Language Disorders from Infancy Through Adolescence 5th edition by Rhea Paul, Courtenay Norbury, Carolyn Gosse ISBN B07856JLCV 978-0323442350

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ISBN 10: B07856JLCV
ISBN 13: 978-0323442350
Author: Rhea Paul, Courtenay Norbury, Carolyn Gosse 

**Selected for Doody’s Core Titles® 2024 with “Essential Purchase” designation in Communication Sciences & Disorders**Spanning the entire childhood developmental period, Language Disorders from Infancy Through Adolescence, 5th Edition is the go-to text for learning how to properly assess childhood language disorders and provide appropriate treatment. The most comprehensive title available on childhood language disorders, it uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This new edition also features significant updates in research, trends, social skills assessment, and instruction best practices.

– Clinical application focus featuring case studies, clinical vignettes, and suggested projects helps you apply concepts to professional practice.
– UNIQUE! Practice exercises with sample transcripts allow you to apply different methods of analysis.
– UNIQUE! Helpful study guides at the end of each chapter help you review and apply what you have learned.
– Highly regarded lead author who is an expert in language disorders in children provides authoritative guidance on the diagnosis and management of pediatric language disorders.
– More than 230 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts.
– Student/Professional Resources on Evolve include an image bank, video clips, and references linked to PubMed.
– NEW! Common core standards for language arts incorporated into the preschool and school-age chapters.
– NEW! Updated content features the latest research, theories, trends and techniques in the field.
– Information on preparing high-functioning students with autism for college
– Social skills training for students with autism
– The role of the speech-language pathologist on school literacy teams and in response to intervention
– Emerging theories of etiology and psychopathology added to Models of Child Language Disorders chapter
– Use of emerging technologies for assessment and intervention

Language Disorders from Infancy Through Adolescence 5th Table of contents:

SECTION I. Topics in Childhood Language Disorders

1.  Models of child language disorders

Diagnostic issues in developmental language disorders

A brief history of the field of language pathology

Terminology

Aspects and modalities of language disorder

Diagnostic issues

Etiology of developmental language disorder

Comorbidity in developmental language disorder

Conclusion

Study guide

2.  Evaluation and assessment

General principles of assessment for suspected developmental language disorder

Beginning the assessment process: Referral, case review, and observation

Mapping the assessment plan: Why and what to assess

Choosing measures: How will we assess?

Integrating and interpreting assessment data

Conclusions

Study guide

3.  Principles of intervention

The purpose of intervention

Developing intervention plans

Evaluating intervention outcomes

Prevention of language disorders in children

Conclusions

Study guide

4.  Special considerations for special populations

Intellectual disability

Developmental language disorder associated with disorders of known genetic origin

Language disorders associated with sensory impairments

Developmental language disorder associated with acquired neurological disorder

Developmental language disorder associated with other neurodevelopmental disorders

Developmental language disorder associated with extreme environmental disadvantage

The nonspeaking child

Conclusion

Study guide

5.  Developmental language disorders in a pluralistic society

Introduction

The culturally competent clinician

Bilingualism

Working with families

Assessing culturally and linguistically different children

Summary

Language intervention with the culturally and linguistically different child

Conclusions

Study guide

Culturally and linguistically diverse students

SECTION II. From Birth to Brown’s Stage V

6.  Assessment and intervention in the prelinguistic period

Family-centered practice

Service plans for prelinguistic clients

Risk factors for communication disorders in infants

Assessment and intervention for high-risk infants and their families in the newborn intensive care nursery

Assessment and intervention for preintentional infants and their families: 1 to 8 months old

Assessment and intervention for infants at prelinguistic stages of communication: 9 to 18 months old

Considerations for older prelinguistic clients and those with autism spectrum disorders

Infants and toddlers with autism spectrum disorders

Conclusions

Study guide

7.  Assessment and intervention for emerging language

Issues in early assessment and intervention

Assessing communicative intention

Assessing comprehension

Assessing productive language

Decision-making based on assessment information

From assessment to intervention

Products, procedures, and contexts of intervention for children with emerging language

Toddlers with autism spectrum disorder

Considerations for older clients in the emerging language stage

Conclusions

Study guide

Proportion of multiword utterances

Semantic relations expressed in multiword utterances

Proportion of multiword utterances in “other” category

8.  Assessment of developing language

Family-centered assessment

Assessing collateral areas

Screening for language disorders in the period of developing language

Using standardized tests in assessing developing language

Criterion-referenced assessment and behavioral observation for children with developing language

Considerations for the older clients with severe disabilities and those with autism spectrum disorder at the developing language stage

Conclusions

Study guide

9.  Intervention for developing language

Intervention policy issues at the developing language level

Intervention for developing language: Products, processes, and contexts

Intervention for older clients with severe impairment and autism spectrum disorder at the developing language level

Conclusions

Study guide

SECTION III. Working with Language Learning Disabilities

10.  Language, reading, and learning in school: What the speech-language pathologist needs to know

School-based practice in speech-language pathology

Students with language learning disabilities

Language, learning, and reading: What’s the connection?

Conclusions

Study guide

11.  Assessing students’ language for learning

Child and family in the assessment process

Identifying students for communication assessment

Evaluation for special educational needs

Criterion-referenced assessment and behavioral observation in the language for learning stage

Considerations for older, severely affected students at the language for learning stage

Considerations for speakers with autism spectrum disorder at the language for learning stage

Conclusions

Study guide

Percentage complex sentences

Complex sentence types

Conjunctions used

Evaluation

Plan

Narrative macrostructure

Literary language style (box 11.11)

Evaluation

12.  Intervening at the language-for-learning period

Planning intervention in the language for learning stage

Intervention products in the language for learning period

Intervention processes in the language for learning period

Intervention contexts in the language for learning period

Considerations for the older clients with moderate to severe disabilities and those with autism spectrum disorder

Conclusions

Study guide

13.  Assessing advanced language

Language development in adolescence

Student-centered assessment

Screening, case finding, and establishing eligibility with standardized tests in the advanced language stage

Criterion-referenced assessment and behavioral observation in the advanced language stage

Assessing functional communication in students with severe disabilities in the advanced language stage

Conclusions

Study guide

14.  Intervention for advanced language

Issues in intervention at the advanced language stage

Products of intervention in the advanced language stage

Processes of intervention in the advanced language stage

Contexts of intervention in the advanced language stage

Special considerations for high functioning students with autism spectrum disorder

Transitional intervention planning

Conclusions

Study guide

Transition planning summary

Bibliography

Name index

Subject index

Inside back cover

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Tags: Rhea Paul, Courtenay Norbury, Carolyn Gosse, Language Disorders