Language Disorders in Children:
Fundamental Concepts of Assessment
ST
and Intervention – 2nd Edition
UV
INSTRUCTOR’S
MANUAL &
IA
_A
TEST BANK
PP
Joan N. Kaderavek
RO
Comprehensive Instructor’s Manual & Test
VE
Bank for Instructors and Students
D?
© Joan N. Kaderavek
All rights reserved. Reproduction or distribution without permission is prohibited.
?
© DREAMSHUB
, Instructor’s Manual & Test Bank for Language Disorders in Children:
Fundamental Concepts of Assessment and Intervention (2nd Edition)
Joan N. Kaderavek
ISBN: 9780133352023
ST
UNIT 1: FOUNDATIONS OF LANGUAGE DISORDERS AND
CLINICAL PRACTICE
1. The Foundations of Language and Clinical Practice
UV
2. Language Theory and the Communication Subdomains
UNIT 2: ASSESSMENT AND CLINICAL DECISION MAKING
3. Assessment of Language Disorders
4. Decision Making in Assessment and Intervention
IA
UNIT 3: INTERVENTION PRINCIPLES AND POPULATIONS
5. Principles of Intervention
_A
6. Children with Specific Language Impairment
7. Children with Hearing Loss
8. Children with Intellectual Disability
9. Children with Autism Spectrum Disorders
PP
UNIT 4: LITERACY AND AUGMENTATIVE COMMUNICATION
10. Early Literacy, Reading, and Writing for School-Age Children
11. Augmentative and Alternative Communication (AAC) and Children with
Language Disorders
RO
VE
D?
?
© DREAMSHUB
, CHAPTER-AT-A-GLANCE
Chapter 1: Language Theory and Language Development
ST
Instructor Print Media Instructor Notes
Outline
Resources Supplements Supplements
Text page 1 Chapter guide PowerPoint slides
Chapter Overview
Chapter guide PowerPoint Notes 1.1, 1.2, 1.3
Questions
PowerPoint Notes Test Bank
Definitions and Text pages 2- 3 Chapter guide PowerPoint slides
UV
Background Chapter guide PowerPoint Notes 1.4, 1.5
Information PowerPoint Notes Test Bank
Text pages 3-6 Chapter guide PowerPoint slide
The Speech Chain
Chapter guide PowerPoint Notes 1.6
Model
PowerPoint Notes Test Bank
Theoretical Approaches Text pages 6-23 Chapter guide PowerPoint slides
to Language & Table 1.1 on page 6 PowerPoint Notes 1.7, 1.8, 1.9, 1.10,
Implications for Chapter guide Test Bank 1.11, 1.12, 1.13,
IA
Assessment & PowerPoint Notes 1.14, 1.15
Intervention
Text pages 24-28 Chapter guide PowerPoint slides
The Domains of
Chapter guide PowerPoint Notes 1.16, 1.17, 1.18
Language
PowerPoint Notes Test Bank
_A
Text pages 28-31 Chapter guide PowerPoint slides
Subdomain #1:
Chapter guide PowerPoint Notes 1.19, 1.20
Early Pragmatic Skills
PowerPoint Notes Test Bank
Subdomain #2: Text pages 31-33 Chapter guide PowerPoint slides
Vocabulary Chapter guide PowerPoint Notes 1.21, 1.22
Development PowerPoint Notes Test Bank
Text pages 34-36 Chapter guide PowerPoint slides
PP
Subdomain #3: Multiple
Chapter guide PowerPoint Notes 1.23, 1.24
Word Combinations
PowerPoint Notes Test Bank
Subdomain #4: Text pages 36-38 Chapter guide PowerPoint slides
Morphosyntax Chapter guide PowerPoint Notes 1.25, 1.26
Development PowerPoint Notes Test Bank
Subdomain #5: Text pages 38-40 Chapter guide PowerPoint slides
RO
Advanced Pragmatic Chapter guide PowerPoint Notes 1.27, 1.28
and Discourse PowerPoint Notes Test Bank
Development
Text pages 40-41 Chapter guide
Summary
Discussion and In-Class Text page 42 Chapter guide
Activities
Chapter guide PowerPoint slide
VE
Case Study
1.29
D?
?
, CHAPTER GUIDE
Chapter 1: Language Theory and Language Development
Chapter Summary
ST
A language disorder is impaired comprehension or use of spoken, written, or other
symbol systems. An individual with a language disorder is different from someone with a
language difference. Language difference is a result a variation of a symbol system used by a
group of individuals that reflects and is determined by shared regional, social, or cultural/ethnic
UV
factors. Sometimes a young child (2 to 3 years old) who exhibits a developmental lag in
language is called language delayed or a late talker; experts use this terminology because
language impairment cannot be reliably diagnosed in young children in the absence of a primary
disorder.
