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Language disorders : (Record no. 4491)

MARC details
000 -LEADER
fixed length control field	07015cam a2200349 a 4500
001 - CONTROL NUMBER
control field	17558595
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20191115104142.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	121210s2014 maua b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2008046593
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9780205607648
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	0205607640
035 ## - SYSTEM CONTROL NUMBER
System control number	(DNLM)101597466
040 ## - CATALOGING SOURCE
Original cataloging agency	DNLM/DLC
Transcribing agency	DLC
Modifying agency	DLC
042 ## - AUTHENTICATION CODE
Authentication code	pcc
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	RJ496.L35
Item number	.O94 2014
060 10 - NATIONAL LIBRARY OF MEDICINE CALL NUMBER
Classification number	WL 340.2
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	618.928 55 OWE
Edition number	23
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Owens, Robert E.
245 10 - TITLE STATEMENT
Title	Language disorders :
Remainder of title	a functional approach to assessment and intervention /
Statement of responsibility, etc.	Robert E. Owens Jr.
250 ## - EDITION STATEMENT
Edition statement	5th ed.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc.	Boston :
Name of publisher, distributor, etc.	Pearson,
Date of publication, distribution, etc.	c2010.
300 ## - PHYSICAL DESCRIPTION
Extent	565 p. :
Other physical details	ill. ;
Dimensions	26 cm.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references and index.
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note	Preface ix<br/><br/><br/><br/>Part I: Introduction 1<br/><br/>1 A Functional Language Approach 3<br/><br/>Role of Pragmatics in Intervention 8<br/><br/>Dimensions of Communication Context Summary 10<br/><br/>Role of Generalization in Intervention 10<br/><br/>Variables that Affect Generalization Summary 17<br/><br/>Evidence-Based Practice 17<br/><br/>Conclusion 19<br/><br/>2 Language Impairments 21<br/><br/>Diagnostic Categories 22<br/><br/>Information Processing 24<br/><br/>Mental Retardation or Intellectual Diability 26<br/><br/>Language Learning Disability 34<br/><br/>Specific Language Impairment 41<br/><br/>Pervasive Developmental Disorder/Autism-Spectrum Disorder 48<br/><br/>Brain Injury 55<br/><br/>Maltreatment: Neglect or Abuse 57<br/><br/>Other Language Impairments 61<br/><br/>Conclusion 63<br/><br/>Implications 64<br/><br/><br/><br/>Part II: Communication Assessment 67<br/><br/><br/><br/>3 Assessment of Preschool and School-Age Children with Language Impairment 69<br/><br/>Psychometric Versus Descriptive Procedures 7<br/><br/>Psychometric Assessment Protocols 73<br/>Test Differences 74<br/><br/>Content 74<br/><br/>Misuse of Normative Testing 75<br/><br/>Variables in Test Selection 79<br/><br/>Summary 80<br/>Descriptive Approaches 80<br/>Reliability and Validity 81<br/><br/>Summary 83<br/>An Integrated Functional Assessment Strategy 83<br/>Questionnaire, Interview, and Referral 84<br/><br/>Observation 85<br/><br/>Formal Testing 87<br/><br/>Sampling 97<br/>Assessment for Information-Processing Deficits 98<br/><br/>Conclusion 98<br/>4 Assessment of Preschool and School-Age Children with Language Difference 99<br/>State of Service Delivery 101<br/>Lack of Preparation and Experience 101<br/><br/>Unfamiliarity with Language and Culture 101<br/><br/>Lack of Appropriate Assessment Tools 106<br/>Overcoming Bias in an Assessment 107<br/>Use of Interpreters 108<br/><br/>Alternative Assessment 110<br/>An Integrated Model for Assessment 111<br/>Children with LEP 112<br/><br/>Children with Different Dialects 118<br/><br/>Summary 120<br/>Conclusion 120<br/>5 Language Sampling 121<br/>Planning and Collecting a Representative Sample 122<br/>Representativeness 122<br/><br/>A Variety of Language Contexts 123<br/><br/>Evocative Conversational Techniques 128<br/><br/>Language Sampling of Children with CLD Backgrounds 137<br/><br/>Recording the Sample 138<br/><br/>Transcribing the Sample 140<br/><br/>Collecting Samples of Written Language 143<br/><br/>Conclusion 143<br/>6 Analysis Across Utterances and Partners and by Communication Event 145<br/>Across Utterances and Partners 147<br/>Stylistic Variations 147<br/><br/>Referential Communication 148<br/><br/>Cohesive Devices 151<br/>Communication Event 153<br/>Social Versus Nonsocial 154<br/><br/>Conversational Initiation 155<br/><br/>Topic Initiation 156<br/><br/>Conversation and Topic Maintenance 158<br/><br/>Duration of Topic 161<br/><br/>Topic Analysis Format 162<br/><br/>Turn Taking 166<br/><br/>Conversation and Topic Termination 169<br/><br/>Conversational Breakdown 170<br/>Conversational Partner 173<br/><br/>Conclusion 175<br/>7 Analyzing a Language Sample at the Utterance Level 176<br/>Language Use 177<br/>Disruptions 178<br/><br/>Intentions 179<br/>Content 184<br/><br/>Lexical Items 185<br/><br/>Word Relationships 187<br/><br/>Figurative Language 190<br/><br/>Word Finding 191<br/>Form 192<br/><br/>Quantitative Measures 192<br/><br/>Syntactic and Morphological Analysis 197<br/>Conclusion 215<br/><br/>8 Narrative Analysis 216<br/>Scripts and Narrative Frames 218<br/><br/>Collecting Narratives 218<br/><br/>Narrative