Rebecca J. McCauley - Treatment of Language Disorders in Children

Also in the Communication and Language Intervention Series:

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Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning, Second Edition

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Paul H. Brookes Publishing Co.

Post Office Box 10624

Baltimore, Maryland 21285-0624

www.brookespublishing.com

Copyright 2017 by Paul H. Brookes Publishing Co., Inc.

All rights reserved.

Previous edition copyright 2006.

Paul H. Brookes Publishing Co. is a registered trademark of Paul H. Brookes Publishing Co., Inc.

Video finishing and DVD authoring by MetaMedia Training International, Frederick, Maryland.

It Takes Two to Talk, More Than Words, and The Hanen Program are registered trademarks of Hanen Early Language Program.

Cover image istockphoto/MariaPavlova.

Source for : American Speech-Language-Hearing Association (ASHA). (n.d.).

Step 3. Assessing the evidence. Retrieved from http://www.asha.org/Research/EBP/Assessing-the-Evidence/ Originally adapted from Scottish Intercollegiate Guidelines Network. (n.d.). SIGN grading system 19992012. Retrieved from http://www.sign.ac.uk/guidelines/fulltext/50/annexoldb.html

within-text quotations from McCartney, E. (2007). Language Therapy Manual. (p. 4). University of Strathclyde. Reprinted by permission of the NIHR Journals Library.

The individuals described in this book are composites or real people whose situations are masked and are based on the authors experiences. In all instances, names and identifying details have been changed to protect confidentiality.

The accompanying video clips (available on the DVD in the back of the book as well as streaming from www.brookespublishing.com/downloads with [case sensitive] keycode: 62CaReQ96), illustrating the interventions discussed in Treatment of Language Disorders in Children, Second Edition, were supplied by the chapter authors, and permission was obtained for all individuals shown in the footage.

Library of Congress Cataloging-in-Publication Data

Names: McCauley, Rebecca Joan, 1952 editor. | Fey, Marc E., 1952 editor. | Gillam, Ronald B. (Ronald Bradley), 1955 editor.

Title: Treatment of language disorders in children / edited by Rebecca J. McCauley, Ph.D., The Ohio State University, Columbus, Marc E. Fey, Ph.D., University of Kansas Medical Center, Kansas City and Ronald B. Gillam, Ph.D., Utah State University, Logan.

Description: Second edition. | Baltimore: Brookes Publishing, 2016. | Series: Communication and language intervention series | Includes bibliographical references and index.

Identifiers: LCCN 2016028942 (print) | LCCN 2016029943 (ebook) | ISBN 9781598579796 | ISBN 9781681250564 (pdf) | ISBN 9781681250588 (epub)

Subjects: LCSH: Language disorders in children. | Language disorders in childrenTreatment. | BISAC: EDUCATION / Special Education / Communicative Disorders.

Classification: LCC RJ496.L35 T74 2016 (print) | LCC RJ496.L35 (ebook) | DDC 618.92/855dc23

LC record available at https://lccn.loc.gov/2016028942

British Library Cataloguing in Publication data are available from the British Library.

Version 1.0

Contents

Laurence B. Leonard

Rebecca J. McCauley, Marc E. Fey, and Ronald B. Gillam

Marc E. Fey, Rebecca J. McCauley, and Ronald B. Gillam

Elaine Weitzman, Luigi Girolametto, and Lisa Drake

Marc E. Fey, Steven F. Warren, Shelley L. Bredin-Oja, and Paul J. Yoder

Ann P. Kaiser and Lauren H. Hampton

Susan Ellis Weismer, Courtney E. Venker, and Shari Robertson

MaryAnn Romski, Rose A. Sevcik, Melissa A. Cheslock, and Andrea Barton-Hulsey

Jaclyn M. Dynia, Jill M. Pentimonti, and Laura M. Justice

Gail T. Gillon and Brigid C. McNeill

Ronald B. Gillam, Rebecca J. McCauley, and Marc E. Fey

Elizabeth D. Pea, Lisa M. Bedore, and Mirza J. Lugo-Neris

Karen A. Erickson, David A. Koppenhaver, and James W. Cunningham

Sandra Laing Gillam and D. Ray Reutzel

Catherine H. Balthazar and Cheryl M. Scott

Ronald B. Gillam, Sandra Laing Gillam, and Marc E. Fey

Martin Fujiki and Bonnie Brinton

James Boyle and Elspeth McCartney

About the Video Clips

Purchasers of Treatment of Language Disorders in Children, Second Edition, can access the illustrative video clips that accompany with (case sensitive) keycode: 62CaReQ96

CHAPTER 2: HANEN PROGRAMS FOR PARENTS

Three parentchild pairs illustrate techniques from It Takes Two to Talk and More than Words, two Hanen programs described in the chapter that are used to increase child initiations and engagement.

CHAPTER 3: RESPONSIVITY EDUCATION/PRELINGUISTIC MILIEU TEACHING

Clinicians demonstrate techniques fostering the use of eye contact, vocalizations, and gestures to meet a variety of early prelinguistic communication goals in several children.

CHAPTER 4: ENHANCED MILIEU TEACHING

A clinician demonstrates expansions, recasting of unintelligible utterances, and the use of a time delay to address early linguistic goals in a 3-year-old with Down syndrome.

CHAPTER 5: FOCUSED STIMULATION APPROACH TO LANGUAGE INTERVENTION

In the first clip, a clinician demonstrates focused stimulation of early vocabulary during play with a toddler. In a second series of clips, a different clinician recasts the utterances of a 9-year-old with Down syndrome, targeting intelligibility, vocabulary, and grammar.

CHAPTER 6: THE SYSTEM FOR AUGMENTING LANGUAGE

During play with a 35-month-old toddler with Down syndrome, a clinician uses augmented input and positive responding to promote symbol use on a speech-generating device (SGD).

CHAPTER 7: PRINT-REFERENCING INTERVENTIONS

During a shared book reading activity, a clinician working with a 4-year-old with typical development illustrates print-referencing strategies for words, letters, book and print organization, and print function.

CHAPTER 8: PHONOLOGICAL AWARENESS INTERVENTION

A clinician works with a 4-year-old with typical development to illustrate strategies promoting phonemic awareness in association with the introduction of print, speech production, and language goals (e.g., categorization).

CHAPTER 9: LANGUAGE INTERVENTION FOR SCHOOL-AGE BILINGUAL CHILDREN

In three clips, a clinician illustrates techniques targeting vocabulary acquisition tacitly during book reading and through explicit instruction, as well as techniques targeting tense through explicit instruction.

CHAPTER 10: COMPREHENSIVE READING INTERVENTION IN AUGMENTATIVE COMMUNICATION

A clinician demonstrates word building, word sorting, and transfer activities for a student with severe speech and physical impairments (SSPI) using an augmentative and alternative communication (AAC) system equipped with eye-gaze access to symbols and word prediction software.