Treatment of Language Disorders in Children
Brookes Publishing Co
978-1-55766-688-8 (ISBN)
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With this much-needed textbook, graduate students in SLP courses will have the comprehensive knowledge they need to evaluate, compare, select, and apply effective interventions for language disorders in children. Seventeen expert contributors take a balanced look at 15 contemporary interventions, examining how they should be applied, what evidence demonstrates that they really work, and what we should do to support and refine the approaches. Each chapter critically examines one approach and brings it to life with one or more realistic case studies and a brief, memorable DVD clip. Readers will get rich, detailed portraits that include the theoretical and empirical basis of each intervention, target populations, assessment methods, practical requirements, and considerations for children from culturally and linguistically diverse backgrounds.
Mary Louise Hemmeter, Ph.D., is Professor in the Department of Special Education at Vanderbilt University. Her research focuses on effective instruction, social-emotional development, challenging behavior, and on coaching teachers. She has been a principal investigator (PI) or co-PI on numerous projects funded by the U.S. Departments of Education and Health and Human Services. Through her work on the National Center on Social Emotional Foundations for Early Learning and Institute of Education Sciences (IES)-funded research projects, she was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children and practice-based coaching, a model for supporting teachers in implementing effective practices. She is currently the PI on on an IES-funded development project on programwide supports for implementing the Pyramid Model, a co-PI on an IES developmental project on implementing the Pyramid Model in infant-toddler settings, and a co-PI on an IES efficacy study examining approaches to supporting teachers in implementing embedded instructions. She was a coeditor of the Journal of Early Intervention and President of the Council for Exceptional Childrena (TM)s Division for Early Childhood (DEC). She received the Mary McEvoy Service to the Field Award from the Division for Early Childhood. Rebecca McCauley, Ph.D., CCC-SLP, is a professor in Speech and Hearing Science at The Ohio State University. She is a Fellow of the American Speech, Language, and Hearing Association (ASHA) and former associate editor of American Journal of Speech-Language Pathology. She will be receiving Honors of ASHA at this year's annual convention in Boston. Her research and scholarly interests include issues in assessment and treatment of communication disorders in children, especially those with speech sound disorders, including childhood apraxia of speech. Rebecca is currently Editor with Alan Kamhi of the Communication and Language Intervention series for Brookes Publishing. With A. Lynn Williams and Sharynne McLeod, she has co-edited Interventions for Speech Sound Disorders in Children (Brookes Publishing, 2010), and is currently working with those colleagues on the second edition of that book. She has recently co-authored a paper on a taxonomy of phonological interventions with Elise Baker, A. Lynn Williams and Sharynne McLeod. In addition, Rebecca has authored one book on assessment, Assessment of Language Disorders in Children (2001) and has co-edited four other books on treatment for children's communication disorders. Marc E. Fey, Ph.D., CCC-SLP, is a professor in the Hearing and Speech Department at the University of Kansas Medical Center. He has published numerous articles, chapters, and software programs on children's speech and language development and disorders and has written and edited three books on child-language intervention. He was editor of the American Journal of Speech-Language Pathology from 1996 to 1998 and chair of the American Speech-Language Hearing Association's publications board from 2003 to 2005. He holds the Kawana Award for Lifetime Achievement in Publications and the Honors of the Association from the American Speech-Language-Hearing Association. Ronald B. Gillam, Ph.D., Raymond L. and Eloise H. Lillywhite Professor, Department of Communicative Disorders and Deaf Education, Utah State University, 1000 Old Main Hill, Logan, Utah 84322 Dr. Gillam's research, which has been funded by the National Institute on Deafness and Other Communication Disorders and the U.S. Department of Education, primarily concerns information processing, language assessment, and language intervention with school-age children with language impairments. Dr. Gillam has been the associate editor of the American Journal of