Communication Disorders in the Classroom: An Introduction for Professionals in School Settings: An Introduction for Professionals in School Settings / Edition 4

by William O. Haynes, Michael J. Moran, Rebekah H. Pindzola

Overview

Speech, language, and hearing disorders have the potential to affect a student communicatively, socially, psychologically, and academically. In this work, the authors cover the range of impairments found in school-age children with suggestions for teacher intervention. Topic coverage includes: 1. Legal issues and service delivery models; 2. Normal aspects of communication; 3. The development of language and phonology; 4. Phonological disorders; 5. Children with limited language; 6. School-age and adolescent language disorders; 7. Dialectal differences: African American English as a case study; 8. Fluency disorders; 9. Voice disorders; 10. Hearing impairment; 11. Craniofacial anomolies; 12. Neurological impairment; 13. Communication disorders and academic success. Each chapter includes teacher tips, key terms, study questions, and suggestions for further reading.

Product Details

ISBN-13:	9780763727437
Publisher:	Jones & Bartlett Learning
Publication date:	09/26/2005
Edition description:	1E
Pages:	411
Product dimensions:	7.00(w) x 8.90(h) x 1.00(d)

About the Author

Dr. William O. Haynes earned his undergraduate and master’s degrees from Northern Michigan University and a Ph.D. in Communication Disorders from Bowling Green State University. He has co-authored six major textbooks in communication disorders on topics such as language acquisition, diagnosis, clinical practicum, communication disorders in educational settings and research methods/evidence-based practice. Dr. Haynes has published many research articles and has presented his findings at national and international professional conferences. He currently holds the rank of Professor Emeritus in the Auburn University Department of Communication Disorders.

Dr. Michael J. Moran received a BS in Education from East Stroudsburg State University, an M.A. in Logopedics from Wichita State University, and a PhD in Communication Disorders with a minor in Special Education from Pennsylvania State University. He has worked as a speech-language pathologist with developmentally disabled children and adults, and is currently a Professor in the Department of Communication Disorders at Auburn University.He teaches graduate courses in voice disorders, phonological disorders and cleft palate. Dr. Moran has published numerous articles in the areas of phonology, voice and cleft palate and has presented many papers on the national level.He is a member of the American Speech-Language-Hearing Association and the American Cleft Palate-Craniofacial Association.

Dr. Rebekah Pindzola has over thirty years of experience in academic, administrative, and clinical sectors. She coauthored two best-selling texts in her field:Diagnosis and Evaluation in Speech Pathology, 7th edition and Communication Disorders in the Classroom, 4th edition.She also authored two clinical monographs:Stuttering Intervention Program Age 3 to Grade 3 and the Voice Assessment Protocol.Additionally, Dr. Pindzola has published research articles and contributed book chapters in the areas of fluency, stuttering, alaryngeal speech, and vocal assessment.She also has taught graduate-level courses in these areas as well as in anatomy and in neuropathologies of speech and language.Her PhD in Speech and Hearing Science is from the University of Tennessee.Dr. Pindzola has considerable experience at the collegiate dean and associate dean levels and currently she serves as Professor and Chair of the Auburn University Department of Communication Disorders.

