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