Speech-Language Pathology (1996-1999) and the Journal of Speech, Language, and Hearing Research (2001-2004; 2010- 2013). In addition to publishing more than 130 articles and book chapters, Ron has published three tests and two other books--Memory and Language Impairment in Children and Adults (Aspen, 1988) and Communication Sciences and Disorders: From Science to Clinical Practice (co-edited with Thomas Marquardt & Fredrick Martin; Singular, 2000; Jones & Bartlett, 2010, 2015). Dr. Gillam's teaching and research awards include ASHA Fellow, the Hayden Williams Fellowship at Curtin University in Western Australia, and the Robins Award for the outstanding researcher at Utah State University. Shelley L. Bredin-Oja, Ph.D., Associate Researcher, Institute for Life Span Studies, University of Kansas, 1000 Sunnyside Avenue, Room 1052, Lawrence, Kansas 66045 Shelley L. Bredin-Oja is an associate researcher in the Bureau of Child Research at the University of Kansas. Her clinical expertise is serving families and toddlers/preschoolers with communication delays. Her research interests include the efficacy and effectiveness of language interventions and grammar development in young children. Lizbeth H. Finestack, Ph.D., CCC-SLP, is focused on identifying the most effective and efficient language approaches to use with children with language impairment. She works with children with neurodevelopmental disorders, such as developmental language disorder, Down syndrome, fragile X syndrome, and autism spectrum disorder. Nancy C. Brady, Ph.D., Associate Professor, Department of Speech Language Hearing Sciences and Disorders, University of Kansas, 1000 Sunnyside Avenue, Lawrence, Kansas 66045 Dr. Nancy Brady conducts research on early language and communication development in children and adults with severe disabilities, including individuals with autism, fragile x syndrome and deaf-blindness. Her research focuses on stages of prelinguistic development, assessing communication, teaching beginning AAC, and pragmatic aspects of early communication. Luigi Girolametto, Ph.D., Professor, Department of Speech-Language Pathology, University of Toronto, 500 University Avenue #160, Toronto, Ontario M5G 1V7, Canada Luigi Girolametto is a professor in the Department of Speech-Language Pathology at the University of Toronto. He teaches child language disorders and intervention. Current research in his Child Language Lab focuses on 1) parent-focused language intervention, 2) the development of emergent literacy skills in preschoolers, and 3) language acquisition in bilingual preschoolers. Dr. Girolametto's interests include the efficacy of language intervention and professional development. Elaine Weitzman, M.Ed., Adjunct Professor, Department of Speech-Language Pathology, University of Toronto; Executive Director, The Hanen Centre, 1075 Bay Street, Suite 515, Toronto, ON M5S 2B1, Canada Elaine Weitzman is Executive Director of The Hanen Centre, Toronto, Canada, and Adjunct Professor in the Department of Speech-Language Pathology at the University of Toronto. Ms. Weitzman is coauthor of three resources for caregivers on how to facilitate childrena (TM)s language and literacy development: It Takes Two to Talk: A Practical Guide for Parents of Children with Language Delays (The Hanen Centre, 2004); Learning Language and Loving It: A Guide to Promoting Childrena (TM)s Social, Language, and Literacy Development in Early Childhood Settings (The Hanen Centre, 2002); and ABC and Beyond: Building Emergent Literacy in Early Childhood Settings (The Hanen Centre, 2010). Her research has focused on the effi cacy of caregiver-implemented early language intervention. MaryAnn Romski, Ph.D., Regents Professor of Communication, Psychology, and Communication Disorders, Associate Dean for Research and Graduate Studies, College of Arts and Sciences, Georgia State University, Post Office Box 4038, Atlanta, Georgia 30302 MaryAnn Romski is Regents Professor of Communication, Psychology, and Communication Disorders at Georgia State University, Atlanta, and serves as Associate Dean for Research and Graduate Studies in the College of Arts and Sciences. She is a certified speech-language pathologist with more than 30 years of clinical experience. Her well-recognized and continuously funded research program focuses on the language and communication development of children and adults with intellectual and developmental disabilities who encounter difficulty speaking, particularly the development and evaluation of computerized communication interventions. Rose A. Sevcik, Ph.D., Distinguished University Professor, Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, Georgia 30302 Dr. Sevcik is Distinguished Professor of Psychology