Table of Contents

Preface     ix
Communication Disorders in the Schools: Background, Legal Issues, and Service Delivery Models     1
Background Information: The Communication Disorders Professional     1
Communication Disorders in the Schools: Caseload Issues     4
Legal Issues: Public Laws Affecting Students with Communication Disorders     6
The Role of the Speech-Language Pathologist in the School System     15
Service Delivery Models     21
The Role of the Classroom Teacher in Identification, Assessment, and Treatment     35
References     37
Terms to Know     38
Study Questions     39
Normal Aspects of Communication     41
Introduction     41
Communication     42
Language     42
Speech     46
Hearing     57
Conclusion     61
References     62
Terms to Know     62
Study Questions     63
The Development of Language and Phonology     65
Early Communicative Development: Gestures and Language     66
Early Development of the Language Framework     73
Communicative Refinement After the Early Multiword Period: Five Stages of Development     76
Development of Speech Sounds and Phonology     78
Phonological Awareness     83
Conclusion     85
References     85
Terms to Know     86
Study Questions     87
Phonological Disorders     89
Background Information     89
Assessment Issues in Phonological Disorders     98
Direct Treatment of Phonological Disorders     103
Indirect Treatment of Phonological Disorders     112
How Teachers Can Help with Indirect Treatment     115
Conclusion     116
References     116
Terms to Know     119
Study Questions     120
Children with Limited Language     121
Episode 1     121
Episode 2     122
Background Information     122
Assessment Issues     132
Direct and Indirect Treatment for Children with Limited Language     140
Conclusion     146
References     147
Terms to Know     148
Topics for Discussion     148
Creating Communicative Opportunities     151
Characteristics of a Good Language Model and Interaction      153
Suggestions by Lucas for Naturalistic Language Treatment     157
Incidental Teaching Suggestions     159
Language Stimulation Techniques     161
Incorporation of Language Goals in Classroom and Home Activities     165
Social Aspects Related to Communication     167
Cognitive Skills Related to Language Development     169
School-Age and Adolescent Language Disorders     173
Background Information     173
Assessment Issues     178
Direct and Indirect Treatment for Students with Language Impairment     181
Conclusion     190
References     190
Terms to Know     191
Topics for Discussion     192
Dialectal Differences: African-American English as a Case Example     193
The Difference-Deficit Issue     198
Ethnicity, Race, and First Language Community     199
Regional Variations     200
Social Class Variations     201
Peer Group Identification     202
Communicative Context     202
Dialectal Continua     203
Specific Differences Between African-American English and Standard English     205
The Effects of Dialectal Variation on the Student      208
How Can the Classroom Teacher Deal with the Dialect Issue?     211
Dialects, Teachers, and the Speech-Language Pathologist     215
Conclusion     218
References     219
Terms to Know     222
Topics for Discussion     222
Fluency Disorders     223
Introduction     223
The Incidence and Prevalence of Stuttering     226
Causation and Development of Stuttering     228
Assessment Issues     232
Therapeutic Principles     239
Other Fluency Disorders     248
Conclusion     252
References     252
Terms to Know     255
Study Questions     255
Voice Disorders     257
Introduction     257
The Nature of Voice Production and Voice Disorders     258
Causations of Common Vocal Disorders     260
Vocal Assessment Issues and Parameters of the Voice     267
Direct and Indirect Intervention Options     269
Suggestions for Teachers     273
Background Information on Students with Altered Methods of Breathing     275
Conclusion     278
References     278
Terms to Know      280
Study Questions     281
Appendix     283
Hearing Impairment     287
Background Information     287
Assessment Issues     294
Treatment     300
Suggestions for Teachers of Hearing-Impaired Students     308
Auditory Processing Disorder (APD)     310
Controversies     312
Support for the Classroom Teacher     316
References     318
Terms to Know     319
Study Questions     320
Cleft Lip/Palate and Related Craniofacial Syndromes     321
Background Information     321
Syndromes that Include Craniofacial Anomalies     330
Learning Problems in Children with Craniofacial Anomalies     332
Suggestions for Teachers     336
Conclusion     337
References     337
Terms to Know     340
Study Questions     341
Neurological Impairments     343
Introduction     343
The Nature of Neurological Problems     344
Students with Traumatic Brain Injury     355
Attention Deficit/Hyperactivity Disorder     365
References      373
Terms to Know     375
Study Questions     375
Communication Disorders and Academic Success     377
Students with Language Problems: The High-Risk Groups     377
Curriculum and Teaching Impact on Students With Language Problems     381
Impact of Phonological Disorders     390
Impact of Hearing Impairment     395
References     397
Terms to Know     401
Index     403

