Language Disorders in Children: A Multicultural and Case Perspective » (1st Edition)

Combining a strong multicultural emphasis with an effective blend of research and practice, this introductory textbook is unique to the field of speech-pathology.

Language Disorders in Children, 1/e is written in an engaging and easy-to-read style and provides a valuable foundation for students with little to no background in language disorders. Unparalleled in the field for its emphasis on child language disorders through a culturally and linguistically diverse (CLD) perspective, this text devotes several chapters exclusively to serving children from CLD backgrounds.

Strongly grounded in research with a focus on evidence-based practice, this text examines the full scope of language disorders in children, and offers several pedagogical devices within the text which help students interact with and learn the material.

CHAPTER ONE–INTRODUCTION TO LANGUAGE AND LANGUAGE DISORDERS

PREVIEW OUTLINE

CASE STUDY

INTRODUCTION

Cultural and Linguistic Diversity

Evidence-Based Practice

DEFINITIONS AND TERMINOLOGY

Semantics

Morphology

Syntax

Pragmatics

Phonology

Summary

APPROACHES TO LANGUAGE DISORDERS

Terminology

Models of Language Disorders

General Characteristics of Children with Specific Language Impairment

Summary

LINGUISTIC CHARACTERISTICS OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT

Semantics

Syntax

Morphology

Pragmatics

Written Language

Summary

PROCESSING CHARACTERISTICS OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT

Basic Principles

Summary

CHAPTER HIGHLIGHTS

STUDY AND REVIEW QUESTIONS

ANSWERS TO STUDY AND REVIEW QUESTIONS

CHAPTER 2: LANGUAGE DEVELOPMENT IN CHILDREN: A REVIEW

PREVIEW OUTLINE

CASE STUDY

CHAPTER INTRODUCTION

THEORIES OF LANGUAGE DEVELOPMENT

Behaviorial Theory

Nativist Theory

Cognitive Theory

Social Interactionism Theory

Information Processing Theory

Education, Language, and Literacy Development in the School-Age Years

Summary

NORMAL LANGUAGE DEVELOPMENT: DEVELOPMENTAL MILESTONES

The Role of the Environment in Language Development

Traditional Language Development Milestones

Birth to One Year

One to Two Years

Semantics

Syntax

Pragmatics

Two to Three Years

Semantics

Syntax

Morphology

Pragmatics

Three to Four Years

Semantics

Syntax

Morphology

Pragmatics

Four to Five Years

Semantics

Syntax

Morphology

Pragmatics

Five to Six Years

Semantics

Syntax

Morphology

Pragmatics

Six to Seven Years

Semantics

Syntax

Morphology

Pragmatics

Seven to Nine Years

Semantics

Syntax

Morphology

Pragmatics

Education, Language, and Literacy Development in the School-Age Years

Summary

CHAPTER HIGHLIGHTS

STUDY AND REVIEW QUESTIONS

ANSWERS TO STUDY AND REVIEW QUESTIONS

CHAPTER 3: THE IMPACT OF SECOND LANGUAGE ACQUISITION AND BILINGUALISM ON CHILDREN’S DEVELOPING LANGUAGE

PREVIEW OUTLINE

CASE STUDY

CHAPTER INTRODUCTION

LANGUAGE PROFICIENCY IN BILINGUAL CHILDREN

Separate vs. Common Underlying Proficiency

Simultaneous vs. sequential language acquisition

Additive and subtractive bilingualism

Comprehensible input

Developing bilingual language proficiency

Monolingual norm assumption

Bilingual education

Basic Interpersonal Communication Skills and Cognitive-Academic Language Proficiency

