000			04799pam a2200289 a 4500
999			_c6934 _d6934
001			709802
003			OSt
005			20200205150603.0
008			971016s1998 maua b 001 0 eng
010			_a 97032508
020			_a0205197876
040			_aDLC _cDLC _dDLC
050	0	0	_aRJ496.L35 _bN46 1998
082	0	0	_a618.92855 NEL _221
100	1		_aNelson, Nickola.
245	1	0	_aChildhood language disorders in context : _binfancy through adolescence / _cNickola Wolf Nelson.
250			_a2nd ed.
260			_aBoston : _bAllyn & Bacon, _cc1998.
300			_axii, 628 p. : _bill. ; _c25 cm.
504			_aIncludes bibliographical references (p. 545-606) and indexes.
505			_aI.VIEWING CHILDHOOD LANGUAGE DISORDERS FROM VARIED PERSPECTIVES. 1.A Framework. The Importance of Asking Questions. The Purpose of Language Intervention. Forest and the Trees Problems (And How to Avoid Them). Balancing Ages and Developmental Stages. Strategies for Changing Systems. 2.Language, Speech, and Communication. The Linking (and Unlinking) of Language, Speech, and Communication. Language and Communication as Social Interaction Events. Language and Communication and Neuropsychological Events. 3.Language Acquisition Theories: Contributions to Language Assessment and Intervention. Six Theories of Language Acquisition and Intervention. Biological Maturation Theory. Linguistic Theory. Behaviorist Theory. Information Processing Theory. Cognitivist Theory. Integrating Six Theoretical Perspectives. 4.Causes, Categories, and Characteristics. A Definition of Language Disorders. The Elusiveness of Cause. To Categorize or Not to Categorize. An Overview of Categories. Central Processing Factors. Peripheral Sensory and Motor System Factors. Environmental and Emotional Factors. Mixed Factors and Changes Over Time. Prevention of Childhood Language Disorders. 5.Public Policy and Service Delivery. Public Policy Influences. Service Delivery. 6.Making Assessment and Intervention Work for Children. A Sequence of Questions. Assessment and Intervention as Integrated Processes. Assessment Purposes and Practices. Intervention Purposes and Practices. II.BALANCING AGES AND DEVELOPMENTAL STAGES. 7.Early Stages: Identification and Assessment for Infants and Toddlers. Identifying Infants at Risk for Developmental Problems. Contexts for Early-Stage Assessment and Intervention. A Family Systems-Approach to Early-Stage Assessment. Tools and Strategies for Early-Stage Assessment. 8.Early Stages: Goals and Intervention Strategies. Getting the Basics Together. Intentionality and Early Communicative Functions. Early Symbols. Encoding Semantic Relations and Combining Two Words to Do More. Parental Roles in Helping Children Go Beyond the Here-and-Now. Early Learning About Literacy. Building More Complex Ideas Through Play. Making Speech More Clear. 9.Middle Stages: Identification and Assessment Preschool Through 2nd Grade. Identifying Language Disorders in the Middle Stages. Contexts for Middle-Stage Assessment and Intervention. Tools and Strategies for Middle-Stage Assessment. 10.Middle Stages: Goals and Intervention Strategies. Roles of Adult Partners and Contexts in Language Intervention. Using Language to Accomplish Expanded Conversational Purposes. Producing and Comprehending Complex Content-Form Constructions. Continued Phonological Development. Acquiring and Retrieving Words and Concepts. Developing Skills in Symbolic Play. Participating in Storytelling: Emerging Literacy. Beginning School. 11.Later Stages: Identification and Assessment 3rd Grade Through High School. Identifying Language Disorders in the Later Stages. Contexts for Later Stage Assessment and Intervention. Tools and Strategies for Later Stage Assessment. 12.Later Stages: Goals and Intervention Strategies. Modifying Language Learning Contexts. Fostering "Metaskills" and Other Executive Strategies. Developing Competence in Discourse Genres and Events. Encouraging Later Stage Synactic-Semantic Development. Developing Abstract and Nonliteral Meanings. Facilitating Transitions. 13.Severe Communication Impairment: Assessment and Intervention. Identifying Communication Needs of Individuals With Severe Disabilities. Assessment and Planning Models. Contexts for Assessment and Intervention. Communication Intentions and Interactions. Content-Form Developments. Narrative and Literacy Developments. Transitions to Work and Adulthood.
650		0	_aLanguage disorders in children.
650		0	_aLanguage disorders in adolescence.
906			_a7 _bcbc _corignew _d1 _eocip _f19 _gy-gencatlg
942			_2ddc _cRFT