Treatment of Language Disorders in Children (CLI). Questo articolo non è disponibile.Treatment of Language Disorders in Children (CLI)

Thoroughly updated to meet the needs of today's students in SLP courses, the second edition of this classic textbook prepares future professionals to evaluate, compare, select, and apply effective interventions for language disorders in children. Using realistic case studies and many new video clips that show each strategy in action, the expert contributors introduce your students to 14 current, research-based intervention models and examine practical ways to apply them in the field. The new edition covers interventions for both emerging communication and language and more advanced language and literacy, in a consistent chapter format that makes it easy for students to compare treatment approaches. A textbook SLPs will keep and reference often throughout their careers, this balanced, in-depth look at interventions will prepare professionals to choose and implement the best interventions for children with language disorders.

YOUR STUDENTS WILL LEARN ABOUT

• the theoretical and empirical basis of each intervention
• target populations for the intervention
• assessment and decision making
• practical requirements for implementation
• considerations for children from culturally and linguistically diverse backgrounds
• future directions

STUDENT-FRIENDLY MATERIALS: A video clip to illustrate each intervention (on the included DVD and available online); case studies; learning activities that challenge students to apply their new knowledge

WITH NEW CHAPTERS ON: Print-Referencing Interventions * Language Intervention for School-Age Bilingual Children * Comprehensive Reading Intervention in Augmentative Communication * Complex Sentence Intervention * Narrative Language Intervention * Social Communication Intervention for Children with Language Impairment * Strathclyde Language Intervention Program (SLIP)

MaryAnn Romski, Ph.D., is Regents Professor of Communication, Psychology, and Communication Sciences and Disorders at Georgia State University, Director of the Center for Research on Atypical Development and Learning and a founding member of the Center on Research on Challenges to Acquiring Language & Literacy. Dr. Romski is a certified speech-language pathologist with more than 40 years of clinical experience, a Fellow of the American Speech-Language-Hearing Association (ASHA), the American Association of Intellectual and Developmental Disabilities (AAIDD), and the International Society for Augmentative and Alternative Communication. She received ASHA Honors in 2015. Her research program focuses on the communication development of children with developmental disorders who encounter difficulty speaking, particularly the development and evaluation of computerized communication interventions. Dr. Romski has published 3 books, more than 100 articles and chapters, and has given numerous national and international presentations. She is AAIDD’s representative to the National Joint Committee on the Communication Needs of Individuals with Severe Disabilities (NJC).

Melissa A. Cheslock, M.S., CCC-SLP, Clinical Supervisor, Department of Communication Science and Disorders, University of Montevallo, 75 College Drive, Station 6720, Montevallo, Alabama 35115

Melissa A. Cheslock is Clinical Supervisor at the University of Montevallo's Communication Science and Disorders Program. She received her undergraduate and graduate degrees at the University of South Alabama in Mobile. She has more than 20 years of experience and has worked in both clinical and research settings. Ms. Cheslock's professional interests include child language, atypical development, augmentative communication, and early intervention.

Rose A. Sevcik, Ph.D., is Distinguished Professor of Psychology and Chair of the Developmental Psychology Doctoral Program. She is the founding co-director of the university's Area of Focus: Research on Challenges to Acquiring Language and Literacy and a member of the Center for Research on Atypical Development and Learning (CRADL). She has made significant contributions to the field of developmental and learning disabilities and language and reading intervention research through more than 100 peer-reviewed publications, chapters, and books and numerous presentations at national and international conferences. She has been an investigator on 12 federally funded projects (NIH, IES) with a long history of working with schools. Dr. Sevcik is a Fellow of the American Speech-Language-Hearing Association and the International Society of Augmentative and Alternative Communication. She also is a Fellow of the American Association on Intellectual and Developmental Disabilities and past President of its Communication Disorders Division. A member of the National Joint Committee on the Communication Needs of Persons with Severe Disabilities, she is also on the Board of Directors for the United States Society for Augmentative and Alternative Communication.

