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)
|Product dimensions:||7.00(w) x 9.90(h) x 1.30(d)|
About the Author
Rebecca McCauley, Ph.D., CCC-SLP, is a professor in Speech and Hearing Science at The Ohio State University. She is a Fellow of the American Speech, Language, and Hearing Association (ASHA) and former associate editor of American Journal of Speech-Language Pathology. She will be receiving Honors of ASHA at this year's annual convention in Boston. Her research and scholarly interests include issues in assessment and treatment of communication disorders in children, especially those with speech sound disorders, including childhood apraxia of speech. Rebecca is currently Editor with Alan Kamhi of the Communication and Language Intervention series for Brookes Publishing. With A. Lynn Williams and Sharynne McLeod, she has co-edited Interventions for Speech Sound Disorders in Children (Brookes Publishing, 2010), and is currently working with those colleagues on the second edition of that book. She has recently co-authored a paper on a taxonomy of phonological interventions with Elise Baker, A. Lynn Williams and Sharynne McLeod. In addition, Rebecca has authored one book on assessment, Assessment of Language Disorders in Children (2001) and has co-edited four other books on treatment for children's communication disorders.
Marc E. Fey, Ph.D., Professor, Hearing and Speech Department, University of Kansas Medical Center, 3901 Rainbow Boulevard, Kansas City, Kansas 66160
Dr. Fey's primary research and clinical interests include the role of input on children's speech and language development and disorders and the efficacy and effectiveness of speech and language intervention with children. Dr. Fey was editor of the American Journal of Speech-Language Pathology from 1996 to 1998 and was chair of the American Speech-Language-Hearing Association Publications Board from 2003 to 2005. Along with his many publications, including articles, chapters, and software programs, he has published three other books on language intervention—Language Intervention with Young Children (Allyn & Bacon, 1986) and Language Intervention: Preschool Through the Elementary Years (co-edited with Jennifer Windsor & Steven F. Warren; Paul H. Brookes Publishing Co., 1995), and Treatment of Language Disorders in Children (co-edited with Rebecca McCauley; Paul H. Brookes Publishing Company, 2006). Dr. Fey received the American Speech-Language-Hearing Association's Kawana Award for Lifetime Achievement in Publication in 2010 and the Honors of the Association in 2011.
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, Speech-Language Pathologist, Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, Georgia 30302
Ms. Andrea Barton-Hulsey is a doctoral student in Developmental Psychology and a Language and Literacy Fellow at Georgia State University. She has clinical and research experience working with children with developmental disabilities. Her work has focused on providing AAC services and supports to facilitate language and reading development in children.
Ann P. Kaiser, Ph.D., Susan W. Gray Professor of Education and Human Development, Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee 37203
Dr. Ann Kaiser is the Susan W. Gray Professor of Education and Human Development at Peabody College of Vanderbilt University. Dr. Kaiser's research focuses on early language interventions for children with developmental disabilities and children at risk due to poverty. She has developed and researched an early communication program to improve the language outcomes for young children with intellectual and developmental disabilities, children with autism, and children at risk due to behavior problems.
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, ASU Box 32085, 151 College Street, Boone, North Carolina 28608
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 childrenâ€™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 Childrenâ€™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., Professor, Pro-Vice-Chancellor, College of Education, University of Canterbury, Christchurch 8041, New Zealand
Gail T. Gillon is Pro-Vice-Chancellor at the University of Canterbury and leads the College of Education, Health and Human Development, Te RÄngai Ako me te Hauora. A native New Zealander of MÄori decent (NgÄ i Tahu iwi), she received her undergraduate tertiary qualifications in education, primary teaching, and speech-language therapy at the University of Canterbury. Dr. Gillon successfully completed her Ph.D. in speech and hearing at the University of Queensland, Australia, while working as a special education consultant for Brisbane Catholic Education.
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, 321 S. Columbia Street, Suite 1100 Bondurant Hall, Chapel Hill, North Carolina 27599
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., EHE Distinguished Professor, Teaching and Learning Administration, Executive Director of the Schoenbaum Family Center and the Crane Center for Early Childhood Research and Policy, The Ohio State University, 175 E 7th Ave., Columbus, Ohio 43201
Dr. Justice's research primarily focuses on young children who exhibit developmental vulnerabilities in language and literacy acquisition. Much of her research considers the effects of teacher- or parent-implemented interventions on children's learning, including the effective use of storybooks. She is a recipient of the Annie Glenn Leadership Award in Speech-Language Pathology, the Editor's Award (from the American Journal of Speech-Language Pathology), the Early Career Publication Award (from the Division of Research, Council for Exceptional Children), the Erskine Fellowship (from the University of Canterbury), and the Fulbright Scholar Award. Dr. Justice has also received the Presidential Early Career Award in Science and Engineering (from President G.W. Bush).
