Introduction to Child Language Disorders: Evidence-Based Assessment and Intervention

Introduction to Child Language Disorders: Evidence-Based Assessment and Intervention provides a comprehensive, accessible, and clinically grounded introduction to the nature, identification, and treatment of language disorders in children from infancy through adolescence. Written specifically for undergraduates and speech-language pathology assistant (SLPA) students, this engaging text bridges foundational theory with real-world practice, equipping future communication sciences and disorders professionals with the knowledge and confidence they need as they move into clinical coursework.

Grounded in current research and aligned with contemporary models of language development, the text first establishes a strong foundation in typical language acquisition across subdomains—pragmatics, vocabulary, early word combinations, and syntax—before guiding students through the characteristics and underlying mechanisms of language disorders. Readers explore developmental language disorder (DLD), and assessment and intervention for language disorders across the spectrum of language learners, from prelinguistic communicators through adolescence. Specific techniques for assessment and intervention addressing vocabulary, syntax, pragmatics, and written communication are presented. Special attention is given to language challenges associated with autism spectrum disorder, Down syndrome, fetal alcohol spectrum disorders (FASD), and other neurodevelopmental conditions, as well as to the use of augmentative and alternative communication and the impact of cultural and linguistic diversity on assessment and intervention.

Throughout the book, complex concepts are presented in clear, student-friendly language. Case studies, clinical snapshots, and guided application activities help students connect theory to practice and develop critical thinking skills. Emphasis is placed on evidence-based assessment and intervention, collaborative practice, family-centered care, and culturally responsive service delivery, preparing students to meet the needs of diverse children and families in school, clinic, and community settings.

By the end of the text, students will not only understand the “what” and “why” of child language disorders but will also begin to develop the clinical reasoning skills necessary for effective, ethical practice.

Key Features

• Comprehensive coverage of typical and atypical language development from birth through adolescence
• Numerous full-color graphics in every chapter to enhance visual learning 
• In-depth exploration of DLD and language disorders associated with neurodevelopmental conditions, with a focus on strengths-based intervention
• Clear explanations of core language domains: grammar/form (phonology, morphology, syntax), semantics, and pragmatics
• Dedicated coverage of culturally and linguistically responsive evaluation and treatment within each chapter
• Case studies and clinical snapshots that connect theory to real-world practice
• Chapter learning objectives, key terms, review questions, and application activities to support student mastery
• Integration of current research with practical clinical insights
• Focus on collaborative practice and family-centered care
• Content dedicated to language disorders in a digital world

PluralPlus Online Ancillaries

For instructors: Instructor’s Manual, PowerPoint Slides, Test Bank, Videos, Case Studies, Class Activities, Syllabus, and Classroom Assignments/Projects with Rubrics, Discussion Prompts, and Additional Resources
For students: Quizzes, eFlashcards, Videos, Case Studies, Forms/Documents, Additional Resources and Readings, Podcast Chapter Summaries

Contents

Preface
About the Authors
Dedication

Chapter 1. Foundations of Language Disorders 
The Properties of Language
    Language Is Rule-Governed
    Language Is a Social Tool
    Language Is a Generative System
The Components of Language
    Language Form
    Language Content
    Language Use
    Communicative Competence 
The Modes of Language
Language Development in Context
    Child Development
    Developmental Domains
Language and Literacy Grow Together
    The Language-Literacy Hierarchy
    The Effects of Delayed or Disordered Oral Language on Academic Success
Introduction to Language Disorders
Evidence-Based Practice
    Core Principles of Evidence-Based Practice
    The EBP Process
Summary and Looking Ahead

Chapter 2. Developmental Language Disorders
DLD: What’s in a Name?
    DLD: A Neurodevelopmental Brain-Based Disorder
    Diving Deeper into DLD
    Is it All About Language?
Diagnosing DLD
    Disruptions to Learning and Communication
    Persistence and Prognosis
    Not a Component of other NDDs
    Co-occurrence of DLD and Other Developmental Conditions
Identification and Assessment of DLD
    Step 1: Referral
    Step 2: Assessment
    Step 3: Identification of Additional Factors 
Evidence-Based Intervention for Children With DLD
    Language-Based Intervention Targets
    Nonlinguistic Considerations
Summary and Looking Ahead