Shari, Ph.D., Professor of Speech-Language Pathology, Dean's Associate, School of Graduate Studies and Research, Indiana University of Pennsylvania, 124 Stright Hall, Indiana, Pennsylvania 15705

Shari Robertson is Professor of Speech-Language Pathology and Dean's Associate for Graduate Studies at Indiana University of Pennsylvania. Dr. Robertson recently completed a term on the American Speech-Language-Hearing Association board of directors as Vice President of Academic Affairs in Speech-Language Pathology. She has published numerous articles, book chapters, and clinical materials and is a well-known presenter on topics related to language and literacy development.

Shelley L. Bredin-Oja, Ph.D., Associate Researcher, Institute for Life Span Studies, University of Kansas, 1000 Sunnyside Avenue, Room 1052, Lawrence, Kansas 66045

Shelley L. Bredin-Oja is an associate researcher in the Bureau of Child Research at the University of Kansas. Her clinical expertise is serving families and toddlers/preschoolers with communication delays. Her research interests include the efficacy and effectiveness of language interventions and grammar development in young children.

Steven F. Warren, Ph.D., Professor, Speech-Language-Hearing Sciences and Disorders, Dole Human Development Center, University of Kansas, 1000 Sunnyside Avenue, #3045, Lawrence, Kansas 66045

Dr. Steven Warren's research has focused on communication and language development and intervention. Working with various colleagues, Dr. Warren has contributed to the creation of pre-linguistic and milieu intervention approaches. Much of his research has focused on the effect of these intervention approaches and on the role of parenting on moderating the impact of developmental disorders, such as Down syndrome and fragile X Syndrome.

Susan Ellis Weismer, Ph.D., Oros-Bascom Professor, Department of Communication Sciences and Disorders, Associate Dean for Research, College of Letters and Science, University of Wisconsin–Madison, 1500 Highland Avenue, Madison, Wisconsin 53705

Susan Ellis Weismer is Oros-Bascom Professor of Communication Sciences and Disorders and Principal Investigator at the Waisman Center. Her program of research focuses on understanding the developmental course and mechanisms underlying language acquisition in late talkers, specific language impairment, and autism spectrum disorders. Her research has been funded by the National Institutes of Health for more than 25 years.

Jill M. Pentimonti, Ph.D., Researcher, American Institutes for Research, 1000 Thomas Jefferson Street, NW, Washington, DC 20007

Jill M. Pentimonti is a researcher at American Institutes for Research. She specializes in child language and literacy development during the preschool years as well as home and educational interventions.

Catherine H. Balthazar, Ph.D., Professor and Chair, Department of Communication Disorders, Governors State University, 1 University Parkway, University Park, Illinois 60484

Catherine H. Balthazar has been a speech-language pathologist and professor for more than 20 years, teaching courses in child language development and disorders. Her ongoing clinical and research efforts are aimed at improving treatment outcomes for older school-age children and adolescents with specific language impairment. To that end, Dr. Balthazar has spent the past 10 years investigating how treating complex sentence structure affects oral and written language performance.

James Boyle, MAppSci, Professor, School of Psychological Sciences and Health, University of Strathclyde, Graham Hills Building, 40 George Street, Glasgow G1 1QE, United Kingdom

James Boyle is Professor of Psychology and Director of Postgraduate Professional Training in Educational Psychology at Strathclyde University. A practitioner educational psychologist, he is a British Psychological Society chartered psychologist, a Health and Care Professions Council registered psychologist, and previously a Moray House School of Education honorary professor at the University of Edinburgh. He has research interests in educational and developmental psychology that include early identification and language intervention and has experience in conducting systematic reviews and randomized controlled trials. He is a member of the Scottish government's National Steering Group on Educational Psychology.

Elspeth McCartney, Ph.D., Reader, School of Psychological Sciences and Health, University of Strathclyde, Graham Hills Building, 40 George Street, Glasgow G1 1QE, United Kingdom

Elspeth McCartney is Reader in Speech and Language Therapy at Strathclyde University and a visiting researcher at the University of Newcastle upon Tyne. She holds professional qualifications as a speech and language therapist (SLT) and teacher. She is registered as an SLT with the Health and Care Professions Council (HCPC) and is an HCPC visitor advising on degree program approvals. She is a fellow of the Royal College of Speech and Language Therapists and a member of their research and development reference group.

