N
U
Instructor’s Manual and Test Bank
to accompany
R
Language Disorders in Children:
SE
Fundamental Concepts of Assessment and Intervention
Joan N. Kaderavek
TE
ST
, Language Disorders in Children:
Fundamental Concepts of Assessment and Intervention
Instructor’s Manual
Table of Contents
Introduction: Organization and Utilization of the Instructor’s Manual v
N
Chapter 1: Language Theory and Language Development
U
Chapter-at-a-Glance 1
Instructor Guide 2
R
Test Bank 6
Chapter 2: Assessment of Language Disorders
SE
Chapter-at-a-Glance 12
Instructor Guide 13
Test Bank 17
Chapter 3: Decision Making in Assessment and Intervention
TE
Chapter-at-a-Glance 22
Instructor Guide 23
Test Bank 27
Chapter 4: Principles of Intervention
ST
Chapter-at-a-Glance 33
Instructor Guide 34
Test Bank 38
Chapter 5: Children with Specific Language Impairment
Chapter-at-a-Glance 44
Instructor Guide 45
Test Bank 49
,Chapter 6: Children with Hearing Loss
Chapter-at-a-Glance 55
Instructor Guide 56
Test Bank 58
Chapter 7: Children with Intellectual Disability
Chapter-at-a-Glance 63
N
Instructor Guide 64
Test Bank 67
Chapter 8: Children with Autism Spectrum Disorders
U
Chapter-at-a-Glance 73
Instructor Guide 74
R
Test Bank 77
Early Literacy, Reading, and Writing for School-Age
Chapter 9:
SE
Children
Chapter-at-a-Glance 82
Instructor Guide 83
Test Bank 87
Augmentative and Alternative Communication (AAC) and
TE
Chapter 10:
Individuals with Complex Communication Needs
Chapter-at-a-Glance 94
Instructor Guide 93
Test Bank 96
ST
Chapter 11: Multicultural Issues
Chapter-at-a-Glance 100
Instructor Guide 101
Test Bank 104
, Language Disorders in Children:
Fundamental Concepts of Assessment and Intervention
Instructor’s Manual
Introduction
This manual is designed to help you present the fundamental concepts of assessment and
intervention for children with language disorders to pre-service students in a way that is
meaningful and engaging. The author, Joan N. Kaderavek, has written the text in the first person
to connect directly with your students. I suggest that you continue this informal style by using
N
the materials provided in this manual to initiate classroom dialogue and develop the clinical
problem-solving and decision-making skills of your students. The ultimate goal is to give your
students the knowledge and skills they need to become effective speech and language
pathologists or special educators.
U
I have developed the following materials for each chapter to assist as you prepare to teach
this course. The PowerPoints for each chapter are in separate files. I suggest that you print out
R
copies of the Chapter-at-a-Glance grids and the “Notes” for the PowerPoint presentations.
1. Chapter-at-a-Glance Grid – Grids correlate all the materials for the chapter and show you
SE
how to integrate the materials into your lesson plans. The grids provide a quick reference
as you teach each chapter.
2. Chapter Guide – Guides include a summary, overview questions, key terms, a
PowerPoint presentation guide, and discussion questions for the chapter. Reading the
chapter guide can serve as an introduction or review of the chapter.
TE
3. Test Bank – Banks contain multiple choice, matching, true/false, short answer, and essay
questions based on the material from each chapter. The questions can be used as chapter
quizzes or combined for mid-term or final exams.
4. Chapter PowerPoints- Presentations are designed to walk students through the essential
ST
points of the text while engaging them in the learning process. Teaching suggestions and
additional information from the text are included in the “Notes” section of most slides. A
copy of these “Notes” can serve as an outline as you present the PowerPoints to your
students.
I hope that you find these materials useful. You are encouraged to use the materials as
created or to edit them to meet the needs of the course or the students you are teaching.
U
Instructor’s Manual and Test Bank
to accompany
R
Language Disorders in Children:
SE
Fundamental Concepts of Assessment and Intervention
Joan N. Kaderavek
TE
ST
, Language Disorders in Children:
Fundamental Concepts of Assessment and Intervention
Instructor’s Manual
Table of Contents
Introduction: Organization and Utilization of the Instructor’s Manual v
N
Chapter 1: Language Theory and Language Development
U
Chapter-at-a-Glance 1
Instructor Guide 2
R
Test Bank 6
Chapter 2: Assessment of Language Disorders
SE
Chapter-at-a-Glance 12
Instructor Guide 13
Test Bank 17
Chapter 3: Decision Making in Assessment and Intervention
TE
Chapter-at-a-Glance 22
Instructor Guide 23
Test Bank 27
Chapter 4: Principles of Intervention
ST
Chapter-at-a-Glance 33
Instructor Guide 34
Test Bank 38
Chapter 5: Children with Specific Language Impairment
Chapter-at-a-Glance 44
Instructor Guide 45
Test Bank 49
,Chapter 6: Children with Hearing Loss
Chapter-at-a-Glance 55
Instructor Guide 56
Test Bank 58
Chapter 7: Children with Intellectual Disability
Chapter-at-a-Glance 63
N
Instructor Guide 64
Test Bank 67
Chapter 8: Children with Autism Spectrum Disorders
U
Chapter-at-a-Glance 73
Instructor Guide 74
R
Test Bank 77
Early Literacy, Reading, and Writing for School-Age
Chapter 9:
SE
Children
Chapter-at-a-Glance 82
Instructor Guide 83
Test Bank 87
Augmentative and Alternative Communication (AAC) and
TE
Chapter 10:
Individuals with Complex Communication Needs
Chapter-at-a-Glance 94
Instructor Guide 93
Test Bank 96
ST
Chapter 11: Multicultural Issues
Chapter-at-a-Glance 100
Instructor Guide 101
Test Bank 104
, Language Disorders in Children:
Fundamental Concepts of Assessment and Intervention
Instructor’s Manual
Introduction
This manual is designed to help you present the fundamental concepts of assessment and
intervention for children with language disorders to pre-service students in a way that is
meaningful and engaging. The author, Joan N. Kaderavek, has written the text in the first person
to connect directly with your students. I suggest that you continue this informal style by using
N
the materials provided in this manual to initiate classroom dialogue and develop the clinical
problem-solving and decision-making skills of your students. The ultimate goal is to give your
students the knowledge and skills they need to become effective speech and language
pathologists or special educators.
U
I have developed the following materials for each chapter to assist as you prepare to teach
this course. The PowerPoints for each chapter are in separate files. I suggest that you print out
R
copies of the Chapter-at-a-Glance grids and the “Notes” for the PowerPoint presentations.
1. Chapter-at-a-Glance Grid – Grids correlate all the materials for the chapter and show you
SE
how to integrate the materials into your lesson plans. The grids provide a quick reference
as you teach each chapter.
2. Chapter Guide – Guides include a summary, overview questions, key terms, a
PowerPoint presentation guide, and discussion questions for the chapter. Reading the
chapter guide can serve as an introduction or review of the chapter.
TE
3. Test Bank – Banks contain multiple choice, matching, true/false, short answer, and essay
questions based on the material from each chapter. The questions can be used as chapter
quizzes or combined for mid-term or final exams.
4. Chapter PowerPoints- Presentations are designed to walk students through the essential
ST
points of the text while engaging them in the learning process. Teaching suggestions and
additional information from the text are included in the “Notes” section of most slides. A
copy of these “Notes” can serve as an outline as you present the PowerPoints to your
students.
I hope that you find these materials useful. You are encouraged to use the materials as
created or to edit them to meet the needs of the course or the students you are teaching.