Summary

NORMAL PROCESSES OF SECOND LANGUAGE ACQUISITION

Silent period

Language loss

Language transfer

Interlanguage

Codeswitching

Summary

COGNITIVE-LINGUISTIC VARIABLES IN SECOND LANGUAGE ACQUISITION

Use of routines

High vs. low input generators

Practice opportunities

Avoidance

Modeling

Summary

AFFECTIVE VARIABLES IN SECOND LANGUAGE ACQUISITION

Personality

Anxiety level

Motivation

Summary

CHAPTER HIGHLIGHTS

STUDY AND REVIEW QUESTIONS

ANSWERS TO STUDY AND REVIEW QUESTIONS

CHAPTER 4: FACTORS IMPACTING LANGUAGE DEVELOPMENT IN CULTURALLY AND LINGUISTICALLY DIVERSE CHILDREN

PREVIEW OUTLINE

CASE STUDY

INTRODUCTION

CULTURE AND CULTURAL DIVERSITY

Variables Impacting Behavior of Members of Various Cultural Groups

Increasing Cultural Competence

Summary

CONSIDERATIONS IN WORKING WITH STUDENTS FROM IMMIGRANT AND REFUGEE FAMILIES

General Issues

Acculturation

Considerations in Working with Internationally Adopted Children

Summary

IMPACT OF RELIGIOUS AND CULTURAL BELIEFS ON SERVICE DELIVERY

Beliefs about Causes of Disabilities

Beliefs about Treatment for Disabilities

Summary

WORKING WITH STUDENTS WHO SPEAK AFRICAN AMERICAN ENGLISH

General Considerations

Characteristics of Communication

Summary

WORKING WITH STUDENTS WHO SPEAK SPANISH-INFLUENCED ENGLISH

General Considerations

Characteristics of Communication

Summary

WORKING WITH STUDENTS WHO SPEAK ENGLISH INFLUENCED BY ASIAN LANGUAGES

General Considerations

Characteristics of Communication

Summary

CHAPTER HIGHLIGHTS

STUDY AND REVIEW QUESTIONS

ANSWERS TO STUDY AND REVIEW QUESTIONS

CHAPTER 5: ASSESSMENT OF CHILDREN WITH LANGUAGE IMPAIRMENTS: BASIC PRINCIPLES

PREVIEW OUTLINE

CASE STUDY

INTRODUCTION

PRELIMINARY COMPONENTS OF ASSESSMENT

Screening

Case History

The Pre-Evaluation Process

Summary

THE USE OF STANDARDIZED TESTS

Definitions

Test Validity

Test Reliability

Potential Misuses of Standardized Tests

Summary

CONSIDERATIONS IN USING STANDARDIZED TESTS WITH CLD STUDENTS

Formal Test Assumptions

Sources of Bias in the use of Standardized Tests with CLD Students

Modifying Standardized Tests for use with CLD Students

Summary

LANGUAGE SAMPLES

Introduction

Strategies for Collecting Language Samples

Informal Strategies for Evaluating Morphology and Syntax

Informal Evaluation of Language Use

Summary

OTHER ALTERNATIVES TO STANDARDIZED ASSESSMENT

Introduction

Legal Considerations in the Assessment of CLD Students

Dynamic Assessment

Assessment of Information Processing Skills

Assessment of Narrative Skills

Portfolio Assessment

Use of Interpreters in the Assessment of CLD Students

Summary

CLD STUDENTS: LANGUAGE DIFFERENCE OR LANGUAGE IMPAIRMENT?

