Download Classification of Developmental Language Disorders: by Ludo Verhoeven, Hans van Balkom PDF

By Ludo Verhoeven, Hans van Balkom

Chapters written through prime experts provide present views at the origins and improvement of language issues. They deal with the query: How can the kid's linguistic atmosphere be restructured in order that youngsters in danger can increase vital adaptive abilities within the domain names of self-care, social interplay, and challenge fixing? This theory-based, yet sensible booklet emphasizes the significance of exact definitions of subtypes for overview and intervention. it will likely be of curiosity to scholars, researchers, and practitioners within the box of developmental language disorders.

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Additional resources for Classification of Developmental Language Disorders: Theoretical Issues and Clinical Implications

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B. ), Speech and language impairment in children: Causes, characteristics, interventions and outcome (pp. 195–210). Hove, England: Psychology Press. , & Prince, A. (1988). On language and connectionism: Analysis of a parallel distributed processing model of language acquisition. Cognition, 28, 73–193. , & Vance, R. (1994). Selection of preschool language tests: A data-based approach. Language, Speech and Hearing Services in Schools, 25, 15–24. Plunkett, K. (1995). Connectionist approaches to language acquisition.

In the present investigation, the percentage of children with SLI who appeared to have recovered (Cluster 2 children) was 7% at Time 1 (7 years) and 12% at Time 2 (8 years). Thus, patterns of language strengths and weaknesses change with developmental time and no doubt with the influence of other important factors such as intervention. However, despite these unknown influences, it appears that there are still only a limited number of profiles of language strengths and weaknesses in children with SLI.

Three Subtests of the British Ability Scales (BAS; Elliot, 1983). Number skills. Children are presented with picture cues and asked to perform calculations. These range in complexity and include counting, finding similarities, simple addition, subtraction, multiplication and division, matching figures to groups of objects, and tests of concepts. Responses are scored as correct or incorrect, and the test is discontinued once the child has answered five questions incorrectly. The number of correct answers is summed and a percentile for age recorded.

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