Language and Literacy Disorders: Infancy through Adolescence, 1st edition

TABLE OF CONTENTS

 

Frontmatter    Dedication page

                        Preface

                        Table of contents      

 

PART I.          FRAMEWORKS FOR CLINICAL PRACTICE 

                                                                                                                            

Chapter 1.       A Framework for Guiding Evidence Based Practice

                        Importance of asking good questions

                        Contextualized assessment and intervention

                        World Health Organization definitions

 

Chapter 2.       Speech, Language/Literacy, and Communication

                        Speech, language (including literacy), and communication

                        Five language parameters

                        Content, form, and use

                        Language levels and modalities

                        Cultural-linguistic variation

 

Chapter 3.       Language/Literacy and Related Systems

                        Theoretical accounts

                        System theory

                        Systems supporting language development

 

PART II.         POLICIES, PRACTICES, AND POPULATIONS

 

Chapter 4.       Policies and Practices

                        Policies

                        Clinical practices

                        Categorization, diagnosis, and causation

                        Testing and exclusionary factors in diagnosis

                        Prevalence, prevention, and prognosis

 

Chapter 5.       Primary Disorders of Speech, Language, and Literacy

                        Speech-sound disorders

                        Language impairment

                        Learning disability

                        Spoken and written language associations and dissociations

 

 

Chapter 6.       Special Populations with Motor and Sensory Disorders

                        Motor system impairment

                        Auditory system impairment

                        Visual system impairment

                        Other sensory problems

 

 

 

Chapter 7.       Special Populations with Cognitive-Communicative Disorders

                        Developmental disability

                        Intellectual disability

                        Autism spectrum disorders

                        Acquired brain injury (including traumatic brain injury)

                        Child abuse and neglect

                        Interactive disorders of attention, emotion, and behavior           

 

PART III.       ASSESSMENT AND INTERVENTION

 

Chapter 8.       Infant/Toddler Policies and Practices

                        Policies and practices for infants and toddlers

                        Comprehensive assessment for infants and toddlers

                                   

Chapter 9.       Infant/Toddler Intervention

                        Prelinguistic organization to intentional communication

                        Joint action routines and early play

                        First words to two-word utterances

                        Emergent narratives and literacy

 

Chapter 10.     Preschool Policies and Practices

                        Policies and practices in the preschool years

                        Comprehensive assessment in the preschool years

 

Chapter 11.     Preschool Intervention

                        Sounds, words, and vocabulary concepts

                        Sentence- and discourse level development

                        Social interaction and play

                        Emergent and early literacy

 

Chapter 12.     School-age Policies and Practices

                        Policies and practices in the school-age years

                        Comprehensive assessment in the school-age years

 

Chapter 13.     School-age Intervention

                        Intervention scaffolding in the school-age years

                        Discourse-level knowledge and skills

                        Sentence-level knowledge and skills

                        Word-level knowledge and skills

 

Chapter 14.     Interventions for Special Populations

                        Comprehensive planning for comprehensive needs

                        Preverbal to intentional communication

                        Echolalia, challenging behaviors, and non-symbolic communication

                        Intervention for children and adolescents with severe speech-production disorders

                        AAC for children and adolescents with complex communication needs

                        Intervention for sensory loss and central processing disorders

                        Intervention for cognitive-communicative disorders

                        Intervention for autism spectrum disorders

                       

Backmatter:   Appendices for Part III.

References

Author Index (to be completed by Allyn & Bacon)

Subject Index (to be completed by Allyn & Bacon)

 

On line supports:        Glossary

Review and practice questions and key

                                    Observation tables