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Language Disorders in Children: Fundamental Concepts of Assessment and Intervention, by Joan N. Kaderavek
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A strong focus on the analysis and synthesis of language disorders teaches students to think like a Speech-Language Pathologist.
�
Ideal for undergraduate students, Language Disorders in Children strives to be much more than an introductory book. This innovative first edition text teaches students how to analyze, synthesize, evaluate, and link the information they are learning. Going beyond basic concepts and basic definitions, this book consistently offers readers opportunities for higher-order learning, preparing each student to become a careful evaluator of information with respect to language disorders as well as an adept problem-solver.
�
Language Disorders in Children is organized by disorder groups and theme, allowing students to easily make connections between theoretical information and clinical practice. Each chapter also includes a number of thoughtful features, such as case histories, clinical decision trees, and hot topic discussions, all of which facilitate learning both in and outside of the classroom. Topics of special interest include emergent literacy issues in school-aged children, the response-to-intervention approach, and the sequence of language in young children.
�
This text understands the need of today’s student to learn�lifetime critical thinking skills, to see relationships between isolated ideas and facts, and�think like a Speech-Language Pathologist.
- Sales Rank: #631627 in Books
- Published on: 2010-01-22
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .90" w x 7.30" l, 1.54 pounds
- Binding: Paperback
- 512 pages
From the Back Cover
Ideal for undergraduate students, Language Disorders in Children strives to be much more than an introductory book. This innovative first edition text teaches students how to analyze, synthesize, evaluate, and link the information they are learning. Going beyond basic concepts and basic definitions, this book consistently offers readers opportunities for higher-order learning, preparing each student to become a careful evaluator of information with respect to language disorders as well as an adept problem-solver.
�
Language Disorders in Children is organized by disorder groups and theme, allowing students to easily make connections between theoretical information and clinical practice. Each chapter also includes a number of thoughtful features, such as case histories, clinical decision trees, and hot topic discussions, all of which facilitate learning both in and outside of the classroom. Topics of special interest include emergent literacy issues in school-aged children, the response-to-intervention approach, and the sequence of language in young children.
�
This text understands the need of today’s student to learn�lifetime critical thinking skills, to see relationships between isolated ideas and facts, and�think like a Speech-Language Pathologist.
�
�Features Include:
- A focus on theoretical thinking and illustrative best-practice methodologies teaches students to explore concepts beyond a surface level and become more engaged in the learning process.��
- A themed approach of form-content-use illustrates how each underlying concept applies to clinical decision-making and helps students make connections between disorder groups.��
- An emphasis on evidence-based practice introduces students to primary research and offers readers detailed information on research studies supporting evidence-based approaches so that they are familiar with this central concept.��
- Organization by disorder groups provides a compelling, easy-to-follow, and transparent format.��
- Pedagogy such as case histories, clinical decision trees, and hot topic discussions facilitate students’ ability to critically evaluate clinical methods and motivate students to become active problem-solvers.
About the Author
Dr. Joan N. Kaderavek is a speech-language pathologist with over 30 years of clinical and classroom experience. A frequent national and international presenter, she also is a researcher on two grants sponsored by the US Department of Education. She is a co-author of Emergent Literacy: Lessons for Success (Plural Publishing, 2008).
Most helpful customer reviews
4 of 4 people found the following review helpful.
easy, comprehensive read
By Shosho
This book is written very well and it is an easy read. It is really comprehensive and tells you everything you need to know about being a SLP from an SLP's perspective. I like the way it discusses possible assessments and interventions that you can use for children with varying diagnosis. I recommend it to bachelor level speech-language assistants, graduate students in Communication Sciences and Disorders, and practicing SLP's who would like a refresher or who are servicing children with diagnosis that they have less experience in providing therapy to.
1 of 1 people found the following review helpful.
Got charged for damage that I did not do
By Leah Dugrenier
I rented this book used for a fair price and it arrived in the mail with water damage. I did not complain and was still able to use it easily. I returned the book and found out that they rejected the return because of the water damage that I did not do!! I was charged 95 dollars for the damage!!!!
5 of 8 people found the following review helpful.
Basic text, bogs down talking about RTI and decision making
By Jade Galaxy
I am a student who used this textbook for an undergraduate course in language disorders. While I don't have the credentials or experience to evaluate the accuracy or usefulness of the information presented, I found the text to be boring and unsatisfying from a student's perspective. I wanted to know more about children with language disorders, what language disorders are and how to treat them, but I feel that the textbook delivered relatively little of that. Instead, there were lengthy conceptual descriptions of language theory, types of assessment, decision-making strategies for the clinician, and the virtues of the RTI method of classroom-based instruction as contrasted with the pull-out service delivery method. I feel that most of these topics are more suited to a textbook on educational theory than a textbook on language disorders.
The parts of the textbook I found relatively helpful were the "Principles of Intervention" chapter that outlined language facilitation techniques such as expansions and buildup/breakdown, and the chapter on "Children with Intellectual Disability", which described several different syndromes and offered some treatment suggestions such as the Functional Communication Approach and the IT's FUN PROGRAM. I may refer to these chapters in the future. However, I would have liked more thorough coverage of these topics, and this text only introduced each approach briefly.
This text also has chapters on Autism Spectrum Disorders, Children with Hearing Loss, Literacy, and AAC, but since I feel that these topics really each deserve a textbook or more of their own and I will study them more in depth in other classes, these introductory chapters were not very valuable to me.
I also have Rhea Paul's Language Disorders text, which I find to be more thorough, more engagingly written, and more packed with practical advice for clinicians. While Paul's text is written in full sentences and paragraphs with double columns and a lot of information on each page, this textbook by Kaderavek has wide margins with too much white space, giving a visual impression of being skimpy on information. Kaderavek also overuses bullet point lists, tables and pop-out text boxes. Here are three sentences that form half of a small text box at the bottom of a page:
"Several early literacy curricula have been evaluated in research programs and have shown clinical efficacy. You can find out more about these curricula by reading about them on the Internet. Make a list of the pros and cons of using an already-developed curriculum in contrast to developing your own goals and activities."
The first sentence is vague fluff, the second is obvious, and the third is a pointless command for me to do unnecessary work. This is an example of how the already skimpy-on-the-page text wastes words and wastes my time.
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