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 | | Language Disorders: A Functional Approach to Assessment and Intervention (3rd Edition) by Robert E. Owens ISBN-10: 9780205287031 ISBN-10: 0-205-28703-4 ISBN-13: 9780205287031 ISBN-13: 978-0-205-28703-1 Hardcover 1998-09-02 Allyn & Bacon Find Lowest Price |
Editorials | ||
Book Description Most books that discuss children with speech impairments or cultural-linguistic differences begin with the premise that these kids are part of a disabled population. Such categorization obviously handicaps them in many ways at a very young age. Owens's book instead shifts this focus to the environment in which these children excel, the learning techniques which motivate them, and the early intervention which can prevent damage to their self-esteem and ability to learn language. This book takes a functional approach, using the childÕs natural environment and conversational partners. This well-organized book takes the reader from model through disorder, then to assessment and intervention. Updated throughout with current trends and developments in the field, it is full of practical ideas and useful suggestions for readers. It provides concrete guidelines and procedures for the assessment and training of children as well as the training of speech-language pathologists. Speech-pathologists, teachers, child development counselors, and parents. | ||
Reviews | ||
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. | ||