectrum disorders

Acquired brain injury (including traumatic brain injury)

Child abuse and neglect

Interactive disorders of attention, emotion, and behavior

PART III. ASSESSMENT AND INTERVENTION

Chapter 8. Infant/Toddler Policies and Practices

Policies and practices for infants and toddlers

Comprehensive assessment for infants and toddlers

Chapter 9. Infant/Toddler Intervention

Prelinguistic organization to intentional communication

Joint action routines and early play

First…