Language Disorders: A Functional Approach to Assessment and Intervention in Children

Preface
Acknowledgments
CHAPTER 1. A FUNCTIONAL LANGUAGE APPROACH
	Language and Language Disorders
	Traditional and Functional Models
		Traditional Intervention Approaches
		The Functional Approach
	Role of Pragmatics in Intervention
		Dimensions of Communication Context
		Summary
	Role of Generalization in Intervention
		Variables That Affect Generalization
	Evidence-Based Practice
	Getting “It”
	Conclusion
CHAPTER 2. LANGUAGE DISORDERS
	Developmental and Educational Outcomes
	Possible Risk and Related Factors
		Neurological Basis
		Aspects of Language Affected
	Information Processing
		Attention
		Discrimination
		Organization
		Memory
		Processes
		Summary
	Diagnostic Categories
		Continuum of Function
		Broad Groupings
		Developmental Language Disorders
		Social Communication Disorder
	Conclusion
CHAPTER 3. LANGUAGE DISORDERS ASSOCIATED WITH OTHER DISORDERS
	Language Disorders Associated With Autism Spectrum Disorder
		Development
		Characteristics
		Risk Factors
		Language Characteristics
		Possible Causal Factors
		Summary
	Language Disorders Associated With Learning Disability/Specific Learning Disorder
		Description
		Language Characteristics
		Possible Causal Factors
		Dyslexia/Specific Learning Disorder With Impairment in Reading and Writing
		Similar Disorders: Attention-Deficit/Hyperactivity Disorder
		Seemingly Similar Disorders: Prenatal Drug and Alcohol Exposure
		Summary
	Language Disorders Associated With Intellectual Developmental Disorder
		Language Characteristics
		Possible Causal Factors
	Language Disorders Associated With Neurocognitive Disorders
		Traumatic Brain Injury
		Cerebrovascular Accident
		Summary
	Language Disorders Associated With Maltreatment: Neglect and Abuse
		Language Characteristics
		Possible Causal Factors
		Summary
	Language Disorders Associated With Less Frequent Disorders
		Late Language Emergence
		Childhood Schizophrenia
		Selective Mutism
		Otitis Media
		Deafness
	Implications
	Conclusion
CHAPTER 4. EARLY COMMUNICATION INTERVENTION
	Legal Basis for Early Intervention
		The Early Intervention Model
	Children Served in ECI Programs
		Established Risk
		At-Risk Children
	ECI Assessment
		Transdisciplinary Model of Assessment
		Family Concerns, Priorities, and Resources
		Informal Communication Assessment
		Formal Assessment
		Organizing an Early Language and Communication Assessment
		Considerations for Infants With Culturally/Linguistically Diverse Backgrounds
	ECI Intervention
		Use of Daily Routines
		Telehealth
		Record Keeping
		Intervention Strategies
		Natural Settings and Partners
		Culturally Responsive Intervention
		A Hybrid Model
		Intervention for Children With Autism Spectrum Disorder
	Augmentative and Alternative Communication
		Types of AAC
		Evidence-Based Practice
		Assessment
		AAC Intervention
		Summary
	Conclusion
CHAPTER 5. ASSESSMENT OF PRESCHOOL AND SCHOOL-AGE CHILDREN WITH LANGUAGE DISORDERS
	Psychometric Versus Descriptive Procedures
		Normalist Assessment Measures
		Descriptive Assessment Approaches
	An Integrated Functional Assessment Strategy
		Referral, Screening, Questionnaire, and Interview
		Observation
		Formal Language Testing
		Assessment of Related Cognitive Factors
		Dynamic Assessment
		Sampling
	Conclusion
CHAPTER 6. LANGUAGE SAMPLING
	Extent of Language Sampling Use
	Planning a Language Sample
		Representativeness
		Language Sampling Contexts
	Collecting a Language Sample
		Conversational Samples
		Narrative Samples
	Recording the Sample
		Collecting Samples of Written Language
	Transcribing the Oral Sample
		Utterances
	Conclusion
CHAPTER 7. LANGUAGE SAMPLE ANALYSIS
	Levels of Language Sample Analysis
		Communication Event
		Across Utterances and Partners
		Within Utterances
	Narrative Analysis
		Macrostructure Analysis
		Microstructure Analysis
		Reliability and Validity
		Summary
	Computer-Assisted Language Sample Analysis (CLSA)
	Conclusion
CHAPTER 8. ASSESSMENT OF CHILDREN FROM CULTURALLY AND LINGUISTICALLY DIVERSE BACKGROUNDS
	Difference or Disorder?
