Treatment of Language Disorders in Children (CLI). This item is unavailable.Treatment of Language Disorders in Children (CLI)

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. Treatment of Language Disorders in Children is a part of the Communication and Language Intervention Series

Rebecca J. McCauley, Ph.D.is a professor in the Department of Speech and Hearing Sciences at The Ohio State University. Her research and writing have focused on assessment and treatment of pediatric communication disorders, with a special focus on speech sound disorders, including childhood apraxia of speech. She has authored or edited seven books on these topics and co-authored a test designed to aid in the differential diagnosis of childhood apraxia of speech. Dr. McCauley is a Fellow of the American Speech-Language-Hearing Association, has received Honors of the Association, and has served two terms as an associate editor of the American Journal of Speech-Language Pathology.

Marc E. Fey, Ph.D., CCC-SLP, was emeritus professor for the Hearing and Speech Department at the University of Kansas Medical Center. He published numerous articles, chapters, and software programs on children’s speech and language development and disorders and wrote and edited three books on child-language 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 (ASHA) publications board from 2003 to 2005. He received the Kawana Award for Lifetime Achievement in Publications and the Honors of the Association from ASHA.

In Memory of Marc E. Fey

The field of communication sciences lost a remarkable leader when Marc Fey passed away on September 12, 2023. At Brookes, we will remember him as the dedicated Co-Series Editor of the Communication and Language Intervention (CLI) book series, which he helped direct and expand for many years. Marc was not only a series editor but also a volume editor/author. One of those titles, Treatment of Language Disorders in Children, now in its second edition and slated for a third, has become a classic text for speech-language pathologists, for its balanced examination of interventions for emerging communication and language as well as more advanced language and literacy. A strong supporter of evidence-based practice, Marc brought his passion for research and commitment to well-designed intervention studies to the selection process for the CLI series. Those books benefited from his keen editorial and writing skills. Our staff who had the pleasure of working with him will remember many enjoyable moments at CLI Board meetings and his collaborative, encouraging leadership. His legacy will live on in the volumes he helped to envision and create for the field, and the difference he made in the lives of so many children with speech and language disorders.

Ronald B. Gillam, Ph.D., Raymond L. and Eloise H. Lillywhite Professor, Department of Communicative Disorders and Deaf Education, Utah State University, 1000 Old Main Hill, Logan, Utah 84322

Dr. Gillam's research, which has been funded by the National Institute on Deafness and Other Communication Disorders and the U.S. Department of Education, primarily concerns information processing, language assessment, and language intervention with school-age children with language impairments. Dr. Gillam has been the associate editor of the American Journal of Speech-Language Pathology (1996–1999) and the Journal of Speech, Language, and Hearing Research (2001–2004; 2010– 2013). In addition to publishing more than 130 articles and book chapters, Ron has published three tests and two other books—Memory and Language Impairment in Children and Adults (Aspen, 1988) and Communication Sciences and Disorders: From Science to Clinical Practice (co-edited with Thomas Marquardt & Fredrick Martin; Singular, 2000; Jones & Bartlett, 2010, 2015). Dr. Gillam's teaching and research awards include ASHA Fellow, the Hayden Williams Fellowship at Curtin University in Western Australia, and the Robins Award for the outstanding researcher at Utah State University.

Shelley L. Bredin-Oja, Ph.D., Associate Researcher, Institute for Life Span Studies, University of Kansas, 1000 Sunnyside Avenue, Room 1052, Lawrence, Kansas 66045

Shelley L. Bredin-Oja is an associate researcher in the Bureau of Child Research at the University of Kansas. Her clinical expertise is serving families and toddlers/preschoolers with communication delays. Her research interests include the efficacy and effectiveness of language interventions and grammar development in young children.

