For the vast majority of children acquiring speech and language skills is an effortless process. However there is a sizeable proportion of children for whom this is not true. Difficulties they experience may be associated with other conditions such as cleft palate or hearing loss or they may have no obvious cause. This book provides a comprehensive picture of the difficulties that occur when speech and language does not develop in the young child. Divided into two sections the first focuses on how such children should be identified and assessed. The second section provides specific insights into communication difficulties in different conditions. Each is written by an expert practitioner and is illustrated with specific examples. Based on best clinical practice and research-based evidence it is a practical guide fully referenced for those who wish to develop knowledge further. It is essential reading for all professionals who work with children particularly those who work in community settings.

Based on a huge body of research in child language and communication development, Children's Communication Skills uses a clear format to set out the key stages of communication development in babies and young children. Its aim is to increase awareness in professionals working with children of what constitutes human communication and what communication skills to expect at any given stage. Illustrated throughout with real-life examples, this informative text addresses: normal development of verbal and non-verbal communication skills the importance of play in developing these skills developmental communication problems bilingualism, cognition and early literacy development working with parents of children with communication difficulties. Features designed to make the book an easy source of reference include chapter summaries, age-specific skills tables, sections on warning signs that further help may be needed, and a glossary of key terms. It will be of great use to a wide range of professionals in training or working in health, education and social care.

Children's language difficulties affect many areas of functioning and development. Since most children with these difficulties are expected to function in ordinary schools and nurseries it is important that parents, teachers and practitioners have a broad understanding of the issues. Language and communication problems typically fall under the umbrella terms 'language disability, 'language delay', or 'language difficulties. They can range from an occasional difficulty with certain sounds to an inability to communicate using spoken language. These problems can occur in isolation or be associated with a range of special needs such as hearing loss, visual impairment or learning disabilities. This is the first introductory text to outline the difficulties experienced by children and link these to issues surrounding multidisciplinary assessment, intervention and service provision. Children's Language and Communication Difficulties offers professionals and parents an up-to-date account of: -the developmental language problems that children experience -the provision available to meet the child's needs the long term impact of language difficulties The authors examine the problems of identification and diagnosis, and explore the range of physical and cognitive disabilities associated with language problems. They have also looked closely at alternative forms of communication and have provided the reader with discussion and evaluation of recently developed intervention techniques.

Now in its second edition, Speech and Language Therapy: the decision-making process when working with children reveals how recent research and changes in health and education services have affected the decision-making process in the assessment and management of children with speech and language problems. With individual chapters written by experts in their field, this book: Illustrates how the decisions made by practitioners may vary within different work settings Shows how these decisions may need to be adapted when working with specific client groups Explores how such decisions are part of effective evidence-based practice Offers an overview of the skills required by the developing professional Provides insight into working as a newly qualified therapist in the current job market. Rigorously underpinned with current research and revised legislation, this is an important textbook for speech and language therapy students, potential students and specialist teachers in training. Speech and Language Therapy: the decision-making process when working with children will also be relevant to newly qualified therapists, therapists returning to the profession, specialist teachers and Special Educational Needs Coordinators.

Explains speech, language and listening problems in children. Looks at causes and conditions, and having your child evaluated.

Renowned authorities in their respective fields present the most up-to-date coverage of all that is known regarding child and adolescent psychiatry. Presented developmentally, prominent contributors have produced a body of knowledge that describes what children are, what they need, what hurts and helps them. Volume 1 deals with infants and preschoolers, Volume 2 with grade school children, Volume 3 deals with adolescence and Volume 4 with varieties of development. Volume 5 contains information on assessing, diagnosing and treatment planning for the range of psychiatric and psychologic problems children and adolescents may experience during their development. Volume 6 introduces the basic science of child and adolescent psychiatry and presents a myriad of treatment options available to psychiatrists. Volume 7 contains an overview of the history of the field of child psychiatry and examines contemporary issues facing child and adolescent psychiatists.

Here is a comprehensive introduction to language disorders in children...one whose two-fold developmental/contextual perspective acknowledges that children's language learning systems include not only their skills, knowledge, and biological abilities...but also their language background, family settings, and the context in which they are attempting to learn language. The text's primary focus is on perspectives from normal development, and the bulk of the coverage is devoted to examination of expectations for early (infant through toddler), middle (preschool through early elementary), and later (middle elementary through adolescent) stages of learning language. These developmentally-geared divisions are then used to guide discussions of language assessment and intervention for children who are not learning language normally, yet who have characteristics in common with their peers who are.

Rising recognition of semantic and pragmatic disabilities in children with specific language impairment has created a demand for a satisfactory framework and suitable methods for assessment and remediation. This book reports on progress in research and practice in a form accessible to professionals from a variety of backgrounds.