and Chair of the Developmental Psychology Doctoral Program. She is the founding co-director of the university's Area of Focus: Research on Challenges to Acquiring Language and Literacy and a member of the Center for Research on Atypical Development and Learning (CRADL). She has made significant contributions to the field of developmental and learning disabilities and language and reading intervention research through more than 100 peer-reviewed publications, chapters, and books and numerous presentations at national and international conferences. She has been an investigator on 12 federally funded projects (NIH, IES) with a long history of working with schools. Dr. Sevcik is a Fellow of the American Speech-Language-Hearing Association and the International Society of Augmentative and Alternative Communication. She also is a Fellow of the American Association on Intellectual and Developmental Disabilities and past President of its Communication Disorders Division. A member of the National Joint Committee on the Communication Needs of Persons with Severe Disabilities, she is also on the Board of Directors for the United States Society for Augmentative and Alternative Communication. Melissa A. Cheslock, M.S., CCC-SLP, Clinical Supervisor, Department of Communication Science and Disorders, University of Montevallo, 75 College Drive, Station 6720, Montevallo, Alabama 35115 Melissa A. Cheslock is Clinical Supervisor at the University of Montevallo's Communication Science and Disorders Program. She received her undergraduate and graduate degrees at the University of South Alabama in Mobile. She has more than 20 years of experience and has worked in both clinical and research settings. Ms. Cheslock's professional interests include child language, atypical development, augmentative communication, and early intervention. Kevin N. Cole, Ph.D., is Research Faculty in Department of Speech and Hearing Sciences at University of Washington and Research Associate, at Washington Research Institute. Dr. Cole's research interests include efficacy of language intervention models, individual differences in response to intervention, and language intervention services to children from diverse cultural and linguistic backgrounds. Shari, Ph.D., Professor of Speech-Language Pathology, Dean's Associate, School of Graduate Studies and Research, Indiana University of Pennsylvania, 124 Stright Hall, Indiana, Pennsylvania 15705 Shari Robertson is Professor of Speech-Language Pathology and Dean's Associate for Graduate Studies at Indiana University of Pennsylvania. Dr. Robertson recently completed a term on the American Speech-Language-Hearing Association board of directors as Vice President of Academic Affairs in Speech-Language Pathology. She has published numerous articles, book chapters, and clinical materials and is a well-known presenter on topics related to language and literacy development. Ann P. Kaiser, Ph.D., Susan W. Gray Professor of Education and Human Development, Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee 37203 Dr. Ann Kaiser is the Susan W. Gray Professor of Education and Human Development at Peabody College of Vanderbilt University. Dr. Kaiser's research focuses on early language interventions for children with developmental disabilities and children at risk due to poverty. She has developed and researched an early communication program to improve the language outcomes for young children with intellectual and developmental disabilities, children with autism, and children at risk due to behavior problems. Stephen Camarata, Ph.D., Professor, Hearing and Speech Sciences, Vanderbilt University School of Medicine, 1215 21st Avenue South, Suite 8310, Nashville, TN 37232 Stephen Camarata is a nationally and internationally renowned clinician-scientist who studies late-talking children. His research focuses on the assessment and treatment of speech and language disorders in children with disabilities such as autism, Down syndrome, and specific language impairment. He also studies children whose late onset of talking appears to be a natural developmental stage rather than a symptom of a broader developmental disability. Gail T. Gillon, Ph.D., Professor, Pro-Vice-Chancellor, College of Education, University of Canterbury, Christchurch 8041, New Zealand Gail T. Gillon is Pro-Vice-Chancellor at the University of Canterbury and leads the College of Education, Health and Human Development, Te RAE ngai Ako me te Hauora. A native New Zealander of MAE ori decent (NgAE i Tahu iwi), she received her undergraduate tertiary qualifications in education, primary teaching, and speech-language therapy at the University of Canterbury. Dr. Gillon successfully completed her Ph.D. in speech and