Bonnie Brinton, Ph.D., Professor, Department of Communication Disorders, Brigham Young University, 127 TLRB, Provo, Utah 84602

Bonnie Brinton is Professor of Communication Disorders at Brigham Young University (BYU) in Provo, Utah. Dr. Brinton's research focuses on assessment and intervention with children who experience difficulty with social communication. She has served as Dean of Graduate Studies at BYU. She is also a fellow of the American Speech-Language-Hearing Association.

Lisa Drake, M.Cl.Sc., Speech-Language Pathologist, Director of Autism Services, 1075 Bay Street, Suite 515, Toronto, Ontario M5S 2B1, Canada

Lisa Drake is a speech-language pathologist who has worked with children on the autism spectrum in Canada and the United States for more than 10 years. As Director of Autism Services at the Hanen Centre, she is responsible for program and resource development. She also provides presentations and More Than Words certification training to speech-language pathologists around the world.

Jaclyn M. Dynia, Ph.D., Senior Research Associate, Crane Center for Early Childhood Research and Policy, The Ohio State University, 175 E. 7th Ave., Columbus, Ohio 43201

Jaclyn M. Dynia received her Ph.D. from The Ohio State University and joined the Crane Center for Early Childhood Research and Policy in August 2008. Prior to obtaining her Ph.D., she taught children with autism as a reading specialist for a private school. Dr. Dynia is also the Project Director for the Kids in Columbus Study (KICS), a 5-year longitudinal study focusing on child development, and The Solyluna Club de Lectura, a literacy project located in the Yucatan Peninsula. She serves on the Ohio Division of Early Childhood (DEC) board and the Child Care Advisory Council. Dr. Dynia's research interests include early literacy development, early childhood special education, and autism.

Martin Fujiki, Ph.D., Professor and Chair, Department of Communication Disorders, Brigham Young University, 130 TLRB, Provo, Utah 84602

Martin Fujiki is Professor and Chair of Communication Disorders at Brigham Young University in Provo, Utah. Dr. Fujiki's research focuses on the social and emotional competence of children with language impairment. He is a fellow and recipient of honors from the American Speech-Language-Hearing Association.

Sandra Laing Gillam, Ph.D., Professor, Department of Communicative Disorders and Deaf Education, Utah State University, 2610 Old Main Hill, Utah State University, Logan, Utah 84322

Sandra Laing Gillam is a professor at Utah State University in the Department of Communicative Disorders and Deaf Education. She is the current Vice President for Speech Language Pathology Practice for the American Speech-Language-Hearing Association. She teaches and conducts research in the areas of childhood language disorders, phonological development and disorders, and assessment and intervention for speech and language disorders.

Mirza J. Lugo-Neris, Ph.D., CCC-SLP, Clinical Assistant Professor, The University of Texas at Austin, One University Station A1100, Austin, Texas 78712

Mirza J. Lugo-Neris is Clinical Assistant Professor at the University of Texas Speech and Hearing Center. Her research interests include bilingual language development disorders, the assessment and treatment of Spanish-English bilingual children with language impairment, and clinical practice research.

Brigid C. McNeill, Ph.D. is a speech-language therapist and Professor and Deputy Head of School of Teacher Education in the College of Education, Health and Human Development at the University of Canterbury. Dr. McNeill is an international expert on literacy development in children with childhood apraxia of speech. Her research also focuses on developing and evaluating methods to better prepare teachers to support children’s early literacy development.

Rebecca J. McCauley, Ph.D.is a professor in the Department of Speech and Hearing Sciences at The Ohio State University. Her research and writing have focused on assessment and treatment of pediatric communication disorders, with a special focus on speech sound disorders, including childhood apraxia of speech. She has authored or edited seven books on these topics and co-authored a test designed to aid in the differential diagnosis of childhood apraxia of speech. Dr. McCauley is a Fellow of the American Speech-Language-Hearing Association, has received Honors of the Association, and has served two terms as an associate editor of the American Journal of Speech-Language Pathology.

Marc E. Fey, Ph.D., CCC-SLP, was emeritus professor for the Hearing and Speech Department at the University of Kansas Medical Center. He published numerous articles, chapters, and software programs on children’s speech and language development and disorders and wrote and edited three books on child-language intervention. He was editor of the American Journal of Speech-Language Pathology from 1996 to 1998 and Chair of the American Speech-Language Hearing Association's (ASHA) publications board from 2003 to 2005. He received the Kawana Award for Lifetime Achievement in Publications and the Honors of the Association from ASHA.