Analysis 220<br/>Narrative Levels 221<br/><br/>High-Point Analysis 222<br/><br/>Story Grammars 224<br/><br/>Expressive Elaboration 227<br/><br/>Quantitative Measures 229<br/><br/>Cohesive Devices 230<br/><br/>Reliability and Validity 232<br/>Children with CLD Backgrounds 233<br/><br/>Narrative Collection and Analysis 235<br/><br/>Conclusion 236<br/><br/><br/>Part 3 Intervention 239<br/><br/><br/>9 A Functional Intervention Model 241<br/>Principles 243<br/>The Language Facilitator as Reinforcer 243<br/><br/>Close Approximation of Natural Learning 244<br/><br/>Following Developmental Guidelines 244<br/><br/>Following the Child's Lead 246<br/><br/>Active Involvement of the Child 247<br/><br/>Heavy Influence of Context on Language 247<br/><br/>Familiar Events Providing Scripts 247<br/><br/>Designing a Generalization Plan First 248<br/>Generalization Variables 248<br/>Training Targets 248<br/><br/>Training Items 250<br/><br/>Method of Training 252<br/><br/>Language Facilitators 255<br/><br/>Training Cues 262<br/><br/>Contingencies 263<br/><br/>Location 264<br/><br/>Conclusion 265<br/>10 Manipulating Context 266<br/>Nonlinguistic Contexts 267<br/>Linguistic Contexts 269<br/>Modeling 270<br/><br/>Direct Linguistic Cues 272<br/><br/>Indirect Linguistic Cues 273<br/><br/>Contingencies 274<br/>Top-Down Teaching 279<br/>Conclusion 281<br/>11 Specific Intervention Techniques 283<br/>Pragmatics 283<br/>Intentions 284<br/><br/>Conversational Abilities 288<br/><br/>Narration 295<br/>Semantics 299<br/><br/>Inadequate Vocabulary 300<br/><br/>Semantic Categories and Relational Words 303<br/><br/>Word Retrieval and Categorization 311<br/><br/>Comprehension 315<br/>Syntax and Morphology 322<br/>Morphology 323<br/><br/>Verb Tensing 323<br/><br/>Pronouns 327<br/><br/>Plurals 328<br/><br/>Articles 328<br/><br/>Prepositions 329<br/><br/>Word Order and Sentence Types 330<br/><br/>Summary 331<br/>Children with CLD Backgrounds 333<br/><br/>Use of Microcomputers 336<br/><br/>Conclusion 338<br/>12 Classroom Functional Intervention 339<br/>Background and Rationale: Recent Educational Changes 340<br/>Inclusion 341<br/><br/>Collaborative Teaching 342<br/><br/>Summary 343<br/>Role of the Speech-Language Pathologist 344<br/>Relating to Others 344<br/><br/>Language Intervention and Language Arts 345<br/>Elements of a Classroom Model 346<br/>Identification of Children at Risk 346<br/><br/>Curriculum-Based Intervention 353<br/><br/>Linguistic Awareness Intervention Within the Classroom 358<br/><br/>Language Facilitation 365<br/>Instituting a Classroom Model 370<br/><br/>Conclusion 374<br/>13 Literacy Impairments: Language in a Visual Mode 375<br/>Reading 377<br/><br/>Reading Problems 377<br/><br/>Children with CLD Backgrounds 379<br/><br/>Assessment of Reading 380<br/><br/>Intervention for Reading Impairment 385<br/>Writing 397<br/><br/>Writing Problems 397<br/><br/>Assessment of Writing 399<br/><br/>Intervention for Writing Impairment 403<br/>Conclusion 408<br/><br/><br/><br/>Appendices<br/>A Considerations for CLD Children 409<br/>B Language Analysis Methods 419<br/>C Selected English Morphological Prefixes and Suffixes 443<br/>D Indirect Elicitation Techniques 445<br/><br/>E Intervention Activities and Language Targets 449<br/><br/>F Use of Children's Literature in Preschool Classrooms 453<br/><br/><br/>Glossary 467<br/><br/>References 471<br/><br/>Author Index 535<br/><br/>Subject Index 549
650 12 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Language Disorders.
650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Child.
650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Infant.
650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Language Therapy.
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a	7
b	cbc
c	orignew
d	1
e	ecip
f	20
g	y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme	Dewey Decimal Classification
Koha item type	Stack text books

Holdings
Source of classification or shelving scheme	Collection code	Home library	Current library	Date acquired	Total Checkouts	Full call number	Barcode	Date last seen	Date last checked out	Price effective from	Koha item type
Dewey Decimal Classification	102/1	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	15/11/2019	2	618.928 55 OWE;1	17029	13/06/2024	28/05/2024	15/11/2019	Stack text books
Dewey Decimal Classification	102/1	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	15/11/2019	5	618.928 55 OWE;2	18050	19/06/2026	11/06/2026	15/11/2019	Stack text books
Dewey Decimal Classification	102/1	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	15/11/2019	2	618.928 55 OWE;4	18052	17/09/2025	04/09/2025	15/11/2019	Stack text books
Dewey Decimal Classification	102/1	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	15/11/2019	14	618.928 55 OWE;6	18054	14/03/2024	14/03/2024	15/11/2019	Stack text books
Dewey Decimal Classification	R-62/5	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	06/02/2020	1	618.928 55 OWE	16637	16/06/2026	15/06/2026	06/02/2020	Reference text books
Dewey Decimal Classification	R-62/5	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	06/02/2020		618.928 55 OWE	18051	06/02/2020		06/02/2020	Reference text books
Dewey Decimal Classification	R-62/5	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	06/02/2020		618.928 55 OWE	18053	06/02/2020		06/02/2020	Reference text books