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:

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.

Brookes Publishing | 2007 | 390 pages (paperback) | 25 posttest questions

1. Identify concepts that describe assessment of communication development in infants, toddlers, and young children of both pre-school and early school-age levels.

2. Distinguish between types of intervention that facilitate early communicative behaviors. 

3. Describe methods of assessment to diagnose spoken language disorders, reading comprehension, and written expression of adolescents and young adults.

4. List examples of early literacy development and methods to 1) develop syntactic and morphological skills, and 2) enhance vocabulary knowledge and spoken narrative skills of children with developmental language disorders.

5. Identify methods of intervention for comprehension of text and written language skills of school-age individuals with language learning disorders.

6. Describe social concomitants of developmental language impairments and issues related to serving secondary students, including federal legislation that impacts services for school-age children and adolescents with developmental language disorders, and intervention with students who use augmentative and alternative communication.

Alan G. Kamhi, PhD, is Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University. Since the mid-1970’s, 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. Polluck 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.

 

Julie J. Masterson, PhD, is a professor of communication sciences and disorders at Missouri State University, where she teaches courses and conducts research in literacy, phonology, and computer applications for assessment and remediation of speech and language disorders. Dr. Masterson has more than 25 years of experience working with students who have language problems and language-based learning deficits. She has served as Vice President of Research and Technology for the American Speech-Language-Hearing Association (ASHA), President and Vice President for Research for the Council of Academic Programs in Communication Sciences and Disorders, and as a reviewer providing technical assistance for the U.S. Department of Education’s Early Reading First grant program. She is co-author of CAPES: Computerized Articulation and Phonology Evaluation System (Harcourt Assessment); Beyond Baby Talk: From Sounds to Sentences, A Parent’s Complete Guide to Language Development (Prima Publishing); SPELL Spelling Performance Evaluation for Language and Literacy® and SPELL-Links to Reading & Writing: A Word Study Curriculum (Learning By Design, Inc.). Dr. Masterson has served as an editor for several scholarly journals, including American Journal of Speech-Language Pathology; Journal of Speech-Language-Hearing Research; Language, Speech, and Hearing Services in Schools; Seminars in Speech and Language; and Topics in Language Disorders. Dr. Masterson is a fellow and certified member of ASHA, an ASHA board recognized specialist in child language, and a member of the Language Learning & Education Special Interest Division of ASHA. She also holds a degree in elementary education and has worked as a classroom teacher.

 

Kenn Apel, PhD, is a professor of communication disorders at The Florida State University, where he teaches courses and conducts research on school-age language-learning disabilities. He has more than 25 years of experience conducting research and teaching classes on language learning and on working with children, adolescents, and adults who have language problems and language-based learning deficits. Dr. Apel is frequently invited to speak at national, state, and local meetings about spoken language disabilities and assessment and remediation of reading, writing, and spelling disabilities. Dr. Apel is co-author of Beyond Baby Talk: From Sounds to Sentences, A Parent’s Complete Guide to Language Development (Prima Publishing), SPELL Spelling Performance Evaluation for Language and Literacy® and SPELL-Links to Reading & Writing: A Word Study Curriculum (Learning By Design, Inc.), and has served as associate editor, guest editor, and series editor for several scholarly journals and books, including Language, Speech, and Hearing Services in the Schools (LSHSS); Topics in Language Disorders; and Challenges in Language and Literacy (Guilford Press). Dr. Apel is a fellow and certified member of the American Speech- Language-Hearing Association (ASHA) and an ASHA board recognized specialist in child language. He is also a member of the Language Learning & Education Special Interest Division of ASHA.

This course is offered for .8 ASHA CEUs (Intermediate level, Professional area).

ASHA credit expires 12/22/2012. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider. Please note that the date that appears on ASHA transcripts is the last day of the quarter in which the course was completed.