TREATMENT OF LANGUAGE DISORDERS IN CHILDREN

1. Introduction to Treatment of Language Disorders in Children
• Section I: Intervention Targeting Prelinguistic Communication
2. Overview of Section I
3. Responsivity Education/Prelinguistic Milieu Teaching
4. It Takes Two to Talk - The Hanen Program for Parents: Early Language Intervention through Caregiver Training
5. The Picture Exchange Communication System: Nonverbal Communication Program for Children with Autism Spectrum Disorders
6. The System for Augmenting Language: AAC and Emerging Language Intervention
7. Language is the Key: Constructive Interactions Around Books and Play
8. Focused Stimulation Approach to Language Intervention
9. Enhanced Milieu Teaching
10. Conversational Recast Intervention with Preschool and Older Children
• Section II: Interventions Targeting More Advanced Language and Literacy
11. Overview of Section II
12. Phonological Awareness Intervention: A Preventative Framework for Preschool Children with Specific Speech and Language Impairments
13. Balanced Reading Intervention and Assessment in Augmentative Communication
14. Visual Strategies to Facilitate Written Language Development
15. The Writing Lab Approach for Building Language, Literacy, and Communication Abilities
• Section III: Interventions Targeting Multiple Levels of Language and/or Nonlanguage Goals
16. Overview of Section III
17. Sensory Integration
18. Fast ForWord Language
19. Functional Communication Training: A Strategy for Ameliorating Challenging Behavior

With this much-needed textbook, graduate students in SLP courses will have the comprehensive knowledge they need to evaluate, compare, select, and apply effective interventions for language disorders in children. Expert contributors take a balanced, in-depth look at 15 widely used interventions, examining how they should be applied, what evidence demonstrates that they really work, and what SLPs should do to support and refine the approaches.
Future practitioners will consider three types of interventions: those targeting prelinguistic and early linguistic communication, more advanced language and literacy, and multiple levels of language and/or nonlanguage goals. Each chapter critically examines one treatment approach and brings it to life with one or more realistic case studies and a DVD clip that shows the strategy in action. Readers will get rich, detailed discussion of

• the theoretical and empirical basis of each intervention
• target populations
• assessments for determining treatment relevance and goals
• practical requirements
• assessment methods to support decision making
• considerations for children from culturally and linguistically diverse backgrounds
• application to an individual child
• future directions

The book’s consistent chapter format makes it easy for students to evaluate and compare treatment approaches. And with the brief, memorable DVD clips of each approach in action, students will have vivid illustrations of the interventions that they can’t get from any other textbook.
An essential text for future practitioners—and an ideal resource for in-service professional development—this book is the key to choosing and implementing the best interventions for children with language disorders.

Authors
• Dr. Rebecca J. McCauley joined the faculty of The Ohio State University, USA in 2008 after 23 years at the University of Vermont, USA. She is an American Speech-Language-Hearing Association Fellow and a Board-Recognized Specialist in Child Language. She has served as an associate editor for the American Journal of Speech-Language-Pathology and has produced four books on child communication disorders in addition to this one. She is currently working on editing a book of this type in the area of autism spectrum disorders with Dean Patricia Prelock of the University of Vermont, USA. Her research focuses on severe speech disorders in children, especially childhood apraxia of speech, and on strategies for understanding and improving clinical practice related to children’s communication disorders.
• Marc E. Fey, Ph.D., CCC-SLP, is a professor in the Hearing and Speech Department at the University of Kansas Medical Center, USA. He has published numerous articles, chapters, and software programs on children’s speech and language development and disorders and has written or edited three books on childlanguage intervention. He was editor of the American Journal of Speech-Language Pathology from 1996 to 1998 and chair of the American Speech-Language-Hearing Association’s publications board from 2003 to 2005. He holds the Kawana Award for Lifetime Achievement in Publications and the Honors of the Association from the American Speech-Language-Hearing Association.
• Ronald B. Gillam is professor, Endowed Chair, Speech-Language Pathology, Utah State University, USA