14797cam a2200253 a 4500001000900000003000400009005001700013008004100030010001700071020001500088040001800103050002400121082002300145100003300168245010600201260004300307300003200350504006400382505139800044665000361442665000261446265000291448865000261451714464558OSt20191115102048.0060724s2007 maua b 001 0 eng  a 2006050061 a0205393403 aDLCcDLCdDLC00aRJ496.L35bR67 200700a618.928 55 ROS2231 aRoseberry-McKibbin, Celeste.10aLanguage disorders in children :ba multicultural and case perspective /cCeleste Roseberry-McKibbin. aBoston :bPearson/Allyn&Bacon,cc2007. axxii, 506 p. :bill. ;ccm. aIncludes bibliographical references (p. 466-495) and index. aCHAPTER ONE-INTRODUCTION TO LANGUAGE AND LANGUAGE DISORDERS PREVIEW OUTLINE CASE STUDY INTRODUCTION Cultural and Linguistic Diversity Evidence-Based Practice DEFINITIONS AND TERMINOLOGY Semantics Morphology Syntax Pragmatics Phonology Summary APPROACHES TO LANGUAGE DISORDERS Terminology Models of Language Disorders General Characteristics of Children with Specific Language Impairment Summary LINGUISTIC CHARACTERISTICS OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT Semantics Syntax Morphology Pragmatics Written Language Summary PROCESSING CHARACTERISTICS OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT Basic Principles Summary CHAPTER HIGHLIGHTS STUDY AND REVIEW QUESTIONS ANSWERS TO STUDY AND REVIEW QUESTIONS CHAPTER 2: LANGUAGE DEVELOPMENT IN CHILDREN: A REVIEW PREVIEW OUTLINE CASE STUDY CHAPTER INTRODUCTION THEORIES OF LANGUAGE DEVELOPMENT Behaviorial Theory Nativist Theory Cognitive Theory Social Interactionism Theory Information Processing Theory Education, Language, and Literacy Development in the School-Age Years Summary NORMAL LANGUAGE DEVELOPMENT: DEVELOPMENTAL MILESTONES The Role of the Environment in Language Development Traditional Language Development Milestones Birth to One Year One to Two Years Semantics Syntax Pragmatics Two to Three Years Semantics Syntax Morphology Pragmatics Three to Four Years Semantics Syntax Morphology Pragmatics Four to Five Years Semantics Syntax Morphology Pragmatics Five to Six Years Semantics Syntax Morphology Pragmatics Six to Seven Years Semantics Syntax Morphology Pragmatics Seven to Nine Years Semantics Syntax Morphology Pragmatics Education, Language, and Literacy Development in the School-Age Years Summary CHAPTER HIGHLIGHTS STUDY AND REVIEW QUESTIONS ANSWERS TO STUDY AND REVIEW QUESTIONS CHAPTER 3: THE IMPACT OF SECOND LANGUAGE ACQUISITION AND BILINGUALISM ON CHILDREN'S DEVELOPING LANGUAGE PREVIEW OUTLINE CASE STUDY CHAPTER INTRODUCTION LANGUAGE PROFICIENCY IN BILINGUAL CHILDREN Separate vs. Common Underlying Proficiency Simultaneous vs. sequential language acquisition Additive and subtractive bilingualism Comprehensible input Developing bilingual language proficiency Monolingual norm assumption Bilingual education Basic Interpersonal Communication Skills and Cognitive-Academic Language Proficiency Summary NORMAL PROCESSES OF SECOND LANGUAGE ACQUISITION Silent period Language loss Language transfer Interlanguage Codeswitching Summary COGNITIVE-LINGUISTIC VARIABLES IN SECOND LANGUAGE ACQUISITION Use of routines High vs. low input generators Practice opportunities Avoidance Modeling Summary AFFECTIVE VARIABLES IN SECOND LANGUAGE ACQUISITION Personality Anxiety level Motivation Summary CHAPTER HIGHLIGHTS STUDY AND REVIEW QUESTIONS ANSWERS TO STUDY AND REVIEW QUESTIONS CHAPTER 4: FACTORS IMPACTING LANGUAGE DEVELOPMENT IN CULTURALLY AND LINGUISTICALLY DIVERSE CHILDREN PREVIEW OUTLINE CASE STUDY INTRODUCTION CULTURE