Owens, Robert E. <br/><br/>
Language disorders :  a functional approach to assessment and intervention / 
Robert E. Owens Jr. 
 - 5th ed. 
 - Boston :  Pearson,  c2010. 
 - 565 p. :  ill.  ;  26 cm. 
<br/><br/>Includes bibliographical references and index. 
<br/><br/>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 
<br/><br/><label>ISBN: </label>9780205607648 0205607640 
<br/><br/><label>LCCN: </label>2008046593 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Language Disorders.<br/>Child.<br/>Infant.<br/>Language Therapy.
<br/><br/><label>LC Class. No.: </label>RJ496.L35  / .O94 2014 
<br/><br/><label>Dewey Class. No.: </label>618.928 55 OWE 
<br/><br/><label>National Library of Medicine Call No.: </label>WL 340.2