hearing at the University of Queensland, Australia, while working as a special education consultant for Brisbane Catholic Education. Karen A. Erickson, Ph.D., David E. and Dolores J. Yoder Distinguished Professor, Director, Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill Karen A. Erickson is Yoder Distinguished Professor and Director of the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. A former teacher of children with significant disabilities, Dr. Erickson's current research addresses literacy and communication assessment and intervention for students with a range of disabilities, including significant disabilities. Dr. Erickson is codeveloper of the Tar Heel Reader online library of accessible books for beginning readers as well as several other assistive, learning, and communication technologies. David A. Koppenhaver, Ph.D., Professor, Department of Reading Education and Special Education, Appalachian State University David A. Koppenhaver is Professor in the Reading Education and Special Education Department at Appalachian State University. His Dr. Koppenhaver's research focuses on literacy in individuals with signifi cant disabilities, including those with complex communication needs. He and David Yoder cofounded the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill in 1990. James W. Cunningham, Ph.D., Professor Emeritus, Literacy Studies, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599 James W. Cunningham has authored more than 100 publications, including books, book chapters, research articles, professional articles, and scholarly reviews. He was a member of the Text Complexity Committee for the Common Core Standards in English Language Arts. Dr. Cunningham has presented many papers at national and international conferences. He is a member of the Reading Hall of Fame. Nickola Wolf Nelson, Ph.D., CCC-SLP, BCS-CL, is Professor Emerita in the Department of Speech, Language, and Hearing Sciences and former Director of the Ph.D. program in Interdisciplinary Health Sciences at Western Michigan University. She is author of the book Language and Literacy Disorders: Infancy Through Adolescence, and first author of the Test of Integrated Language and Literacy Skills (TILLS), as well as editor-in-chief of the journal, Topics in Language Disorders. Dr. Nelson's research and publications focus on curriculum-based language and literacy assessment and intervention. Ms. Van Meter is Clinic Coordinator at the Charles Van Riper Language, Speech, and Hearing Clinic. Her bachelor's and master's degrees are from the University of Michigan. Ms. Van Meter has presented widely and is co-author of a number of articles on language assessment and intervention in curriculum-based contexts. She began her professional career in the University of Michigan's C.S. Mott Children's Hospital in Ann Arbor. She has been affiliated with Western Michigan University since 1992. Ms. Van Meter, her husband, and their two daughters live in Kalamazoo, Michigan. They enjoy swimming, traveling, hiking, and entertaining each other with stories. Dr. Michaelene M. Ostrosky is the Head of the Department of Special Education at the University of Illinois at Urbana-Champaign. Her educational background and research focuses on early childhood special education with a particular interest in social emotional competence; social interaction and peer relationships; challenging behavior; and communication delays and disabilities. As a former teacher of young children with disabilities, Professor Ostrosky is committed to making research accessible to practitioners and family members through her writing and presentations.
1. Introduction; 3. Prelinguistic Communication Intervention; 4. It Takes Two to Talk; 5. The Picture Exchange Communication System; 6. The System for Augmenting Language; 8. Focused Stimulation Approach to Language Intervention; 9. Enhanced Milleu Teaching; 10. Conversational Recast Intervention in Preschool; 12. Phonological Awareness Intervention; 13. Balanced Reading Intervention and Assessment; 14. Visual Strategies to Facilitate Written Language Development; 15. The Writing Lab Approach for Building Language, Literacy, and Communication Abilities.
| Erscheint lt. Verlag | 30.5.2006 |
|---|---|
| Reihe/Serie | Communication & Language Intervention |
| Zusatzinfo | Illustrations |
| Verlagsort | Baltimore |
| Sprache | englisch |
| Maße | 176 x 251 mm |
| Gewicht | 1052 g |
| Themenwelt | Medizin / Pharmazie ► Gesundheitsfachberufe ► Logopädie |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Pädiatrie | |
| ISBN-10 | 1-55766-688-1 / 1557666881 |
| ISBN-13 | 978-1-55766-688-8 / 9781557666888 |
| Zustand | Neuware |
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