AND CULTURAL DIVERSITY Variables Impacting Behavior of Members of Various Cultural Groups Increasing Cultural Competence Summary CONSIDERATIONS IN WORKING WITH STUDENTS FROM IMMIGRANT AND REFUGEE FAMILIES General Issues Acculturation Considerations in Working with Internationally Adopted Children Summary IMPACT OF RELIGIOUS AND CULTURAL BELIEFS ON SERVICE DELIVERY Beliefs about Causes of Disabilities Beliefs about Treatment for Disabilities Summary WORKING WITH STUDENTS WHO SPEAK AFRICAN AMERICAN ENGLISH General Considerations Characteristics of Communication Summary WORKING WITH STUDENTS WHO SPEAK SPANISH-INFLUENCED ENGLISH General Considerations Characteristics of Communication Summary WORKING WITH STUDENTS WHO SPEAK ENGLISH INFLUENCED BY ASIAN LANGUAGES General Considerations Characteristics of Communication Summary CHAPTER HIGHLIGHTS STUDY AND REVIEW QUESTIONS ANSWERS TO STUDY AND REVIEW QUESTIONS CHAPTER 5: ASSESSMENT OF CHILDREN WITH LANGUAGE IMPAIRMENTS: BASIC PRINCIPLES PREVIEW OUTLINE CASE STUDY INTRODUCTION PRELIMINARY COMPONENTS OF ASSESSMENT Screening Case History The Pre-Evaluation Process Summary THE USE OF STANDARDIZED TESTS Definitions Test Validity Test Reliability Potential Misuses of Standardized Tests Summary CONSIDERATIONS IN USING STANDARDIZED TESTS WITH CLD STUDENTS Formal Test Assumptions Sources of Bias in the use of Standardized Tests with CLD Students Modifying Standardized Tests for use with CLD Students Summary LANGUAGE SAMPLES Introduction Strategies for Collecting Language Samples Informal Strategies for Evaluating Morphology and Syntax Informal Evaluation of Language Use Summary OTHER ALTERNATIVES TO STANDARDIZED ASSESSMENT Introduction Legal Considerations in the Assessment of CLD Students Dynamic Assessment Assessment of Information Processing Skills Assessment of Narrative Skills Portfolio Assessment Use of Interpreters in the Assessment of CLD Students Summary CLD STUDENTS: LANGUAGE DIFFERENCE OR LANGUAGE IMPAIRMENT? Introduction Diagnostic Pie Summary CHAPTER HIGHLIGHTS STUDY AND REVIEW QUESTIONS CHAPTER 6: INTERVENTION FOR CHILDREN WITH LANGUAGE IMPAIRMENTS: GENERAL PRINCIPLES AND STRATEGIES PREVIEW OUTLINE CASE STUDY GENERAL PRINCIPLES OF INTERVENTION FOR CHILDREN WITH LANGUAGE IMPAIRMENTS Purposes of Intervention Basic Approaches to Language Intervention Structure of Therapy Sessions Using Reinforcement in Language Therapy Schedules of Reinforcement Summary SPECIFIC TREATMENT TECHNIQUES Incidental Teaching Focused Stimulation Self-Talk Parallel Talk Expansion Extension Mand-Model Recasting Joint Routines Joint Book Reading Whole Language Using Sabotage Modifying Linguistic Input Summary FACILITATING GENERALIZATION OF TREATMENT TARGETS TO OTHER SETTINGS Introduction Connecting with Significant Others: General Principles Suggestions for Working with Caretakers Suggestions for Working with Classroom Teachers Summary SPECIAL CONSIDERATIONS FOR CLD CHILDREN WITH LANGUAGE IMPAIRMENTS Language of Intervention Program Placement Alternatives Incorporating Multiculturalism into Treatment Activities Suggestions for Therapy with CLD Students with LI Involving the Families of CLD Students with LI Summary CHAPTER HIGHLIGHTS STUDY AND REVIEW QUESTIONS ANSWERS TO STUDY AND REVIEW QUESTIONS CHAPTER 7: LANGUAGE IMPAIRMENT IN TODDLERS AND PRESCHOOLERS PREVIEW OUTLINE INTRODUCTION Background Facts Established Risk Factors for Developing Language Impairment Conditions that put Children at Risk for Developing Language Impairment Summary CHARACTERISTICS OF TODDLERS AND PRESCHOOLERS WITH LANGUAGE