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., CCC-SLP, Professor and Chair, Communication Sciences and Disorders, College of Public Health, Temple University, 1701 N. 13th Street, Weiss Hall 113, Philadelphia, PA 19122
Dr. Bedore is Professor and Chair of the Communication Sciences and Disorders Department at Temple University in Philadelphia. She is a bilingual speech-language pathologist by training. Her research interests focus on understanding the nature of language impairment in bilingual children and the factors that influence language outcomes for bilingual children. Many of her publications focus on the relationships between bilingual language experience and language performance in bilingual children. A key practical application of this work is the identification of clinical markers of language impairment that can be applied to assessments such as the BESA.
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.
MaryAnn Romski, Ph.D., Regents Professor of Communication, Psychology, and Communication Disorders, Associate Dean for Research and Graduate Studies, College of Arts and Sciences, Georgia State University, Post Office Box 4038, Atlanta, Georgia 30302
MaryAnn Romski is Regents Professor of Communication, Psychology, and Communication Disorders at Georgia State University, Atlanta, and serves as Associate Dean for Research and Graduate Studies in the College of Arts and Sciences. She is a certified speech-language pathologist with more than 30 years of clinical experience. Her well-recognized and continuously funded research program focuses on the language and communication development of children and adults with intellectual and developmental disabilities who encounter difficulty speaking, particularly the development and evaluation of computerized communication interventions.
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., Distinguished University Professor, Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, Georgia 30302
Dr. Sevcik 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.
Table of Contents
Editorial Advisory Board
About the Editors
About the Contributors
- Introduction to Treatment of Language Disordersin Children, Second Edition
Rebecca J. McCauley, Marc E. Fey, and Ronald B. Gillam
I Interventions Targeting Emerging Communication and Language
Marc E. Fey, Rebecca J. McCauley, and Ronald B. Gillam
- Hanen Programs for Parents: Parent-Implemented Early Language Intervention
Elaine Weitzman, Luigi Girolametto, and Lisa Drake
- Responsivity Education/Prelinguistic Milieu Teaching
Marc E. Fey, Steven F. Warren, Shelley L. Bredin-Oja, and Paul J. Yoder
- Enhanced Milieu Teaching
Ann P. Kaiser and Lauren H. Hampton
- Focused Stimulation Approach to Language Intervention
Susan Ellis Weismer, Courtney E. Venker, and Shari Robertson
- The System for Augmenting Language: AAC and Emerging Language Intervention
MaryAnn Romski, Rose A. Sevcik, Melissa A. Cheslock, and Andrea Barton-Hulsey
- Print-Referencing Interventions: A Framework for Improving Children's Print Knowledge
Jaclyn M. Dynia, Jill M. Pentimonti, and Laura M. Justice
- Phonological Awareness Intervention: Building Foundations for Successful Early Literacy Development for Preschool Children with Speech-Language Impairment
Gail T. Gillon and Brigid C. McNeill
- Language Intervention for School-Age Bilingual Children: Principles and Application
Elizabeth D. PeÃ±a, Lisa M. Bedore, and Mirza J. Lugo-Neris
- Comprehensive Reading Intervention in Augmentative Communication
Karen A. Erickson, David A. Koppenhaver, and James W. Cunningham
- Effective Interventions for Word Decoding and Reading Comprehension
Sandra Laing Gillam and D. Ray Reutzel
- Complex Sentence Intervention
Catherine H. Balthazar and Cheryl M. Scott
- Supporting Knowledge in Language and Literacy: A Narrative-Based Language Intervention Program
Ronald B. Gillam, Sandra Laing Gillam, and Marc E. Fey
- Social Communication Intervention for Children with Language Impairment
Martin Fujiki and Bonnie Brinton
- Parameters of Service Delivery and the Strathclyde Language Intervention Program
James Boyle and Elspeth McCartney
II Interventions Targeting More Advanced Language and Literacy
Ronald B. Gillam, Rebecca J. McCauley, and Marc E. Fey