Language Disorders: A Functional Approach to Assessment and Intervention

by Robert E. Owens Jr.

Book Overview

Assessments and interventions for children with language problems. KEY TOPICS Understand language disorders from a functional approach. Learn key assessments and interventions that work for all delays... This description may be from another edition of this product.

• Format: Hardcover
• Language: English
• ISBN: 0205381537
• ISBN13: 9780205381531
• Release Date: July 2003
• Publisher: Allyn & Bacon
• Length: 571 Pages
• Weight: 2.65 lbs.
• Dimensions: 1.3" x 7.8" x 9.3"

Customer Reviews

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This book matched the descripting very well. The book was shipped in a timely manner. Overall, great service.

It's ok, but it's exactly what I was looking for...

It's a textbook, so it's not like it's all fun and games, but it is educational from what I've read. I needed this book for a class in college, and it was impossible to find any where else near-by. Was pleased with the fast shipping and the quality of care.

A Functional Approach Just Makes Sense

Perhaps the biggest challenge facing speech language pathologists when working with their clients is getting them to generalize the newly-learned language targets to novel contexts. After all, what good is speech-language therapy if the client does not use the skills outside of the therapy room? Dr. Owens' book, Language Disorders: A Functional Approach to Assessment and Intervention, addresses this issue in great depth. The book shows how a conversationally-based, client-centered approach to assessment and intervention will greatly increase the likelihood of generalization. It also shows how the traditional approach of teaching language targets separately and out of context may not be the best method to achieve generalization. The book stresses, rather, to assess and train language where it will be used: in conversation. Owens also discusses at length the assessment and intervention of culturally and linguistically diverse children. One major point made in the book early-on regarding intervention is the idea of making a plan for generalization when picking language targets, before therapy begins. So often SLPs make the mistake of addressing generalization toward the end of intervention, resulting in the SLP choosing inappropriate targets and/or the client showing a lack of carryover to novel contexts. Owens also includes numerous guidelines and procedures that could be especially helpful for the school-based clinician. The appendices in the book are exceptional. Most impressive is Owens' extensive index of preschool literature, complete with suggested targets for remediation for each story. Also, a detailed table of language targets accompanied by functional activities for each is provided. This book is a valuable tool for anyone who works with individuals with language disorders or language differences.