IMPAIRMENTS Precursors of Language Development Linguistic Characteristics of Young Children with Language Impairments Late Talkers Summary ASSESSMENT OF TODDLERS AND PRESCHOOLERS WITH LANGUAGE IMPAIRMENTS General Principles Strategies for Evaluating Language Skills Summary INTERVENTION FOR TODDLERS AND PRESCHOOLERS WITH LANGUAGE IMPAIRMENT General Principles Indirect Intervention: Working with Caregivers and Teachers Increasing Oral Language Skills: Direct Intervention Techniques Increasing Emergent Literacy Skills: Direct Intervention Techniques Serving Toddlers and Preschoolers in the Public School Setting Summary ADDITIONAL CONSIDERATIONS FOR CLD CHILDREN AND THEIR FAMILIES Working with Families Serving CLD Children with Language Impairments in Day Care and Preschool Settings Summary CHAPTER HIGHLIGHTS STUDY AND REVIEW QUESTIONS ANSWERS TO STUDY AND REVIEW QUESTIONS CHAPTER 8 LANGUAGE IN SCHOOL-AGED STUDENTS AND ADOLESCENTS WITH LEARNING DISABILITIES PREVIEW OUTLINE CASE STUDY CHAPTER INTRODUCTION Learning Disability: Definition, Identification, and Characteristics Oral and Written Language: The Relationship Federal Laws Impacting Service Delivery to Students with Learning Disabilities ORAL COMMUNICATION PROBLEMS OF STUDENTS WITH LEARNING DISABILITIES Pragmatic Skills Narrative Skills Semantic Skills Grammatical Skills Summary WRITTEN LANGUAGE PROBLEMS IN CHILDREN WITH LEARNING DISABILITIES Reading Disabilities (Dyslexia) General Facts Visual-Perceptual/Motor Theories Deficits in Phonological Processing Writing Disabilities Spelling Disabilities Summary ASSESSMENT OF STUDENTS WITH LEARNING DISABILITIES Challenges in Nonbiased Assessment Principles of Nonbiased Assessment Summary INTERVENTION FOR SCHOOL-AGED CHILDREN AND ADOLESCENTS WITH LEARNING DISABILITIES Service Delivery in the Public Schools Collaboration in the General Education Classroom Specific Strategies for Teaching Students with Learning Disabilities Basic Principles Providing Support for Written Language Skills Additional Considerations for CLD Students Summary CHAPTER HIGHLIGHTS STUDY AND REVIEW QUESTIONS ANSWERS TO STUDY AND REVIEW QUESTIONS CHAPTER 9: LANGUAGE IN CHILDREN WITH DEVELOPMENTAL DISABILITIES PREVIEW OUTLINE CASE STUDY INTRODUCTION MENTAL RETARDATION: DEFINITION AND CAUSES Definition and Classifications Causes of MR Summary COGNITIVE AND LINGUISTIC CHARACTERISTICS OF STUDENTS WITH MENTAL RETARDATION The Relationship Between Language and Cognition Cognitive and Processing Characteristics of Children with MR Language Characteristics of Children with MR Phonological Characteristics Morphological and Syntactic Characteristics Semantic Characteristics Pragmatic Characteristics Children with Down Syndrome Summary AUTISM SPECTRUM DISORDER: DEFINITION AND CAUSES Definition Causes of ASD Summary BEHAVIORAL, COGNITIVE, AND LINGUISTIC CHARACTERISTICS OF STUDENTS WITH AUTISM SPECTRUM DISORDERS Theory of Mind Behavioral Characteristics Phonological Characteristics Morphological and Syntactic Characteristics Semantic Characteristics Pragmatic Characteristics Written Language Characteristics Summary FOUNDATIONAL PRINCIPLES OF ASSESSMENT Basic Principles Parent Interview and Case History Specific Considerations in the Assessment of Children with ASD and/or MR Summary FOUNDATIONAL PRINCIPLES OF TREATMENT General Principles Utilizing Principles of Behaviorism Reinforcement Generalization Written Language Practical Techniques and Strategies for Increasing Language Skills Inclusion in General Education Classrooms Training Social Skills Training