Language and Literacy Disorders: Infancy Through Adolescence

Language and Literacy Disorders: Infancy Through Adolescence

By: Nickola W. Nelson (author)Paperback

2 - 4 weeks availability

Description

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.

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About Author

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.

Contents

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 SensoryDisorders 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 words to two-word utterances Emergent narratives and literacy Chapter 10. Preschool Policies and Practices Policies and practices in the preschool years Comprehensive assessment in the preschool years Chapter 11. Preschool Intervention Sounds, words, and vocabulary concepts Sentence- and discourse level development Social interaction and play Emergent and early literacy Chapter 12. School-age Policies and Practices Policies and practices in the school-age years Comprehensive assessment in the school-age years Chapter 13. School-age Intervention Intervention scaffolding in the school-age years Discourse-level knowledge and skills Sentence-level knowledge and skills Word-level knowledge and skills Chapter 14. Interventions for Special Populations Comprehensive planning for comprehensive needs Preverbal to intentional communication Echolalia, challenging behaviors, and non-symbolic communication Intervention for children and adolescents with severe speech-production disorders AAC for children and adolescents with complex communication needs Intervention for sensory loss and central processing disorders Intervention for cognitive-communicative disorders Intervention for autism spectrum disorders Backmatter: Appendices for Part III. References Author Index (to be completed by Allyn & Bacon) Subject Index (to be completed by Allyn & Bacon) On line supports: Glossary Review and practice questions and key Observation tables

Product Details

  • publication date: 09/04/2009
  • ISBN13: 9780205501786
  • Format: Paperback
  • Number Of Pages: 600
  • ID: 9780205501786
  • weight: 1175
  • ISBN10: 0205501788

Delivery Information

  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

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