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외국도서
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대학교재/전문서적
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의약학간호계열
Preschool Language Disorders
2013년 9월 9일 이후 누적수치입니다.
- 저 : Weiss, Amy L./ Weiss, Amy L., Ph.D.
- 출판사 : Thomson Learning
- 발행 : 2000년 10월 01일
- 쪽수 : 0
- ISBN : 9780769300290
| 정가 |
28,000원 |
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28,000원
840P (3%적립)
| 할인혜택 | |
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| 적립혜택 |
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| 추가혜택 |
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이벤트/기획전
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연관도서
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상품권
목차
| Foreword | p. ix |
| A Vignette for Pondering the Wonder of Early Language Learning | p. xi |
| Preface | p. xiii |
| Why Preschool Language Disorders? | p. xiii |
| How to Get the Most from This Guide | p. xiv |
| Acknowledgments | p. xvi |
| Dedication | p. xix |
| Core Knowledge | p. 1 |
| First Things First: A Few Words About Normal Language Development | p. 1 |
| The Relationship Between Language Development and Other Areas of Preschool Development | p. 4 |
| An Illustration of Normal Language Development | p. 7 |
| How Do Language Component Parts Fit Together? | p. 8 |
| What Should We Look for When Observing Children's Communication Competence? | p. 10 |
| Some Special References for Normative Data Regarding Language Development | p. 10 |
| Etiologies of Language Disorder in Preschool Children | p. 11 |
| What Is a Language Disorder From the Professional Perspective? | p. 13 |
| How Prevalent a Problem is SLI? | p. 13 |
| How is SLI Determined? | p. 15 |
| Do Subgroupings of SLI Children Exist? | p. 16 |
| What Is the Relationship Between "Late Talkers" and SLI? | p. 17 |
| Given the Different Delineations of SLI Subgroups, Are There Any Characteristics That Transcend These? | p. 18 |
| What Do We Know About Other General Language Characteristics of Preschool-Age Children Diagnosed with SLI? | p. 22 |
| Procedures | p. 25 |
| Assessment and Evaluation | p. 26 |
| General Considerations | p. 26 |
| Preassessment | p. 28 |
| Observation of Communicative Behaviors During Preassessment | p. 29 |
| Suggested Case History Forms and Questionnaires | p. 31 |
| Suggestions for Gathering Information about Young Children's Language Competencies | p. 42 |
| Summary | p. 43 |
| Other Sources of Information | p. 45 |
| Risk Factors for Developing a Language Disorder | p. 48 |
| Assessment/Evaluation | p. 50 |
| Special Considerations for Evaluating SLI | p. 50 |
| Determining the Scope of the Problem | p. 54 |
| Development of Nonstandardized Probes | p. 57 |
| Nonstandardized Probe for Wh-Questions | p. 59 |
| Using Standardized Tests to Evaluate Language Disorders in Preschoolers | p. 61 |
| A Summary of Considerations for the Selection and Administration of Standardized Tests with Preschool-Age Children | p. 63 |
| Descriptions of Three Tests That Evaluate Both Receptive and Expressive Language Competencies | p. 66 |
| Descriptions of Two Tests That Evaluate Receptive Language Competencies | p. 70 |
| The Design of a Test Battery for a Child Suspected of a Language Disorder with Rationales for Selection | p. 72 |
| An Example of a Test Battery Incorporating Standardized and Nonstandardized Tests | p. 75 |
| Use of Dynamic Assessment Techniques with Preschool-Age Children | p. 77 |
| General Principles for Collecting a Language Sample From a Preschool-Age Child | p. 79 |
| Miller's (1981) Suggestions for Clinicians Gathering a Language Sample | p. 86 |
| Analysis of Language Samples: General and Specific Guidelines | p. 87 |
| Specific Examples of Language Sample Analyses | p. 88 |
| Computerized Analysis of Language Transcripts | p. 93 |
| Assessment of Children's Use of Their Language Competencies | p. 96 |
| General Language Goals for the 5-Year-Old Child (Adapted from de Villiers, Roeper, and de Villiers, 1999) | p. 99 |
| Intervention | p. 100 |
| General Considerations for Provision of Intervention | p. 101 |
| Intervention Challenges | p. 104 |
| Clinical Examples of Facilitation versus Induction Learning | p. 107 |
| Family-Centered Practices and Programs | p. 109 |
| Several Programs Currently in Use | p. 112 |
| Where Does Treatment Take Place? | p. 114 |
| Child-Centered Techniques: How Are Focused and General Stimulation Techniques Implemented? | p. 118 |
| Specific Child-Directed Speech and Language Techniques | p. 120 |
| Analysis of a Transcript for Child-Directed Speech/Language Techniques | p. 125 |
| Transcript | p. 126 |
| Determining Goal Attack Strategies | p. 127 |
| A Comparison of Treatment Sessions by Goal Attack Strategies | p. 130 |
| How Do Clinicians Maximize Opportunities for Generalization? | p. 131 |
| Enhancing Treatment Efficacy for Language Disorders | p. 134 |
| Incorporating Early Literacy-Enhancing Activities | p. 136 |
| Implementation of a Phonological Awareness Program | p. 138 |
| How Do We Evaluate the Effectiveness of Our Treatment Programs with Preschoolers? | p. 139 |
| Case Studies | p. 143 |
| "Late Talker" with Probable Diagnosis of SLI | p. 144 |
| Presence of a Preschool Language Disorder with SLI Likely | p. 147 |
| Forms for Evaluating Preschoolers' Language and Their Success in Treatment | p. 149 |
| Informal Preschool Language Assessment Checklist | p. 151 |
| Form for Language Sample Collection at Home or in the Classroom | p. 152 |
| For for On-Line Sample Collection | p. 153 |
| Formal Preschool Language Assessment/Evaluation Checklist | p. 154 |
| Language Treatment Planning Protocol | p. 155 |
| Glossary | p. 157 |
| Internet Resources | p. 161 |
| Selected Internet Sites | p. 161 |
| Internet Sites Developed for Nongovernmental Organizations | p. 161 |
| Internet Sites Developed for Governmental Organizations | p. 163 |
| Additional Web Sites | p. 164 |
| References | p. 165 |
| Index | p. 173 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
책소개
This guide provides a succinct, up-to-date resource for speech-language pathologists who have had limited contact with preschool-aged children with language disorders. It specifically addresses the issues of the nature, assessment, and treatment of language disorders in the 3 to 5 year-old child. Special attention is given to the classification Specific Language Impairment, including a summary of the controversial issues surrounding this diagnosis. The guide presents brief summaries of best practices, examples for application, and references for further study. An important feature of the guide is the practical information and resources for assessment, intervention, and commonly used techniques. This handy guide provides the key information you need to work with preschool-aged children with language disorders.
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