Introduction

Diagnostic Pie

Summary

CHAPTER HIGHLIGHTS

STUDY AND REVIEW QUESTIONS

CHAPTER 6: INTERVENTION FOR CHILDREN WITH LANGUAGE IMPAIRMENTS: GENERAL PRINCIPLES AND STRATEGIES

PREVIEW OUTLINE

CASE STUDY

GENERAL PRINCIPLES OF INTERVENTION FOR CHILDREN WITH LANGUAGE IMPAIRMENTS

Purposes of Intervention

Basic Approaches to Language Intervention

Structure of Therapy Sessions

Using Reinforcement in Language Therapy

Schedules of Reinforcement

Summary

SPECIFIC TREATMENT TECHNIQUES

Incidental Teaching

Focused Stimulation

Self-Talk

Parallel Talk

Expansion

Extension

Mand-Model

Recasting

Joint Routines

Joint Book Reading

Whole Language

Using Sabotage

Modifying Linguistic Input

Summary

FACILITATING GENERALIZATION OF TREATMENT TARGETS TO OTHER SETTINGS

Introduction

Connecting with Significant Others: General Principles

Suggestions for Working with Caretakers

Suggestions for Working with Classroom Teachers

Summary

SPECIAL CONSIDERATIONS FOR CLD CHILDREN WITH LANGUAGE IMPAIRMENTS

Language of Intervention

Program Placement Alternatives

Incorporating Multiculturalism into Treatment Activities

Suggestions for Therapy with CLD Students with LI

Involving the Families of CLD Students with LI

Summary

CHAPTER HIGHLIGHTS

STUDY AND REVIEW QUESTIONS

ANSWERS TO STUDY AND REVIEW QUESTIONS

CHAPTER 7: LANGUAGE IMPAIRMENT IN TODDLERS AND PRESCHOOLERS

PREVIEW OUTLINE

INTRODUCTION

Background Facts

Established Risk Factors for Developing Language Impairment

Conditions that put Children at Risk for Developing Language Impairment

Summary

CHARACTERISTICS OF TODDLERS AND PRESCHOOLERS WITH LANGUAGE IMPAIRMENTS

Precursors of Language Development

Linguistic Characteristics of Young Children with Language Impairments

Late Talkers

Summary

ASSESSMENT OF TODDLERS AND PRESCHOOLERS WITH LANGUAGE IMPAIRMENTS

General Principles

Strategies for Evaluating Language Skills

Summary

INTERVENTION FOR TODDLERS AND PRESCHOOLERS WITH LANGUAGE IMPAIRMENT

General Principles

Indirect Intervention: Working with Caregivers and Teachers

Increasing Oral Language Skills: Direct Intervention Techniques

Increasing Emergent Literacy Skills: Direct Intervention Techniques

Serving Toddlers and Preschoolers in the Public School Setting

Summary

ADDITIONAL CONSIDERATIONS FOR CLD CHILDREN AND THEIR FAMILIES

Working with Families

Serving CLD Children with Language Impairments in Day Care and Preschool Settings

Summary

CHAPTER HIGHLIGHTS

STUDY AND REVIEW QUESTIONS

ANSWERS TO STUDY AND REVIEW QUESTIONS

CHAPTER 8 LANGUAGE IN SCHOOL-AGED STUDENTS AND ADOLESCENTS WITH LEARNING DISABILITIES

PREVIEW OUTLINE

CASE STUDY

CHAPTER INTRODUCTION

Learning Disability: Definition, Identification, and Characteristics

Oral and Written Language: The Relationship

Federal Laws Impacting Service Delivery to Students with Learning Disabilities

ORAL COMMUNICATION PROBLEMS OF STUDENTS WITH LEARNING DISABILITIES

Pragmatic Skills

Narrative Skills

Semantic Skills

Grammatical Skills

Summary

WRITTEN LANGUAGE PROBLEMS IN CHILDREN WITH LEARNING DISABILITIES

Reading Disabilities (Dyslexia)