Editorial Reviews

Reviewer: Irene Shetzline Jackson, M.A., CCC-SLP(Theraplay, Inc.)
Description: This book provides basic information about communication disorders that teachers may encounter with students in their classrooms. It presents an overview of normal language development, causes for communication disorders, and suggestions for working with students in the classroom.
Purpose: The purpose is to provide the most current information about communication disorders in school-age children. It supplies teachers with general background information about communication disorders, familiarizes them with roles of the speech-language pathologist (SLP) in the public school setting, illustrates how teachers, SLPs, and other professionals can work together to assess and treat students, and gives suggestions on how to interact with children with communication disorders. The authors adequately provide this information and use language that is easily understood by teachers and parents.
Audience: The book is intended for students and professionals in education, special education, and communication disorders. The authors avoid technical language so that a variety of professionals can easily understand the material. Professional terms used by speech-language pathologists that may appear on reports and on individualized educational plans (IEPs) are defined in a clear and concise manner. The book is well organized, easy to read, and provides an appropriate amount of information for teachers without being overwhelming. All three authors are university professors and certified speech-language pathologists. Individual chapters are written by specialists who have had a great deal of clinical experience.
Features: The book covers the processes of normal language and speech development and a variety of communication disorders that students from preschool through adolescence may present with in the classroom. It addresses assessment issues, direct and indirect treatment approaches, and classroom strategies for working with children with phonological disorders, limited language, language disorders, dialectical differences, fluency disorders, voice disorders, hearing impairment, neurological impairments, and craniofacial syndromes. The appendixes include valuable information for parents and teachers, including language stimulation techniques and communication strategies to enhance students' learning. Charts, diagrams, and case examples increase the reader's understanding of key concepts. Keywords are bold-faced and information is well organized in a logical progression. In addition, the authors provide lists of keywords, conclusions, references, and topics for discussion at the end of each chapter to enhance the learning.
Assessment: This is a valuable learning tool for professionals working with children in school settings. It would serve as an appropriate text or reference for educators, special educators, or other professionals who encounter students with communication disorders. This fourth edition is updated with current research, legal issues, and service delivery models. The information and references are up-to-date and contemporary treatment and assessment approaches are presented.

Doody's Review Service

Reviewer: Irene Shetzline Jackson, M.A., CCC-SLP(Theraplay, Inc.)
Description: This book provides basic information about communication disorders that teachers may encounter with students in their classrooms. It presents an overview of normal language development, causes for communication disorders, and suggestions for working with students in the classroom.
Purpose: The purpose is to provide the most current information about communication disorders in school-age children. It supplies teachers with general background information about communication disorders, familiarizes them with roles of the speech-language pathologist (SLP) in the public school setting, illustrates how teachers, SLPs, and other professionals can work together to assess and treat students, and gives suggestions on how to interact with children with communication disorders. The authors adequately provide this information and use language that is easily understood by teachers and parents.
Audience: The book is intended for students and professionals in education, special education, and communication disorders. The authors avoid technical language so that a variety of professionals can easily understand the material. Professional terms used by speech-language pathologists that may appear on reports and on individualized educational plans (IEPs) are defined in a clear and concise manner. The book is well organized, easy to read, and provides an appropriate amount of information for teachers without being overwhelming. All three authors are university professors and certified speech-language pathologists. Individual chapters are written by specialists who have had a great deal of clinical experience.
Features: The book covers the processes of normal language and speech development and a variety of communication disorders that students from preschool through adolescence may present with in the classroom. It addresses assessment issues, direct and indirect treatment approaches, and classroom strategies for working with children with phonological disorders, limited language, language disorders, dialectical differences, fluency disorders, voice disorders, hearing impairment, neurological impairments, and craniofacial syndromes. The appendixes include valuable information for parents and teachers, including language stimulation techniques and communication strategies to enhance students' learning. Charts, diagrams, and case examples increase the reader's understanding of key concepts. Keywords are bold-faced and information is well organized in a logical progression. In addition, the authors provide lists of keywords, conclusions, references, and topics for discussion at the end of each chapter to enhance the learning.
Assessment: This is a valuable learning tool for professionals working with children in school settings. It would serve as an appropriate text or reference for educators, special educators, or other professionals who encounter students with communication disorders. This fourth edition is updated with current research, legal issues, and service delivery models. The information and references are up-to-date and contemporary treatment and assessment approaches are presented.