Tabs for Contents, notes, highlights

Hide Contents, Notes, and Highlights

Search TermsShow Hide

« Back to eTextbook

Copyright, ii
Preface, ix
Part 1. Introduction, 1
1. A Functional Language Approach, 3
Role of Pragmatics in Intervention, 8
Dimensions of Communication Context, 9
Summary, 10
Role of Generalization in Intervention, 10
Variables That Affect Generalization, 11
Summary, 17
Evidence-Based Practice, 17
Conclusion, 19
2. Language Impairments, 21
Diagnostic Categories, 22
Information Processing, 24
Mental Retardation or Intellectual Disability, 26
Language Learning Disability, 34
Specific Language Impairment, 41
Pervasive Developmental Disorder/Autism Spectrum Disorder, 48
Brain Injury, 55
Maltreatment: Neglect and Abuse, 57
Other Language Impairments, 61
Conclusion, 63
Implications, 64
Part 2. Communication Assessment, 67
3. Assessment of Preschool and School-Age Children with Language Impairment, 69
Psychometric Versus Descriptive Procedures, 71
Psychometric Assessment Protocols, 73
Test Differences, 74
Content, 74
Misuse of Normative Testing, 75
Variables in Test Selection, 79
Summary, 80
Descriptive Approaches, 80
Reliability and Validity, 81
Summary, 83
An Integrated Functional Assessment Strategy, 83
Questionnaire, Interview, and Referral, 84
Observation, 85
Formal Testing, 87
Sampling, 97
Assessment for Information-Processing Deficits, 98
Conclusion, 98
4. Assessment of Preschool and School-Age Children with Language Difference, 99
State of Service Delivery, 101
Lack of Preparation and Experience, 101
Unfamiliarity with Language and Culture, 101
Lack of Appropriate Assessment Tools, 106
Overcoming Bias in an Assessment, 107
Use of Interpreters, 108
Alternative Assessment, 110
An Integrated Model for Assessment, 111
Children with LEP, 112
Children with Different Dialects, 118
Summary, 120
Conclusion, 120
5. Language Sampling, 121
Planning and Collecting a Representative Sample, 122
Representativeness, 122
A Variety of Language Contexts, 123
Evocative Conversational Techniques, 128
Language Sampling of Children with CLD Backgrounds, 137
Recording the Sample, 138
Transcribing the Sample, 140
Collecting Samples of Written Language, 143
Conclusion, 143
6. Analysis Across Utterances and Partners and by Communication Event, 145
Across Utterances and Partners, 147
Stylistic Variations, 147
Referential Communication, 148
Cohesive Devices, 151
Communication Event, 153
Social Versus Nonsocial, 154
Conversational Initiation, 155
Topic Initiation, 156
Conversation and Topic Maintenance, 158
Duration of Topic, 161
Topic Analysis Format, 162
Turn Taking, 166
Conversation and Topic Termination, 169
Conversational Breakdown, 170
Conversational Partner, 173
Conclusion, 175
7. Analyzing a Language Sample at the Utterance Level, 176
Language Use, 177
Disruptions, 178
Intentions, 179
Content, 184
Lexical Items, 185
Word Relationships, 187
Figurative Language, 190
Word Finding, 191
Form, 192
Quantitative Measures, 192
Syntactic and Morphological Analysis, 197
Conclusion, 215
8. Narrative Analysis, 216
Scripts and Narrative Frames, 218
Collecting Narratives, 218
Narrative Analysis, 220
Narrative Levels, 221
High-Point Analysis, 222
Story Grammars, 224
Expressive Elaboration, 227
Quantitative Measures, 229
Cohesive Devices, 230
Reliability and Validity, 232
Children with CLD Backgrounds, 233
Narrative Collection and Analysis, 235
Conclusion, 236
Part 3. Intervention, 239
9. A Functional Intervention Model, 241
Principles, 243
The Language Facilitator as Reinforcer, 243
Close Approximation of Natural Learning, 244
Following Developmental Guidelines, 244
Following the Child’s Lead, 246
Active Involvement of the Child, 247
Heavy Influence of Context on Language, 247
Familiar Events Providing Scripts, 247
Designing a Generalization Plan First, 248
Generalization Variables, 248
Training Targets, 248
Training Items, 250
Method of Training, 252
Language Facilitators, 255
Training Cues, 262
Contingencies, 263
Location, 264
Conclusion, 265
10. Manipulating Context, 266
Nonlinguistic Contexts, 267
Linguistic Contexts, 269
Modeling, 270
Direct Linguistic Cues, 272
Indirect Linguistic Cues, 273
Contingencies, 274
Top-Down Teaching, 279
Conclusion, 281
11. Specific Intervention Techniques, 282
Pragmatics, 283
Intentions, 284
Conversational Abilities, 288
Narration, 295
Semantics, 299
Inadequate Vocabulary, 300
Semantic Categories and Relational Words, 303
Word Retrieval and Categorization, 311
Comprehension, 315
Syntax and Morphology, 322
Morphology, 323
Verb Tensing, 323
Pronouns, 327
Plurals, 328
Articles, 328
Prepositions, 329
Word Order and Sentence Types, 330
Summary, 331
Children with CLD Backgrounds, 333
Use of Microcomputers, 336
Conclusion, 338
12. Classroom Functional Intervention, 339
Background and Rationale: Recent Educational Changes, 340
Inclusion, 341
Collaborative Teaching, 342
Summary, 343
Role of the Speech-Language Pathologist, 344
Relating to Others, 344
Language Intervention and Language Arts, 345
Elements of a Classroom Model, 346
Identification of Children at Risk, 346
Curriculum-Based Intervention, 353
Linguistic Awareness Intervention Within the Classroom, 358
Language Facilitation, 365
Instituting a Classroom Model, 370
Conclusion, 374
13. Literacy Impairments: Language in a Visual Mode, 375
Reading, 377
Reading Problems, 377
Children with CLD Backgrounds, 379
Assessment of Reading, 380
Intervention for Reading Impairment, 385
Writing, 397
Writing Problems, 397
Assessment of Writing, 399
Intervention for Writing Impairment, 403
Conclusion, 408
Appendix A. Considerations for CLD Children, 409
Appendix B. Language Analysis Methods, 419
Appendix C. Selected English Morphological Prefixes and Suffixes, 443
Appendix D. Indirect Elicitation Techniques, 445
Appendix E. Intervention Activities and Language Targets, 449
Appendix F. Use of Children’s Literature in Preschool Classrooms, 453
Glossary, 467
References, 471
Author Index, 535
Subject Index, 549

Search Results

« Back to eTextbook


PAGE	Description

ii	...

Tabs for Contents, notes, highlights

Table of Contents

Search Results