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OverviewFor language disorders courses Students learn how to analyse, synthesise, evaluate, and link the information they are learning about language disorders–and to think like a speech-language pathologist. This text is more than an introductory look at language disorders. It goes beyond basic concepts and basic definitions to teach students how to analyse, synthesise, evaluate, and link the information they are learning. It offers readers opportunities for higher-order learning, while preparing students to become careful evaluators of information, as well as adept problem solvers. Organised by disorder groups and theme, Language Disorders in Children helps students easily make connections between theoretical information and clinical practice through a number of thoughtful features such as case histories, clinical decision trees, and hot topic discussions. It’s an approach that meets the needs of today’s students to learn lifetime critical thinking skills, to see relationships between isolated ideas and facts, and to think like a speech-language pathologist. This text is set up to ensure optimal teaching and learning through: A focus on theoretical thinking and illustrative best-practice methodologies; An emphasis on evidence-based practice; Organisation by disorder group; and Strong pedagogy such as case histories, clinical decision trees, and hot topic discussions. Full Product DetailsAuthor: Joan KaderavekPublisher: Pearson Education (US) Imprint: Pearson Edition: 2nd edition Dimensions: Width: 20.00cm , Height: 2.00cm , Length: 25.00cm Weight: 0.659kg ISBN: 9780133352023ISBN 10: 0133352021 Pages: 464 Publication Date: 22 May 2014 Audience: College/higher education , Tertiary & Higher Education Replaced By: 9780135916711 Format: Paperback Publisher's Status: Active Availability: In stock  We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of ContentsChapter 1 The Foundations of Language and Clinical Practice Chapter 2 Language Theory and the Communication Subdomains Chapter 3 Assessment of Language Disorders Chapter 4 Decision Making in Assessment and Intervention Chapter 5 Principles of Intervention Chapter 6 Children with Specific Language Impairment Chapter 7 Children with Hearing Loss Chapter 8 Children with Intellectual Disability Chapter 9 Children with Autism Spectrum Disorders Chapter 10 Early Literacy, Reading, and Writing for School-Age Children Chapter 11 Augmentative and Alternative Communication (AAC) and Children with Language Disorders Appendix A A Tutorial: The Meaning of Standard Scores Appendix B T-Unit Analysis Appendix C Report Writing Appendix D Language Sample Analysis Worksheet Glossary References IndexReviewsAuthor InformationJoan Kaderavek, Ph.D. is a Distinguished University Professor in the department of Early Childhood Education at the University of Toledo. Dr. Kaderavek is a certified speech-language pathologist with extensive clinical and classroom experience. Her work has centered on investigating the early reading skills and language concepts that impact children’s later reading ability and how classroom discourse impacts children’s academic performance. Her appointment as a Distinguished University Professor represents special recognition based on exemplary teaching, research, scholarship and professional service. Dr. Kaderavek is a Fellow of the American Speech-Language-Hearing Association and has been a Fulbright Scholar. Dr. Joan Kaderavek is a frequent presenter and author in the area of language development, early literacy, and teacher-child interactions. She has over 60 peer-reviewed articles in leading journals. Her work has been published in Journal of Speech-Language Hearing Research, Language, Speech, and Hearing Services in Schools, Topics in Early Childhood Special Education, and Early Childhood Research Quarterly. Dr. Kaderavek has been a co-investigator in multi-million dollar grant projects funded by the U.S. Department of Education and the National Science Foundation. Her research has investigated the effects of a teacher-provided book reading intervention on children’s literacy development; current research focuses on teacher-child and child-child discourse in early childhood classrooms during science inquiry lessons. Dr. Kaderavek is involved nationally and internationally in professional service. She has been an Associate Editor for Language, Speech, and Hearing in the Schools. She has worked internationally in training teachers and speech-language pathologists. Tab Content 6Author Website:Countries AvailableAll regions |
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