General Facts

Visual-Perceptual/Motor Theories

Deficits in Phonological Processing

Writing Disabilities

Spelling Disabilities

Summary

ASSESSMENT OF STUDENTS WITH LEARNING DISABILITIES

Challenges in Nonbiased Assessment

Principles of Nonbiased Assessment

Summary

INTERVENTION FOR SCHOOL-AGED CHILDREN AND ADOLESCENTS WITH LEARNING DISABILITIES

Service Delivery in the Public Schools

Collaboration in the General Education Classroom

Specific Strategies for Teaching Students with Learning Disabilities

Basic Principles

Providing Support for Written Language Skills

Additional Considerations for CLD Students

Summary

CHAPTER HIGHLIGHTS

STUDY AND REVIEW QUESTIONS

ANSWERS TO STUDY AND REVIEW QUESTIONS

CHAPTER 9: LANGUAGE IN CHILDREN WITH

DEVELOPMENTAL DISABILITIES

PREVIEW OUTLINE

CASE STUDY

INTRODUCTION

MENTAL RETARDATION: DEFINITION AND CAUSES

Definition and Classifications

Causes of MR

Summary

COGNITIVE AND LINGUISTIC CHARACTERISTICS OF STUDENTS WITH MENTAL RETARDATION

The Relationship Between Language and Cognition

Cognitive and Processing Characteristics of Children with MR

Language Characteristics of Children with MR

Phonological Characteristics

Morphological and Syntactic Characteristics

Semantic Characteristics

Pragmatic Characteristics

Children with Down Syndrome

Summary

AUTISM SPECTRUM DISORDER: DEFINITION AND CAUSES

Definition

Causes of ASD

Summary

BEHAVIORAL, COGNITIVE, AND LINGUISTIC CHARACTERISTICS OF STUDENTS WITH AUTISM SPECTRUM DISORDERS

Theory of Mind

Behavioral Characteristics

Phonological Characteristics

Morphological and Syntactic Characteristics

Semantic Characteristics

Pragmatic Characteristics

Written Language Characteristics

Summary

FOUNDATIONAL PRINCIPLES OF ASSESSMENT

Basic Principles

Parent Interview and Case History

Specific Considerations in the Assessment of Children with ASD and/or MR

Summary

FOUNDATIONAL PRINCIPLES OF TREATMENT

General Principles

Utilizing Principles of Behaviorism

Reinforcement

Generalization

Written Language

Practical Techniques and Strategies for Increasing Language Skills

Inclusion in General Education Classrooms

Training Social Skills

Training Attention and Listening Skills

Students with Severe Deficits

Supports for Children with ASD and MR

Considerations for Working with CLD Students and Their Families

Summary

CHAPTER HIGHLIGHTS

STUDY AND REVIEW QUESTIONS

ANSWERS TO STUDY AND REVIEW QUESTIONS

CHAPTER 10 THE IMPACT OF ENVIRONMENTAL FACTORSON LANGUAGE DEVELOPMENT

PREVIEW OUTLINE

CASE STUDY

CHAPTER INTRODUCTION

CHILDREN FROM LOW-SOCIOECONOMIC STATUS BACKGROUNDS

Background Information

Language and Behavioral Characteristics

Implications for Service Delivery

Additional Considerations for CLD Children from Low-SES Backgrounds

Summary

CHILDREN FROM BACKGROUNDS OF ABUSE AND/OR NEGLECT

Background Information

Language and Behavioral Characteristics

Implications for Service Delivery

Additional Considerations for CLD Children from Backgrounds of Abuse and/or Neglect

Summary

CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER

Background Information

Language and Behavioral Characteristics

Implications for Service Delivery

Additional Considerations for CLD Children

Summary

CHILDREN FROM BACKGROUNDS INVOLVING MATERNAL SUBSTANCE ABUSE

Background Information

Language and Behavioral Characteristics

Implications for Service Delivery

Additional Considerations for CLD Children

Summary

CHILDREN WITH HIV/AIDS

Background Information

Language and Behavioral Characteristics

Implications for Service Delivery

Additional Considerations for CLD Children

Summary

CHILDREN WITH BEHAVIORAL AND EMOTIONAL PROBLEMS

Background Information

Language and Behavioral Characteristics

Implications for Service Delivery

Additional Considerations for CLD Children

Summary

CHAPTER HIGHLIGHTS

STUDY AND REVIEW QUESTIONS

ANSWERS TO STUDY AND REVIEW QUESTIONS

CHAPTER 11: LANGUAGE IMPAIRMENT IN SPECIAL POPULATIONS

PREVIEW OUTLINE

CHILDREN WITH HEARING IMPAIRMENTS

Introduction and Basic Principles

Implications for Assessment and Intervention

Early Assessment and Intervention

Basic Principles of Aural Rehabilitation

Communication and Educational Approaches to Language Development for Hearing ImpairedChildren

Additional Considerations for CLD Children and Their Families

Summary

CHILDREN WITH VISUAL IMPAIRMENTS

Introduction and Basic Principles

Implications for Assessment and Intervention

Assessment

Intervention

Summary

CHILDREN WITH SEVERE/MULTIPLE DISABILITIES

Cerebral Palsy

Spina Bifida

Muscular Dystrophy

Spinal Cord Injury

Summary

AUGMENTATIVE, ALTERNATIVE COMMUNICATION

Introduction and Basic Principles

Implications for Assessment and Intervention

Assessment

Intervention

Additional Considerations for CLD Children and Their Families

Summary

CHAPTER HIGHLIGHTS

STUDY AND REVIEW QUESTIONS

ANSWERS TO STUDY AND REVIEW QUESTIONS

CHAPTER 12 SCHOOL LANGUAGE AND CLASSROOM PROGRAMS: COLLABORATING WITH PARENTS AND SCHOOL PERSONNEL

Alejandro E. Brice and Roanne G. Brice

PREVIEW OUTLINE

CASE STUDY

INTRODUCTION

The Changing Nature of Special Education

Educational Reform

Program Types

Summary

COLLABORATION VERSUS CONSULTATION

Definitions

Models of Collaboration

Instructional Strategies for use with Miguel

Instructional Strategies for use with John

Suggestions for Collaboration with Classroom Teachers: Enhancing Students’ Listening and Attention Skills

Strategies for Collaboration with Classroom Teachers: Enhancing Students’ Self Esteem

Collaborative Instruction

Strategies for Collaborating with Administrators

Summary

CONCLUSIONS

CHAPTER HIGHLIGHTS

STUDY AND REVIEW QUESTIONS

ANSWERS TO STUDY AND REVIEW QUESTIONS