Childhood language disorders in context : (Record no. 6934)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 04799pam a2200289 a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 709802 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20200205150603.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 971016s1998 maua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 97032508 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0205197876 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Transcribing agency | DLC |
| Modifying agency | DLC |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | RJ496.L35 |
| Item number | N46 1998 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 618.92855 NEL |
| Edition number | 21 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Nelson, Nickola. |
| 245 10 - TITLE STATEMENT | |
| Title | Childhood language disorders in context : |
| Remainder of title | infancy through adolescence / |
| Statement of responsibility, etc. | Nickola Wolf Nelson. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 2nd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Boston : |
| Name of publisher, distributor, etc. | Allyn & Bacon, |
| Date of publication, distribution, etc. | c1998. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xii, 628 p. : |
| Other physical details | ill. ; |
| Dimensions | 25 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references (p. 545-606) and indexes. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | I.VIEWING CHILDHOOD LANGUAGE DISORDERS FROM VARIED PERSPECTIVES.<br/>1.A Framework.<br/>The Importance of Asking Questions.<br/>The Purpose of Language Intervention.<br/>Forest and the Trees Problems (And How to Avoid Them).<br/>Balancing Ages and Developmental Stages.<br/>Strategies for Changing Systems.<br/>2.Language, Speech, and Communication.<br/>The Linking (and Unlinking) of Language, Speech, and Communication.<br/>Language and Communication as Social Interaction Events.<br/>Language and Communication and Neuropsychological Events.<br/>3.Language Acquisition Theories: Contributions to Language Assessment and Intervention.<br/>Six Theories of Language Acquisition and Intervention.<br/>Biological Maturation Theory.<br/>Linguistic Theory.<br/>Behaviorist Theory.<br/>Information Processing Theory.<br/>Cognitivist Theory.<br/>Integrating Six Theoretical Perspectives.<br/>4.Causes, Categories, and Characteristics.<br/>A Definition of Language Disorders.<br/>The Elusiveness of Cause.<br/>To Categorize or Not to Categorize.<br/>An Overview of Categories.<br/>Central Processing Factors.<br/>Peripheral Sensory and Motor System Factors.<br/>Environmental and Emotional Factors.<br/>Mixed Factors and Changes Over Time.<br/>Prevention of Childhood Language Disorders.<br/>5.Public Policy and Service Delivery.<br/>Public Policy Influences.<br/>Service Delivery.<br/>6.Making Assessment and Intervention Work for Children.<br/>A Sequence of Questions.<br/>Assessment and Intervention as Integrated Processes.<br/>Assessment Purposes and Practices.<br/>Intervention Purposes and Practices.<br/>II.BALANCING AGES AND DEVELOPMENTAL STAGES.<br/>7.Early Stages: Identification and Assessment for Infants and Toddlers.<br/>Identifying Infants at Risk for Developmental Problems.<br/>Contexts for Early-Stage Assessment and Intervention.<br/>A Family Systems-Approach to Early-Stage Assessment.<br/>Tools and Strategies for Early-Stage Assessment.<br/>8.Early Stages: Goals and Intervention Strategies.<br/>Getting the Basics Together.<br/>Intentionality and Early Communicative Functions.<br/>Early Symbols.<br/>Encoding Semantic Relations and Combining Two Words to Do More.<br/>Parental Roles in Helping Children Go Beyond the Here-and-Now.<br/>Early Learning About Literacy.<br/>Building More Complex Ideas Through Play.<br/>Making Speech More Clear.<br/>9.Middle Stages: Identification and Assessment Preschool Through 2nd Grade.<br/>Identifying Language Disorders in the Middle Stages.<br/>Contexts for Middle-Stage Assessment and Intervention.<br/>Tools and Strategies for Middle-Stage Assessment.<br/>10.Middle Stages: Goals and Intervention Strategies.<br/>Roles of Adult Partners and Contexts in Language Intervention.<br/>Using Language to Accomplish Expanded Conversational Purposes.<br/>Producing and Comprehending Complex Content-Form Constructions.<br/>Continued Phonological Development.<br/>Acquiring and Retrieving Words and Concepts.<br/>Developing Skills in Symbolic Play.<br/>Participating in Storytelling: Emerging Literacy.<br/>Beginning School.<br/>11.Later Stages: Identification and Assessment 3rd Grade Through High School.<br/>Identifying Language Disorders in the Later Stages.<br/>Contexts for Later Stage Assessment and Intervention.<br/>Tools and Strategies for Later Stage Assessment.<br/>12.Later Stages: Goals and Intervention Strategies.<br/>Modifying Language Learning Contexts.<br/>Fostering "Metaskills" and Other Executive Strategies.<br/>Developing Competence in Discourse Genres and Events.<br/>Encouraging Later Stage Synactic-Semantic Development.<br/>Developing Abstract and Nonliteral Meanings.<br/>Facilitating Transitions.<br/>13.Severe Communication Impairment: Assessment and Intervention.<br/>Identifying Communication Needs of Individuals With Severe Disabilities.<br/>Assessment and Planning Models.<br/>Contexts for Assessment and Intervention.<br/>Communication Intentions and Interactions.<br/>Content-Form Developments.<br/>Narrative and Literacy Developments.<br/>Transitions to Work and Adulthood.<br/> |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Language disorders in children. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Language disorders in adolescence. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ocip |
| f | 19 |
| g | y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Reference text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | 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 | R-62/5 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 05/02/2020 | 5 | 618.928 55 NEL | 11772 | 06/03/2026 | 10/02/2026 | 05/02/2020 | Reference text books |