In Memory of Marc E. Fey

The field of communication sciences lost a remarkable leader when Marc Fey passed away on September 12, 2023. At Brookes, we will remember him as the dedicated Co-Series Editor of the Communication and Language Intervention (CLI) book series, which he helped direct and expand for many years. Marc was not only a series editor but also a volume editor/author. One of those titles, Treatment of Language Disorders in Children, now in its second edition and slated for a third, has become a classic text for speech-language pathologists, for its balanced examination of interventions for emerging communication and language as well as more advanced language and literacy. A strong supporter of evidence-based practice, Marc brought his passion for research and commitment to well-designed intervention studies to the selection process for the CLI series. Those books benefited from his keen editorial and writing skills. Our staff who had the pleasure of working with him will remember many enjoyable moments at CLI Board meetings and his collaborative, encouraging leadership. His legacy will live on in the volumes he helped to envision and create for the field, and the difference he made in the lives of so many children with speech and language disorders.

Ronald B. Gillam, Ph.D., Raymond L. and Eloise H. Lillywhite Professor, Department of Communicative Disorders and Deaf Education, Utah State University, 1000 Old Main Hill, Logan, Utah 84322

Dr. Gillam's research, which has been funded by the National Institute on Deafness and Other Communication Disorders and the U.S. Department of Education, primarily concerns information processing, language assessment, and language intervention with school-age children with language impairments. Dr. Gillam has been the associate editor of the American Journal of Speech-Language Pathology (1996–1999) and the Journal of Speech, Language, and Hearing Research (2001–2004; 2010– 2013). In addition to publishing more than 130 articles and book chapters, Ron has published three tests and two other books—Memory and Language Impairment in Children and Adults (Aspen, 1988) and Communication Sciences and Disorders: From Science to Clinical Practice (co-edited with Thomas Marquardt & Fredrick Martin; Singular, 2000; Jones & Bartlett, 2010, 2015). Dr. Gillam's teaching and research awards include ASHA Fellow, the Hayden Williams Fellowship at Curtin University in Western Australia, and the Robins Award for the outstanding researcher at Utah State University.

Alan G. Kamhi, Ph.D., is Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University. Since the mid-1970s, he has conducted research on many aspects of developmental speech, language, and reading disorders. He has written several books with Hugh Catts on the connections between language and reading disabilities as well as two books with Karen E. Pollock and Joyce Harris on communication development and disorders in African American speakers. His current research focuses on how to use research and reason to make clinical decisions in the treatment of children with speech, language, and literacy problems. He began a 3-year term as the Language Editor for the Journal of Speech, Language, and Hearing Research in January 2004 and served as Editor of Language, Speech, and Hearing Services in Schools from 1986 to 1992.

Andrea Barton-Hulsey, M.A., CCC-SLP, is an Assistant Professor in the School of Communication Science and Disorders at Florida State University. Her research is focused on understanding factors that support language and literacy development in children with intellectual and developmental disabilities. Her work is inclusive of children with limited speech ability who use augmentative and alternative communication systems to support language and reading development.

Ann Kaiser, Ph.D. is the Susan W. Gray Professor of Education and Human Development at Vanderbilt University. She is the author of more than 175 articles on early intervention for children with autism and other development communication disabilities. Her research focuses on therapist- and parent-implemented naturalistic interventions.

Paul J. Yoder, Ph.D., Professor, Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee 37203

Dr. Paul Yoder has been studying the transition from prelinguistic to linguistic communication in multiple populations with disabilities for over two decades. He is a co-designer of Milieu Communication Teaching and has contributed to several studies examining the efficacy of this treatment. He teaches methods and measurement at Vanderbilt University.

David A. Koppenhaver, Ph.D., Professor, Department of Reading Education and Special Education, Appalachian State University

David A. Koppenhaver is Professor in the Reading Education and Special Education Department at Appalachian State University. His Dr. Koppenhaver's research focuses on literacy in individuals with signifi cant disabilities, including those with complex communication needs. He and David Yoder cofounded the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill in 1990.