Receptive and expressive language occurs at the linguistic level of the speech chain.
Other communication processes that are within the motor/physical and the acoustic levels
IA
contribute to the communication system.
Behaviorism suggests that learning occurs when an environmental stimulus triggers a
response or behavior. Cognitive theory is based on the writings of Jean Piaget who proposed that
children demonstrate a sequence of progressively more sophisticated cognitive abilities.
_A
Nativist theory proposes that children have an innate (i.e., inborn) ability to learn language; it is
based on the writings of Noam Chomsky. Neural maturation is an accumulating body of science
explaining the relationship between language and brain development. Social interaction theory is
based on the principle that communication interactions play a central role in children’s
acquisition of language; this theory is often connected to the writings of Vygotsky. Information-
PP
processing theories historically have compared the brain to a computer, highlighting the
interconnectivity of processing elements. Practitioners use behaviorism when they use reward
systems to train behaviors. Practitioners observe children’s play behaviors to informally gauge
children’s general cognitive ability and level of representational thought; this is an example of
how cognitive theory has influenced clinical practice. The nativist position has influenced
RO
practitioners’ recognition of the biological base for language learning. Recent neural maturation
research has altered decision-making for some intervention programs, suggesting that
intervention should occur at very early ages. Social interaction theory has influenced many
current therapies; practitioners use this theoretical approach to focus on enhancing interactions
between communication partners. The information-processing model offers a framework to
VE
explain individual processing challenges; this theory explains how weaknesses in the processing
system result in language deficits.
Communication Subdomain 1 encompasses early pragmatic skills including joint visual attention,
imitation, and turn taking. Vocabulary (Communication Skill 2) progresses from early one-word level
and continues to develop through adulthood. Once children have more than 50 words they typically
D?
begin to produce two-word combinations during the development of Communication Subdomain 3.
Syntax and morphological development, often described in terms of Brown’s stages of language
development, are evidenced during Communication Subdomain 4. Children’s discourse skills continue
to develop in Communication Subdomain 5. Early pragmatic functioning (Communication Subdomain 1)
is fundamental to all communication and may be the focus of intervention for individuals with severe
?
social communication deficits. Practitioners may target teaching children a variety of semantic meanings
at the one-word level and facilitate advanced vocabulary learning for children with vocabulary deficits
Fundamental Concepts of Assessment
ST
and Intervention – 2nd Edition
UV
INSTRUCTOR’S
MANUAL &
IA
_A
TEST BANK
PP
Joan N. Kaderavek
RO
Comprehensive Instructor’s Manual & Test
VE
Bank for Instructors and Students
D?
© Joan N. Kaderavek
All rights reserved. Reproduction or distribution without permission is prohibited.
?
© DREAMSHUB
, Instructor’s Manual & Test Bank for Language Disorders in Children:
Fundamental Concepts of Assessment and Intervention (2nd Edition)
Joan N. Kaderavek
ISBN: 9780133352023
ST
UNIT 1: FOUNDATIONS OF LANGUAGE DISORDERS AND
CLINICAL PRACTICE
1. The Foundations of Language and Clinical Practice
UV
2. Language Theory and the Communication Subdomains
UNIT 2: ASSESSMENT AND CLINICAL DECISION MAKING
3. Assessment of Language Disorders
4. Decision Making in Assessment and Intervention
IA
UNIT 3: INTERVENTION PRINCIPLES AND POPULATIONS
5. Principles of Intervention
_A
6. Children with Specific Language Impairment
7. Children with Hearing Loss
8. Children with Intellectual Disability
9. Children with Autism Spectrum Disorders
PP
UNIT 4: LITERACY AND AUGMENTATIVE COMMUNICATION
10. Early Literacy, Reading, and Writing for School-Age Children
11. Augmentative and Alternative Communication (AAC) and Children with
Language Disorders
RO
VE
D?
?