Chapter 3. Foundations of Assessment for Language Disorders
Why Do We Assess?
    Screening
    Differential Diagnosis and Identification of Needs
    Treatment Planning
    Progress Monitoring
What Do We Assess?
How Do We Assess?
    Prereferral Screening
    Referral
    Postreferral Screening
    Case History
    Testing
    Interpretation
    Strengths and Needs
    Documentation and Reporting
Treatment Recommendations
Summary and Looking Ahead

Chapter 4. Foundations of Language Intervention
Levels of Intervention
    Primary Intervention/Prevention
    Secondary Intervention
    Tertiary Intervention
EBP and Language Intervention
Clinical Decision-Making
    Best Available Evidence and Research
    Clinical Expertise
Approaches, Techniques, and Goals
    Therapy Approaches
    Therapeutic Strategies
    Therapy Goals
    Selecting the Right Approach
    Specific Approaches to Intervention
    Approaches to Language Intervention
Intervention Goals, Objectives, Strategies and Materials
    Goals Are Long-Term
    Short-Term Objectives Are SMART
    Strategies and Materials
Goal Attack Strategies
    Vertical Goal Attack Strategy
    Horizontal Goal Attack Strategy
    Cyclical Goal Attack Strategy
Implementing Language Therapy
    Therapy Session Structure
    Direct Intervention Techniques and Skills
Dosage in Language Therapy
Progress Monitoring and Data Collection
The Division of Labor: Roles and Responsibilities of SLPs and SLPAs in Language Intervention
Summary and Looking Ahead 

Chapter 5. Prelinguistic and Early Language Learners 
The Importance of Early Intervention
EBP Assessment of Infants and Toddlers
    Methods and Tools for Assessing Early Language
    Differential Diagnosis
Evidence-Based Treatment for Early Language Learners
    Coaching Parents in Early Intervention
    Individualized Family Service Plans
    Parents as Partners (Parent Goal 1)
    Building Parent Understanding of Normal Language Development (Parent Goal 2)
    Development of Early Pragmatic Skills (Subdomain 1)
    Evidence-Based Intervention for Early Language Learners (Parent Goal 3) 
    Parent-Led Strategies for the Perlocutionary Stage
    Parent-Led Strategies for the Illocutionary Stage
    Parent-Led Intervention Techniques for the Locutionary Stage
Summary and Looking Ahead

Chapter 6. Preschool Language Learners 
Introduction to the Preschool Period
Review of Preschool Development
    Oral Language Development
    Emergent Literacy
    The Development of Play
Evidence-Based Assessment of Preschool Children
    Standardized Assessment
    Informal Assessment
    Play-Based Assessment
    Choosing the Right Assessment Tools
Parents as Partners
    Interactive Reading Strategies
Language Intervention for Preschool-Aged Language Learners
    Intervention Contexts
Early Language Facilitation Techniques
    Why Do Language Facilitation Strategies Work?
    Turnabouts
    Early Vocabulary Intervention 
Summary and Looking Ahead

Chapter 7. Language Form: Syntax 
Grammar Versus Syntax
The Elements of Syntax
    The Building Blocks of Language Form
    Phrases
    Clauses
Sentence Classification
    Clausal Structure
    Functions
Evidence-Based Assessment of Syntax
    Screening
    Standardized Assessment
    Language Sample Analysis
Evidence-Based Intervention for Syntax
    Order of Intervention
    Implicit Treatment Techniques
    Explicit Treatment Techniques
Summary and Looking Ahead

Chapter 8. Language Content: Vocabulary
Classifying Vocabulary
    Vocabulary Sets
    Vocabulary Tiers
    Complexity
What Does It Mean to Know a Word?
Vocabulary Development
    Indirect Versus Direct Vocabulary Learning
    Vocabulary and Children With Language disorders
Evidence-Based Assessment of Language Content Vocabulary Skills 
    Standardized Assessment
    Nonstandardized Assessment 
Evidence-Based Intervention for Language Content
    Reading Aloud
    Targeting Tier 2 Vocabulary
    Effective Vocabulary Instruction Does Not Rely on Dictionary Definitions
    Graphic Organizers and Visual Vocabulary Strategies
    Teach Word Parts (Morphological Awareness)
Summary and Looking Ahead