Lizbeth H. Finestack, Ph.D., CCC-SLP, is an associate professor at the University of Minnesota in the Department of Speech-Language-Hearing Sciences. She is also a speech-language pathologist certified by the American Speech-Language Hearing Association. Dr. Finestack’s long-term research aim is to identify efficient and effective language interventions for children and adolescents with neurodevelopmental disorders, including children with developmental language disorder, Down syndrome, fragile X syndrome, or autism spectrum disorder. She has built a research program focused on developing new child language intervention techniques, better understanding the language profiles of children and adolescents with differing neurodevelopmental disorders, and measuring intervention outcomes of individuals with different language and cognitive profiles.

Nancy C. Brady, Ph.D., Associate Professor, Department of Speech Language Hearing Sciences and Disorders, University of Kansas, 1000 Sunnyside Avenue, Lawrence, Kansas 66045

Dr. Nancy Brady conducts research on early language and communication development in children and adults with severe disabilities, including individuals with autism, fragile x syndrome and deaf-blindness. Her research focuses on stages of prelinguistic development, assessing communication, teaching beginning AAC, and pragmatic aspects of early communication.

Luigi Girolametto, Ph.D., Professor, Department of Speech-Language Pathology, University of Toronto, 500 University Avenue #160, Toronto, Ontario M5G 1V7, Canada

Luigi Girolametto is a professor in the Department of Speech-Language Pathology at the University of Toronto. He teaches child language disorders and intervention. Current research in his Child Language Lab focuses on 1) parent-focused language intervention, 2) the development of emergent literacy skills in preschoolers, and 3) language acquisition in bilingual preschoolers. Dr. Girolametto's interests include the efficacy of language intervention and professional development.

Elaine Weitzman, M.Ed., Adjunct Professor, Department of Speech-Language Pathology, University of Toronto; Executive Director, The Hanen Centre, 1075 Bay Street, Suite 515, Toronto, ON M5S 2B1, Canada
Elaine Weitzman is Executive Director of The Hanen Centre, Toronto, Canada, and Adjunct Professor in the Department of Speech-Language Pathology at the University of Toronto. Ms. Weitzman is coauthor of three resources for caregivers on how to facilitate children’s language and literacy development: It Takes Two to Talk: A Practical Guide for Parents of Children with Language Delays (The Hanen Centre, 2004); Learning Language and Loving It: A Guide to Promoting Children’s Social, Language, and Literacy Development in Early Childhood Settings (The Hanen Centre, 2002); and ABC and Beyond: Building Emergent Literacy in Early Childhood Settings (The Hanen Centre, 2010). Her research has focused on the effi cacy of caregiver-implemented early language intervention.

MaryAnn Romski, Ph.D., is Regents Professor of Communication, Psychology, and Communication Sciences and Disorders at Georgia State University, Director of the Center for Research on Atypical Development and Learning and a founding member of the Center on Research on Challenges to Acquiring Language & Literacy. Dr. Romski is a certified speech-language pathologist with more than 40 years of clinical experience, a Fellow of the American Speech-Language-Hearing Association (ASHA), the American Association of Intellectual and Developmental Disabilities (AAIDD), and the International Society for Augmentative and Alternative Communication. She received ASHA Honors in 2015. Her research program focuses on the communication development of children with developmental disorders who encounter difficulty speaking, particularly the development and evaluation of computerized communication interventions. Dr. Romski has published 3 books, more than 100 articles and chapters, and has given numerous national and international presentations. She is AAIDD’s representative to the National Joint Committee on the Communication Needs of Individuals with Severe Disabilities (NJC).

Rose A. Sevcik, Ph.D., is Distinguished Professor of Psychology and Chair of the Developmental Psychology Doctoral Program. She is the founding co-director of the university's Area of Focus: Research on Challenges to Acquiring Language and Literacy and a member of the Center for Research on Atypical Development and Learning (CRADL). She has made significant contributions to the field of developmental and learning disabilities and language and reading intervention research through more than 100 peer-reviewed publications, chapters, and books and numerous presentations at national and international conferences. She has been an investigator on 12 federally funded projects (NIH, IES) with a long history of working with schools. Dr. Sevcik is a Fellow of the American Speech-Language-Hearing Association and the International Society of Augmentative and Alternative Communication. She also is a Fellow of the American Association on Intellectual and Developmental Disabilities and past President of its Communication Disorders Division. A member of the National Joint Committee on the Communication Needs of Persons with Severe Disabilities, she is also on the Board of Directors for the United States Society for Augmentative and Alternative Communication.

