SLPs—get ready to work effectively with children and adolescents who have developmental language disorders with this indispensable resource. Highly respected editors Alan G. Kamhi, Julie J. Masterson, and Kenn Apel have developed a comprehensive, one-of-a-kind text that
- Teaches assessment and intervention. The book's first half shows SLPs how to assess spoken and written communication skills and select targets for intervention, and the second half is an extensive guide to interventions for specific areas of language development.
- Covers the widest range of topics. Current and future practitioners will get clear, explicit guidance on all the practical issues they'll face on a daily basis.
- Addresses a broad age span. Readers will discover how to manage the specific issues they'll encounter when assessing and intervening with infants, toddlers, preschool children, school-age children, and adolescents.
- Incorporates both scientific evidence and clinical insight. More than two dozen expert contributors lay out the latest research and add their own wisdom from years of practice—showing readers how to use sound clinical judgment to fill the gaps in available evidence.
The most complete treatment of this critical subject area, this essential text will prepare SLPs to make the best possible clinical decisions—and improve the communication and overall quality of life for children and adolescents with developmental language disorders.
Clinical Decision Making in Developmental Language Disorders is a part of the Communication and Language Intervention Series
Alan G. Kamhi, Ph.D., is Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University. Since the mid-1970s, he has conducted research on many aspects of developmental speech, language, and reading disorders. He has written several books with Hugh Catts on the connections between language and reading disabilities as well as two books with Karen E. Pollock and Joyce Harris on communication development and disorders in African American speakers. His current research focuses on how to use research and reason to make clinical decisions in the treatment of children with speech, language, and literacy problems. He began a 3-year term as the Language Editor for the Journal of Speech, Language, and Hearing Research in January 2004 and served as Editor of Language, Speech, and Hearing Services in Schools from 1986 to 1992.
