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Rising recognition of semantic and pragmatic disabilities in children with specific language impairment has created a demand for a satisfactory framework and suitable methods for assessment and remediation. Work in tackling these problems is at an early stage. This book reports on progress in research and practice in a form accessible to professionals from a variety of backgrounds.
A revised edition of this classic text expands on the theoretical aspect of the language system as it relates to learning. it covers all areas crucial to effective assessment and intervention and helpful case histories make this book easy to read and understand. This text is well organizedchapters include a list of objectives, a comprehensive overview, end of chapter questions, and references.
Speech and language are central to the human experience; they are the vital means by which people convey and receive knowledge, thoughts, feelings, and other internal experiences. Acquisition of communication skills begins early in childhood and is foundational to the ability to gain access to culturally transmitted knowledge, organize and share thoughts and feelings, and participate in social interactions and relationships. Thus, speech disorders and language disorders-disruptions in communication development-can have wide-ranging and adverse impacts on the ability to communicate and also to acquire new knowledge and fully participate in society. Severe disruptions in speech or language acquisition have both direct and indirect consequences for child and adolescent development, not only in communication, but also in associated abilities such as reading and academic achievement that depend on speech and language skills. The Supplemental Security Income (SSI) program for children provides financial assistance to children from low-income, resource-limited families who are determined to have conditions that meet the disability standard required under law. Between 2000 and 2010, there was an unprecedented rise in the number of applications and the number of children found to meet the disability criteria. The factors that contribute to these changes are a primary focus of this report. Speech and Language Disorders in Children provides an overview of the current status of the diagnosis and treatment of speech and language disorders and levels of impairment in the U.S. population under age 18. This study identifies past and current trends in the prevalence and persistence of speech disorders and language disorders for the general U.S. population under age 18 and compares those trends to trends in the SSI childhood disability population.
Communication in Autism adopts a multidisciplinary approach to explore one of the most common developmental disorders associated with communication impairment. Perhaps the most fascinating thing about communication in autism is that variation is as extreme as it could possibly be. While some individuals with autism have age-appropriate language, a number have exceptional language skills; others have little or no spoken language. In between these extremes are individuals who experience significant linguistic impairments. These impairments can affect peer relations and literacy skills. The chapters in this volume provide comprehensive coverage of both the theoretical underpinnings and the practical aspects of autistic communication. The result is a volume that showcases the wide range of methodologies being used in this field of research. It is invaluable for scientists, service providers, parents, individuals with autism, and students learning about communication and autism (e.g., in psychology, speech pathology, and education).
This is a collection of 48 highly useful case studies of children and adults with communication disorders.
Delayed development of speech and/or language is one of the commonest reasons for parents of preschool children to seek the advice of a paediatrician. Accessible to non-academic Speech and Language Impairments provides an overview of recent research developments in specific speech and language impairments, written by experts in the field. Topics include normal and disordered development of problems , crosslinguistic studies, pragmatic language impairments, early identification, educational and psychiatric outcomes, acquired epileptic aphasia and experimental studies of remediation. The book concludes with a chapter by Michael Rutter that gives guidelines for conducting and evaluating research in this field.
Children with Specific Language Impairment covers all aspects of SLI, including its history, possible genetic and neurobiological origins, and clinical and educational practice.
The Handbook of Speech and Language Disorders presents a comprehensive survey of the latest research in communication disorders. Contributions from leading experts explore current issues, landmark studies, and the main topics in the field, and include relevant information on analytical methods and assessment. A series of foundational chapters covers a variety of important general principles irrespective of specific disorders. These chapters focus on such topics as classification, diversity considerations, intelligibility, the impact of genetic syndromes, and principles of assessment and intervention. Other chapters cover a wide range of language, speech, and cognitive/intellectual disorders.
Developmental language disorders (DLD) occur when a child fails to develop his or her native language often for no apparent reason. Delayed development of speech and/or language is one of the most common reasons for parents of preschool children to seek the advice of their family doctor. Although some children rapidly improve, others have more persistent language difficulties. These long-term deficits can adversely affect academic progress, social relationships and mental well-being.Although DLDs are common, we are still a long way from understanding what causes them and how best to.