Melissa A. Cheslock, M.S., CCC-SLP, Clinical Supervisor, Department of Communication Science and Disorders, University of Montevallo, 75 College Drive, Station 6720, Montevallo, Alabama 35115

Melissa A. Cheslock is Clinical Supervisor at the University of Montevallo's Communication Science and Disorders Program. She received her undergraduate and graduate degrees at the University of South Alabama in Mobile. She has more than 20 years of experience and has worked in both clinical and research settings. Ms. Cheslock's professional interests include child language, atypical development, augmentative communication, and early intervention.

Kevin N. Cole, Ph.D., is Research Faculty in Department of Speech and Hearing Sciences at University of Washington and Research Associate, at Washington Research Institute. Dr. Cole's research interests include efficacy of language intervention models, individual differences in response to intervention, and language intervention services to children from diverse cultural and linguistic backgrounds.

Shari, Ph.D., Professor of Speech-Language Pathology, Dean's Associate, School of Graduate Studies and Research, Indiana University of Pennsylvania, 124 Stright Hall, Indiana, Pennsylvania 15705

Shari Robertson is Professor of Speech-Language Pathology and Dean's Associate for Graduate Studies at Indiana University of Pennsylvania. Dr. Robertson recently completed a term on the American Speech-Language-Hearing Association board of directors as Vice President of Academic Affairs in Speech-Language Pathology. She has published numerous articles, book chapters, and clinical materials and is a well-known presenter on topics related to language and literacy development.

Ann Kaiser, Ph.D. is the Susan W. Gray Professor of Education and Human Development at Vanderbilt University. She is the author of more than 175 articles on early intervention for children with autism and other development communication disabilities. Her research focuses on therapist- and parent-implemented naturalistic interventions.

Stephen Camarata, Ph.D., Professor, Hearing and Speech Sciences, Vanderbilt University School of Medicine, 1215 21st Avenue South, Suite 8310, Nashville, TN 37232
Stephen Camarata is a nationally and internationally renowned clinician-scientist who studies late-talking children. His research focuses on the assessment and treatment of speech and language disorders in children with disabilities such as autism, Down syndrome, and specific language impairment. He also studies children whose late onset of talking appears to be a natural developmental stage rather than a symptom of a broader developmental disability.

Gail T. Gillon, Ph.D. is Director of the Child Well-being Research Institute at the University of Canterbury, New Zealand, and is Co-director of A Better Start National Science Challenge, a 10-year program of research focused on ensuring all children’s learning success and well- being. She has an extensive publication record in children’s speech-language and literacy development.

Karen A. Erickson, Ph.D., David E. and Dolores J. Yoder Distinguished Professor, Director, Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill

Karen A. Erickson is Yoder Distinguished Professor and Director of the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. A former teacher of children with significant disabilities, Dr. Erickson's current research addresses literacy and communication assessment and intervention for students with a range of disabilities, including significant disabilities. Dr. Erickson is codeveloper of the Tar Heel Reader online library of accessible books for beginning readers as well as several other assistive, learning, and communication technologies.

David A. Koppenhaver, Ph.D., Professor, Department of Reading Education and Special Education, Appalachian State University

David A. Koppenhaver is Professor in the Reading Education and Special Education Department at Appalachian State University. His Dr. Koppenhaver's research focuses on literacy in individuals with signifi cant disabilities, including those with complex communication needs. He and David Yoder cofounded the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill in 1990.