Elaine Weitzman, M.Ed., Adjunct Professor, Department of Speech-Language Pathology, University of Toronto; Executive Director, The Hanen Centre, 1075 Bay Street, Suite 515, Toronto, ON M5S 2B1, Canada
Elaine Weitzman is Executive Director of The Hanen Centre, Toronto, Canada, and Adjunct Professor in the Department of Speech-Language Pathology at the University of Toronto. Ms. Weitzman is coauthor of three resources for caregivers on how to facilitate children’s language and literacy development: It Takes Two to Talk: A Practical Guide for Parents of Children with Language Delays (The Hanen Centre, 2004); Learning Language and Loving It: A Guide to Promoting Children’s Social, Language, and Literacy Development in Early Childhood Settings (The Hanen Centre, 2002); and ABC and Beyond: Building Emergent Literacy in Early Childhood Settings (The Hanen Centre, 2010). Her research has focused on the effi cacy of caregiver-implemented early language intervention.

Elizabeth Peña, Ph.D., CCC-SLP, is Professor in the School of Education at the University of California, Irvine. Her work focuses on differentiating language impairment from language difference in bilingual children. Her assessment work employs a variety of methods including standardized and dynamic assessment. She is interested in how children from diverse linguistic backgrounds learn new language skills and how they lexicalize their conceptual knowledge across two languages and has published extensively in these areas. She is a Fellow of the American Speech, Language, and Hearing Association.

Gail T. Gillon, Ph.D. is Director of the Child Well-being Research Institute at the University of Canterbury, New Zealand, and is Co-director of A Better Start National Science Challenge, a 10-year program of research focused on ensuring all children’s learning success and well- being. She has an extensive publication record in children’s speech-language and literacy development.

James W. Cunningham, Ph.D., Professor Emeritus, Literacy Studies, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599

James W. Cunningham has authored more than 100 publications, including books, book chapters, research articles, professional articles, and scholarly reviews. He was a member of the Text Complexity Committee for the Common Core Standards in English Language Arts. Dr. Cunningham has presented many papers at national and international conferences. He is a member of the Reading Hall of Fame.

Karen A. Erickson, Ph.D., David E. and Dolores J. Yoder Distinguished Professor, Director, Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill

Karen A. Erickson is Yoder Distinguished Professor and Director of the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. A former teacher of children with significant disabilities, Dr. Erickson's current research addresses literacy and communication assessment and intervention for students with a range of disabilities, including significant disabilities. Dr. Erickson is codeveloper of the Tar Heel Reader online library of accessible books for beginning readers as well as several other assistive, learning, and communication technologies.

Laura M. Justice, Ph.D., is Distinguished Professor of Educational Psychology at The Ohio State University. Dr. Justice is also Executive Director of the Crane Center for Early Childhood Research and Policy as well as the Schoenbaum Family Center. A certified speech-language pathologist, much of her research focuses on identifying strategies to improve the language skills of young children, including those with disabilities.

Lauren H. Hampton, Ph.D., Research Associate, Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee 37203

Lauren H. Hampton is a research associate at the Peabody College of Vanderbilt University. Dr. Hampton's research focuses on early communication interventions, parent training interventions, and classroom interventions for children with autism. She has more than 10 years of experience implementing early interventions for children with autism and their families.

Lisa M. Bedore, Ph.D., studies language development and disorders in Spanish-English bilinguals. Work on typical bilingual language acquisition provides a foundation for her work focusing on identification of clinical markers to accurately identify children with language impairment and to identify targets for language intervention. Her work was been funded by the National Institute of Deafness and Other Communication Disorders.

Luigi Girolametto, Ph.D., Professor, Department of Speech-Language Pathology, University of Toronto, 500 University Avenue #160, Toronto, Ontario M5G 1V7, Canada

Luigi Girolametto is a professor in the Department of Speech-Language Pathology at the University of Toronto. He teaches child language disorders and intervention. Current research in his Child Language Lab focuses on 1) parent-focused language intervention, 2) the development of emergent literacy skills in preschoolers, and 3) language acquisition in bilingual preschoolers. Dr. Girolametto's interests include the efficacy of language intervention and professional development.