	State of Service Delivery
		Lack of Academic Preparation
		Unfamiliarity With Different Languages and Cultures
		Lack of Appropriate Assessment Tools
		Summary
	Language Assessment of a Child Who Is an ELL
		Who Are ELLs?
		Importance of Accurate Assessment
		Overcoming Bias in Assessment of ELLs
	An Integrated Model for Assessment for ELLs
		Components
	Language Assessment of Children Speaking NMAE
		Careful Use of Standardized Tests
		Alternative Assessment Approaches
	Model of Language Assessment of a Child Who Speaks NMAE
		Components
	Conclusion
CHAPTER 9. A FUNCTIONAL INTERVENTION MODEL
	Guidelines
		Be a Reinforcer
		Closely Approximate Natural Learning
		Follow Developmental Guidelines
		Follow the Child’s Lead
		Actively Involve the Child
		Remember the Influence of Context on Language
		Use the Scripts Found in Familiar Events
		Design a Generalization Plan First
	Generalization Variables
		Teaching Targets
		Teaching Items
		Method of Teaching
		Language Teachers
		Teaching Cues
		Contingencies
		Location
	Conclusion
CHAPTER 10. MANIPULATING CONTEXT
	Nonlinguistic Contexts
	Linguistic Contexts
		Exposure to Grammatical Targets
		Explicit Instruction
		Conversational Milieu
	Conversations: Top-Down Teaching
	Conclusion
CHAPTER 11. SPECIFIC INTERVENTION TECHNIQUES
	Cognitive Considerations
		Information Processing
	Pragmatics
		Social Skills and Autism Spectrum Disorder
		Intentions
		Conversational Abilities
		Narration
	Semantics
		Vocabulary and Word Meaning
		Semantic Categories and Relational Webs
		Word Retrieval and Categorization
		Comprehension
		Figurative Language
		Verbal Working Memory
	Syntax and Morphology
		Morphology
		Word Order and Sentence Types
	Children With CLD Backgrounds
	Use of Microcomputers
	Conclusion
CHAPTER 12. CLASSROOM FUNCTIONAL INTERVENTION
	Background and Rationale: Recent Educational Changes
		Common Core State Standards
		Response to Intervention
		Inclusion
		Collaborative Teaching
		Summary
	Role of the Speech-Language Pathologist
		Relating to Others
	Language Intervention and Language Arts
	Elements of a Classroom Model
		Identification of Children at Risk
	Curriculum-Based Intervention
		CBLI Model
		Classroom Demands
		Instructional Approaches
	Linguistic Awareness Intervention Within the Classroom
		Preschool
		School-Age and Adolescent
		Summary
	Language Facilitation
		Classroom Language Requirements
		Talking With Children
		Classroom Support for Children With Working Memory Deficits
	Instituting a Classroom Model
	Conclusion
CHAPTER 13. LITERACY IMPAIRMENTS: LANGUAGE IN A VISUAL MODE
	Reading
		Reading Comprehension and Inferencing
		Reading Problems
		Children With Culturally Linguistically Diverse Backgrounds
	Reading and Language Disorders
		Contribution of Linguistic Awareness
		Deficits in Comprehension
		Deficits in Inferencing
		Dyslexia
	Assessment of Reading
		Data Collection
		Data Analysis
		Assessment of Phonological Awareness
		Assessment of Morphological Awareness
		Assessment of Comprehension
		Early Assessment of Dyslexia
		Reading Assessment for Children With ASD
	Language-Based Reading Intervention
		Early Literacy Intervention
		Preschool Emerging Literacy
		School-Age Intervention
	Writing
		Writing Problems
	Assessment of Writing
		Data Collection
		Data Analysis
		Spelling Assessment
	Language-Based Writing Intervention
		Extended Writing
		Spelling
		Sentence Construction and Composition
	Conclusion
Afterword
Appendices
	A. Formal Language Measures
	B. SUGAR (Sampling Utterances and Grammatical Analysis Revised) Procedures
	C. Comparison of Computer-Based Language Sample Analysis Methods
	D. Selected English Morphological Prefixes and Suffixes
	E. Non-Majority American English Dialects and English Influenced by Other Languages
	F. Indirect Elicitation Techniques
	G. Intervention Activities and Language Targets
	H. Use of Children’s Literature in Preschool Classrooms
Glossary
References
Index