Attention and Listening Skills Students with Severe Deficits Supports for Children with ASD and MR Considerations for Working with CLD Students and Their Families Summary CHAPTER HIGHLIGHTS STUDY AND REVIEW QUESTIONS ANSWERS TO STUDY AND REVIEW QUESTIONS CHAPTER 10 THE IMPACT OF ENVIRONMENTAL FACTORSON LANGUAGE DEVELOPMENT PREVIEW OUTLINE CASE STUDY CHAPTER INTRODUCTION CHILDREN FROM LOW-SOCIOECONOMIC STATUS BACKGROUNDS Background Information Language and Behavioral Characteristics Implications for Service Delivery Additional Considerations for CLD Children from Low-SES Backgrounds Summary CHILDREN FROM BACKGROUNDS OF ABUSE AND/OR NEGLECT Background Information Language and Behavioral Characteristics Implications for Service Delivery Additional Considerations for CLD Children from Backgrounds of Abuse and/or Neglect Summary CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER Background Information Language and Behavioral Characteristics Implications for Service Delivery Additional Considerations for CLD Children Summary CHILDREN FROM BACKGROUNDS INVOLVING MATERNAL SUBSTANCE ABUSE Background Information Language and Behavioral Characteristics Implications for Service Delivery Additional Considerations for CLD Children Summary CHILDREN WITH HIV/AIDS Background Information Language and Behavioral Characteristics Implications for Service Delivery Additional Considerations for CLD Children Summary CHILDREN WITH BEHAVIORAL AND EMOTIONAL PROBLEMS Background Information Language and Behavioral Characteristics Implications for Service Delivery Additional Considerations for CLD Children Summary CHAPTER HIGHLIGHTS STUDY AND REVIEW QUESTIONS ANSWERS TO STUDY AND REVIEW QUESTIONS CHAPTER 11: LANGUAGE IMPAIRMENT IN SPECIAL POPULATIONS PREVIEW OUTLINE CHILDREN WITH HEARING IMPAIRMENTS Introduction and Basic Principles Implications for Assessment and Intervention Early Assessment and Intervention Basic Principles of Aural Rehabilitation Communication and Educational Approaches to Language Development for Hearing ImpairedChildren Additional Considerations for CLD Children and Their Families Summary CHILDREN WITH VISUAL IMPAIRMENTS Introduction and Basic Principles Implications for Assessment and Intervention Assessment Intervention Summary CHILDREN WITH SEVERE/MULTIPLE DISABILITIES Cerebral Palsy Spina Bifida Muscular Dystrophy Spinal Cord Injury Summary AUGMENTATIVE, ALTERNATIVE COMMUNICATION Introduction and Basic Principles Implications for Assessment and Intervention Assessment Intervention Additional Considerations for CLD Children and Their Families Summary CHAPTER HIGHLIGHTS STUDY AND REVIEW QUESTIONS ANSWERS TO STUDY AND REVIEW QUESTIONS CHAPTER 12 SCHOOL LANGUAGE AND CLASSROOM PROGRAMS: COLLABORATING WITH PARENTS AND SCHOOL PERSONNEL Alejandro E. Brice and Roanne G. Brice PREVIEW OUTLINE CASE STUDY INTRODUCTION The Changing Nature of Special Education Educational Reform Program Types Summary COLLABORATION VERSUS CONSULTATION Definitions Models of Collaboration Instructional Strategies for use with Miguel Instructional Strategies for use with John Suggestions for Collaboration with Classroom Teachers: Enhancing Students' Listening and Attention Skills Strategies for Collaboration with Classroom Teachers: Enhancing Students' Self Esteem Collaborative Instruction Strategies for Collaborating with Administrators Summary CONCLUSIONS CHAPTER HIGHLIGHTS STUDY AND REVIEW QUESTIONS ANSWERS TO STUDY AND REVIEW QUESTIONS 0aLanguage disorders in children. 0aLanguage and culture. 0aMulticultural education. 0aEducation, Bilingual.