James W. Cunningham, Ph.D., Professor Emeritus, Literacy Studies, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599

James W. Cunningham has authored more than 100 publications, including books, book chapters, research articles, professional articles, and scholarly reviews. He was a member of the Text Complexity Committee for the Common Core Standards in English Language Arts. Dr. Cunningham has presented many papers at national and international conferences. He is a member of the Reading Hall of Fame.

Nickola Wolf Nelson, Ph.D., CCC-SLP, BCS-CL, is professor emerita in the Department of Speech, Language, and Hearing Sciences and former Director of the Ph.D. program in Interdisciplinary Health Sciences at Western Michigan University. She is author of the textbook Language and Literacy Disorders: Infancy Through Adolescence, (Pearson, 2010) and former editor of the scientific journal, Topics in Language Disorders. Dr. Nelson’s research has focused on providing curriculum-based language and literacy assessment and intervention and working with families, teachers, and other professionals in collaborative service-delivery models, including a writing lab approach, in school settings. Two of her journal articles have won editors’ awards, and she is recipient of the Honors of ASHA and the Kleffner Clinical Career Award of the ASHF. Dr. Nelson is coauthor of the Student Language Scale (SLS; with coauthors, B. Howes and M. Anderson), and the Pediatric Test of Brain Injury™ (PTBITM; with coauthors G. Hotz, N. Helm-Estabrooks, & E. Plante; Paul H. Brookes Publishing Co., 2010), which is conceptually related to the Test of Integrated Language and Literacy Skills™ (TILLS™).

Ms. Van Meter is Clinic Coordinator at the Charles Van Riper Language, Speech, and Hearing Clinic. Her bachelor's and master's degrees are from the University of Michigan. Ms. Van Meter has presented widely and is co-author of a number of articles on language assessment and intervention in curriculum-based contexts. She began her professional career in the University of Michigan's C.S. Mott Children's Hospital in Ann Arbor. She has been affiliated with Western Michigan University since 1992. Ms. Van Meter, her husband, and their two daughters live in Kalamazoo, Michigan. They enjoy swimming, traveling, hiking, and entertaining each other with stories.

Dr. Michaelene M. Ostrosky is Grayce Wicall Gauthier Professor of Education and Head of the Department of Special Education at the University of Illinois at Urbana-Champaign (UIUC). She has been involved in research and dissemination on the inclusion of children with disabilities, social-emotional competence, and challenging behavior.

Through her work on the national Center on the Social Emotional Foundations for Early Learning she was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children. Professor Ostrosky is a former editor of Young Exceptional Children (YEC) and the co-editor of several YEC monographs. She co-authored the Making Friends book (2016), which supports the acceptance of individuals with disabilities, and The Project Approach for All Learners (2018).

Professor Ostrosky has been recognized for her professional accomplishments with honors such as UIUC University Scholar, Goldstick Family Scholar, College of Education Senior Scholar, and the Division of Early Childhood of the Council for Exceptional Children’s Award for Mentoring.

Mary Louise Hemmeter, Ph.D., is Professor in the Department of Special Education at Vanderbilt University. Her research focuses on effective instruction, social-emotional development, challenging behavior, and on coaching teachers.

She has been a principal investigator (PI) or co-PI on numerous projects funded by the U.S. Departments of Education and Health and Human Services. Through her work on the National Center on Social Emotional Foundations for Early Learning and Institute of Education Sciences (IES)–funded research projects, she was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children and practice-based coaching, a model for supporting teachers in implementing effective practices.

She is currently the PI on on an IES–funded development project on programwide supports for implementing the Pyramid Model, a co-PI on an IES developmental project on implementing the Pyramid Model in infant–toddler settings, and a co-PI on an IES efficacy study examining approaches to supporting teachers in implementing embedded instructions.

She is a co-author on the Connect4Learning Early Childhood Curriculum and the Teaching Pyramid Observation Tool (TPOT™). She was a coeditor of the Journal of Early Intervention and President of the Council for Exceptional Children’s Division for Early Childhood (DEC). She received the Merle B. Karnes Service to the Division Award and the Mary McEvoy Service to the Field Award.