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Tables of Contents for Language Disorders in Older Students
Chapter/Section Title
Page #
Page Count
Figures and Tables
ix
Preface
xi
Youth At Risk
1
20
Youth at Risk: Who Are They?
2
9
Youth at Risk: Symptoms
4
1
Problems Facing Youth at Risk
5
5
Costs and Responses
10
1
Definitions of Adolescence
11
4
Adolescence as a Developmental Period
11
1
Myths About Adolescents
12
3
Prevalence of Communication Disorders
15
2
Rationale for Speech-Language Services
17
2
Are Labels Needed?
19
1
Summary
20
1
Theories of Adolescence
21
14
Theories of Adolescence
21
10
Biological Theory
22
1
Anthropological Theories
23
1
Sociological Theories
23
1
Psychological Theories
23
8
Summary of Theories of Adolescence
31
3
Coping with Different Theories
32
1
Our Theoretical Position
33
1
Summary
34
1
Developmental Milestones in Older Students
35
30
Physical Development
35
2
Psychological Development
37
3
Developmental Tasks
37
1
Stages
38
1
Self-concept and Self-esteem
38
2
Language Development
40
17
Cognition
41
5
Concept Development
46
1
Comprehension and Production of Linguistic Features
46
5
Discourse
51
6
Communication in Culturally and Linguistically Diverse Populations
57
2
Nonverbal Communication
59
2
Definition
59
1
Normal Development
60
1
Written Language
61
2
Requirements of Written Language
61
1
Normal Development
62
1
Summary
63
2
Disorders of Language in Older Students
65
16
The Label of ``Language Disorder''
67
2
Deficits in Cognition
69
1
Metalinguistic Deficits
70
1
Linguistic Feature Deficits
70
3
Comprehension
70
1
Production
71
2
Discourse Deficits
73
2
Conversation
73
1
Narration
74
1
Deficits in Nonverbal Communication
75
1
Deficits in Written Language
76
1
Summation of Characteristics
77
3
Summary
80
1
Assessment: A Dynamic Process
81
22
Comprehensive/Holistic Assessment Model
81
16
Functional Assessment
83
1
Descriptive Assessment
83
2
Authentic Assessment
85
2
Dynamic Assessment
87
1
Student-Centered Assessment
88
1
Multidimensional Assessment
89
8
Multicultural Issues in Assessment
97
3
Summary
100
3
Assessment: Specific Behaviors and Procedures
103
50
What to Assess
103
14
History
103
3
Learning Style
106
1
Cognition
107
2
Comprehension and Production of Linguistic Features
109
1
Discourse
110
5
Nonverbal Communication
115
1
Survival Language Skills
116
1
How to Assess
117
33
Objectivity Versus Relevance
118
1
The Time Factor
118
1
Informal Assessment
119
19
Formal Assessment Instruments
138
12
Summary
150
3
Language Intervention with Older Students
153
66
Service Delivery for Intervention
154
4
Paradigm Shifts
156
1
The Role of Ethnography in Intervention
157
1
Direct Services
158
50
Unique Aspects of Serving Older School-Age Children
158
9
What to Teach
167
6
How to Intervene
173
35
Indirect Services
208
7
Modifications of the Educational System
209
5
Modifications of the Environmental System
214
1
Summary
215
4
Youth: Their Transition to the Future
219
28
Evolving Roles
219
2
Transitions
221
18
Transition Point One
221
1
Transition Point Two
222
3
Transition Point Three
225
14
Efficacy of Services
239
4
Fragmentation of Language
240
1
Therapist Bias
240
1
Acquiescence
240
1
Lack of Follow-up
241
1
Bureaucratic Policies and Procedures
241
2
A Call to Action
243
2
Summary
245
2
Appendices
247
58
Appendix A---Dialectal and Bilingual Considerations
249
9
Appendix B---Teacher Language: Self-Evaluation Technique
258
1
Appendix C---Attitudinal Scale
259
4
Appendix D---Curriculum Analysis Form
263
5
Appendix E---Case History Form
268
5
Appendix F---Supplemental Forms
273
6
Appendix G---Learning Style Questionnaire
279
6
Appendix H---Adolescent Conversational Analysis
285
7
Appendix I---Narrative Levels Analysis
292
1
Appendix J---Prototype Delivery Model
293
7
Appendix K---Follow-Up Questionnaire
300
5
References
305
32
Author Index
337
10
Subject Index
347