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From The CriticsReviewer: Betsy Partin Vinson, MMSc, CCC/SLP(University of Florida)
Description: This second edition of a book originally published in 1993 updates the legal rulings that apply to the provision of early intervention services and offers two new chapters that address inherited disorders and the establishment of communication in hearing-impaired infants and toddlers.
Purpose: It is written as a clinical reference tool for professionals who work with the pediatric population, and particularly with those children aged birth to three. It is also intended to be a guide to practical resources that apply to the provision of services to children who either have, or are at risk for, communication delays and disorders. Given the current emphasis on assessment and intervention of preschool children, this is a timely book. There is very little already published that addresses the needs of this population exclusively, so this book augments the limited resources currently in existence.
Audience: The author's intent was to write a book that would meet the needs of professionals in the field who work with children from birth to age three. The advanced writing style makes this book suitable for graduate students and professionals in the field.
Features: One very nice feature about this book is the pervasive emphasis on the role of interdisciplinary team members and families in addressing the communication needs of infants and toddlers. The impact of communication disorders on the family is heavily stressed throughout the book. Another important topic addressed is the effect of managed care on the provision of services for the preschool population. Extensive use of excellent tables augment the text. The appendixes provide additional information which is of use for both professionals and parents. Of particular help is Appendix C, which provides a directory of Part H/Part C Lead Agencies in the 50 states, and a list of Internet resources and national organizations that provide assistance to professionals and to families of infants and toddlers who have communication delays or disorders. The book is well referenced, with extensive reference lists at the end of each chapter.
Assessment: I highly recommend this book to any professional who is working with children who either have, or who may be at risk for, a communication delay or disorder. It would also make an excellent textbook for graduate students who are studying communication assessment and intervention of infants and toddlers.