© DREAMSHUB
, CHAPTER-AT-A-GLANCE
Chapter 1: Language Theory and Language Development
ST
Instructor Print Media Instructor Notes
Outline
Resources Supplements Supplements
Text page 1 Chapter guide PowerPoint slides
Chapter Overview
Chapter guide PowerPoint Notes 1.1, 1.2, 1.3
Questions
PowerPoint Notes Test Bank
Definitions and Text pages 2- 3 Chapter guide PowerPoint slides
UV
Background Chapter guide PowerPoint Notes 1.4, 1.5
Information PowerPoint Notes Test Bank
Text pages 3-6 Chapter guide PowerPoint slide
The Speech Chain
Chapter guide PowerPoint Notes 1.6
Model
PowerPoint Notes Test Bank
Theoretical Approaches Text pages 6-23 Chapter guide PowerPoint slides
to Language & Table 1.1 on page 6 PowerPoint Notes 1.7, 1.8, 1.9, 1.10,
Implications for Chapter guide Test Bank 1.11, 1.12, 1.13,
IA
Assessment & PowerPoint Notes 1.14, 1.15
Intervention
Text pages 24-28 Chapter guide PowerPoint slides
The Domains of
Chapter guide PowerPoint Notes 1.16, 1.17, 1.18
Language
PowerPoint Notes Test Bank
_A
Text pages 28-31 Chapter guide PowerPoint slides
Subdomain #1:
Chapter guide PowerPoint Notes 1.19, 1.20
Early Pragmatic Skills
PowerPoint Notes Test Bank
Subdomain #2: Text pages 31-33 Chapter guide PowerPoint slides
Vocabulary Chapter guide PowerPoint Notes 1.21, 1.22
Development PowerPoint Notes Test Bank
Text pages 34-36 Chapter guide PowerPoint slides
PP
Subdomain #3: Multiple
Chapter guide PowerPoint Notes 1.23, 1.24
Word Combinations
PowerPoint Notes Test Bank
Subdomain #4: Text pages 36-38 Chapter guide PowerPoint slides
Morphosyntax Chapter guide PowerPoint Notes 1.25, 1.26
Development PowerPoint Notes Test Bank
Subdomain #5: Text pages 38-40 Chapter guide PowerPoint slides
RO
Advanced Pragmatic Chapter guide PowerPoint Notes 1.27, 1.28
and Discourse PowerPoint Notes Test Bank
Development
Text pages 40-41 Chapter guide
Summary
Discussion and In-Class Text page 42 Chapter guide
Activities
Chapter guide PowerPoint slide
VE
Case Study
1.29
D?
?
, CHAPTER GUIDE
Chapter 1: Language Theory and Language Development
Chapter Summary
ST
A language disorder is impaired comprehension or use of spoken, written, or other
symbol systems. An individual with a language disorder is different from someone with a
language difference. Language difference is a result a variation of a symbol system used by a
group of individuals that reflects and is determined by shared regional, social, or cultural/ethnic
UV
factors. Sometimes a young child (2 to 3 years old) who exhibits a developmental lag in
language is called language delayed or a late talker; experts use this terminology because
language impairment cannot be reliably diagnosed in young children in the absence of a primary
disorder.
Receptive and expressive language occurs at the linguistic level of the speech chain.
Other communication processes that are within the motor/physical and the acoustic levels
IA
contribute to the communication system.
Behaviorism suggests that learning occurs when an environmental stimulus triggers a
response or behavior. Cognitive theory is based on the writings of Jean Piaget who proposed that
children demonstrate a sequence of progressively more sophisticated cognitive abilities.
_A
Nativist theory proposes that children have an innate (i.e., inborn) ability to learn language; it is
based on the writings of Noam Chomsky. Neural maturation is an accumulating body of science
explaining the relationship between language and brain development. Social interaction theory is
based on the principle that communication interactions play a central role in children’s
acquisition of language; this theory is often connected to the writings of Vygotsky. Information-
PP
processing theories historically have compared the brain to a computer, highlighting the
interconnectivity of processing elements. Practitioners use behaviorism when they use reward
systems to train behaviors. Practitioners observe children’s play behaviors to informally gauge
children’s general cognitive ability and level of representational thought; this is an example of
how cognitive theory has influenced clinical practice. The nativist position has influenced
RO
practitioners’ recognition of the biological base for language learning. Recent neural maturation
research has altered decision-making for some intervention programs, suggesting that
intervention should occur at very early ages. Social interaction theory has influenced many
current therapies; practitioners use this theoretical approach to focus on enhancing interactions
between communication partners. The information-processing model offers a framework to
VE
explain individual processing challenges; this theory explains how weaknesses in the processing
system result in language deficits.
Communication Subdomain 1 encompasses early pragmatic skills including joint visual attention,
imitation, and turn taking. Vocabulary (Communication Skill 2) progresses from early one-word level
and continues to develop through adulthood. Once children have more than 50 words they typically
D?
begin to produce two-word combinations during the development of Communication Subdomain 3.
Syntax and morphological development, often described in terms of Brown’s stages of language
development, are evidenced during Communication Subdomain 4. Children’s discourse skills continue
to develop in Communication Subdomain 5. Early pragmatic functioning (Communication Subdomain 1)
is fundamental to all communication and may be the focus of intervention for individuals with severe
?
social communication deficits. Practitioners may target teaching children a variety of semantic meanings
at the one-word level and facilitate advanced vocabulary learning for children with vocabulary deficits