Chapter 9. Language Use: Conversational, Narrative, and Expository Discourse
Conversational Discourse
Narrative and Expository Discourse
    The Structure of Discourse
    Adding Some Sparkle
Narrative Discourse
    Types of Narrative Discourse
Assessing Narratives
    Narrative Sample Elicitation
    Narrative Sample Analysis
    Dynamic Assessment
EBP Intervention for Narrative Discourse Skills 
    Using Books to Address Macrostructure
    The Author’s Chair
    Graphic Organizers
    Commercially Available Programs 
    Intervention for Story Sparkle
    Peers as Partners in Narrative Development
Expository Discourse
    Expository Discourse Structures
Assessment of Expository Discourse
    Review of Current Skills and Concerns
    Evaluating Comprehension of Expository Discourse
    Assessment of Expressive Expository Discourse
Intervention Strategies for Expository Discourse
    Graphic Organizers
Summary and Looking Ahead

Chapter 10. Written Language: Reading and Writing
Oral and Written Language Grow Together
    Differences Between Oral and Written Language
Written Language Is a Complex System
    The SLP and Reading
    Scarborough’s Reading Rope 
Evidence-Based Assessment of Written Language
Evidence-Based Intervention for Literacy
    Begin With a Book
    Phonemic Awareness
    Vocabulary
    Text Comprehension
Supporting Writing Skills 
Summary and Looking Ahead 

Chapter 11. Intervention Considerations and Practices for Adolescents With DLD
Adolescents and DLD
    Language Is Critical to Academic and Social Success
    Key Differences of Language Intervention for Children and Adolescents
    Barriers to Intervention
    Strategies for Student Success
Evidence-Based Intervention for Adolescents
    Listening and Note-Taking
    Reading Comprehension
    Writing
    Social Skills
    Nonliteral Language
    Self-Advocacy
Summary and Looking Ahead

Chapter 12. Assessing and Treating Language in Context 
What Is Context and Why Does It Matter?
    The Context of Early Intervention
    Preschool Contexts
    School-Age Contexts
Contextualizing Assessment
    Curriculum-Based Language Assessment
    Interviewing Students
    Observation of Language Skills in Context
    Evaluation of Classroom Work Samples
Contextualized Language Treatment for School-Age Children
    Standards-Based Goals
    Service Delivery Models
Intervention in Context
    Classroom-Based Services
    Using the Curriculum as the Context for Intervention
    Designing Treatment Activities Using Curriculum Materials
    Delivering Treatment Activities 
Summary and Looking Ahead 

Chapter 13. Language Disorders in a Digital World 
Technology and Language Development
    Is it All Bad? 
Technology and Ethics
Digital Tools for Clinical Management of Language Disorders
    Tools for Language Sample Analysis
    Apps for Language Screening, Assessment, and Treatment
Generative Artificial Intelligence
    Responsible AI Use
    Putting Generative AI to Use
    Effective AI Prompting and Review of AI Output
    Evaluating AI
    GenAI and the College Student
Telepractice
    The Nuts and Bolts of Telepractice
    EBP Assessment via Telepractice
    EBP Intervention via Telepractice
    Ethics and Teletherapy
Teaching Students With Language Disorders to Interact With the Digital World
Summary and Looking Ahead

Chapter 14. Strengths-Based Intervention for Neurodivergent Learners
Introduction to Strengths-Based Intervention
Neurodiversity
    Strengths-Based Intervention
    Core Principles of Strengths-Based Intervention
    Words Matter 
    Other Matters Matter
    Creating Strengths-Based Intervention Plans
Autism Spectrum Disorder
    The History of ASD
    Diversity, Neurodiversity, and ASD
    Strengths-Based Intervention for Autistic Children
Fetal Alcohol Spectrum Disorder 
    FASD: Prevalent and Hidden
    FASD Versus ASD
    Characteristics of FASD
    Strengths-Based Intervention for Children With FASD
    Strengths of Children With FASD
Down Syndrome
    Language Challenges
    Strengths-Based Intervention for Children With Down Syndrome
    Strengths of Children With Down Syndrome 
Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
    Comorbidity With Other Neurodevelopmental Disorders
    Characteristics of Children With ADD/ADHD
    Clinical Management of ADD/ADHD From a Strengths-Based Perspective
    Strengths of Children With ADD/ADHD
Augmentative and Alternative Communication
    AAC Facilitates Spoken Communication Development 
    In AAC, Efficiency Is Key
    AAC Facilitates Family and Peer Relationships
Summary and Looking Ahead

Appendices
References
Index

Introduction to Child Language Disorders: Evidence-Based Assessment and Intervention comes with access to supplementary student and instructor resources on a PluralPlus companion website.

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