A Functional Language Approach Language Impairments Early Communication Intervention Assessment of Preschool and School-Age Children with Language Impairment Assessment of Preschool and School-Age Children with Language Difference Language Sampling Language Analysis Narrative Analysis A Functional Intervention Model Manipulating Context Specific Intervention Techniques Classroom Functional Intervention Literacy Impairments: Language in a Visual Mode Appendices A. CONSIDERATIONS FOR CLD CHILDREN B. LANGUAGE ANALYSIS METHODS C. SELECTED ENGLISH MORPHOLOGICAL PREFIXES AND SUFFIXES D. INDIRECT ELICITATION TECHNIQUES E. INTERVENTION ACTIVITIES AND LANGUAGE TARGETS F. USE OF CHILDREN'S LITERATURE IN PRESCHOOL CLASSROOMS

Assessments and interventions for children with language problems.   Taking a functional approach, Language Disorders, 6/e focuses on children's language problems from a holistic perspective. Unlike other language disorders texts, it moves logically from assessment through intervention emphasizing universal techniques that work for all delays and disorders. With over 1200 new references, it provides a strong theoretical background and emphasizes evidence-based practices. Assessments and interventions emphasize a child's natural environment and conversational partners. Interventions are included for both family and classroom settings.   New to the Edition   New chapter on early communication intervention (Chapter 3) follows the model supported by the U.S. government and the American Speech-Language-Hearing Association and discusses early intervention, ECI assessment, Transdisciplinary Model of Assessment, and intervention strategies. Consolidated chapter on language analysis (Chapter 7) discusses the process of analyzing language across utterances, partners and communication events.  More on augmentative and alternative communication (AAC) appears in this edition. More on Response to Intervention (RTI) and inclusion (Chapter 12) reflects current classroom conditions. Expanded coverage of Specific Language Impairment and working memory addresses the explosion of research in these areas. More on autism spectrum disorder (ASD) includes new incidence figures and descriptive criteria. Over 1200 new references highlightsthe best evidence-based practices.

Offers a holistic perspective–that moves logically from assessment through intervention emphasizing universal techniques that work for all delays and disorders. Emphasises a child's natural environment and conversational partners–so students get realisticfamily- and classroom-centred interventions. Addresses children from culturally and linguistic diverse backgrounds–reflecting the increasingly diverse nature of U.S. students. Contains summarising tables–that synthesise techniques and norms and illustrate key concepts.

New chapter on early communication intervention (Chapter 3) follows the model supported by the U.S. government and the American Speech-Language-Hearing Association and discusses early intervention, ECI assessment, Transdisciplinary Model of Assessment, and intervention strategies. Consolidated chapter on language analysis (Chapter 7) discusses the process of language analysis across utterances, partners and communication events.   More on augmentative and alternative communication (AAC) appears in this edition. More on Response to Intervention (RTI) and inclusion (Chapter 12) reflects current classroom conditions. Expanded coverage of Specific Language Impairment and working memory addresses the explosion of research in these areas. More on autism spectrum disorder (ASD) includes new incidence figures and descriptive criteria. Over 1200 new references highlightthe best of evidence-based practices.