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Understanding Pervasive Language Imp...

Waters, Anna Jeddeloh.

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Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication./
作者:	Waters, Anna Jeddeloh.
面頁冊數:	223 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-10(E), Section: B.
Contained By:	Dissertation Abstracts International74-10B(E).
標題:	Health Sciences, Speech Pathology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3567914
ISBN:	9781303206627

Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication.
Waters, Anna Jeddeloh.

Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication. - 223 p.

Source: Dissertation Abstracts International, Volume: 74-10(E), Section: B.

Thesis (Ed.D.)--Portland State University, 2013.

Research has identified language impairment as a pervasive disability (Bishop & Edmundson, 1987; Greenhalgh & Strong, 2001). Classroom communication behaviors have a role in the maintenance of special education eligibility and functional communication difficulties for young children with language impairment. This paper reviews the theoretical and experimental literature on narrative skills and language impairment as well as empirical support for understanding language delays as part of a group of risk factors that affect child development. The present study describes patterns in the communication skills of a small group of young children with a predetermined diagnosis of language impairment using a case and field mixed methods research design. The study contributes to our conceptual understanding of the pervasive nature of language impairment by focusing on patterns in oral narrative skills and their relationship to communication at school, at home, and in the community. Study results differentiate participants by the severity of utterance formulation difficulties as well as social communication differences and emotional health symptoms to identify patterns.

ISBN: 9781303206627Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication.
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245 1 0 $a Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication.
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500 $a Source: Dissertation Abstracts International, Volume: 74-10(E), Section: B.
500 $a Adviser: Emily de la Cruz.
502 $a Thesis (Ed.D.)--Portland State University, 2013.
520 $a Research has identified language impairment as a pervasive disability (Bishop & Edmundson, 1987; Greenhalgh & Strong, 2001). Classroom communication behaviors have a role in the maintenance of special education eligibility and functional communication difficulties for young children with language impairment. This paper reviews the theoretical and experimental literature on narrative skills and language impairment as well as empirical support for understanding language delays as part of a group of risk factors that affect child development. The present study describes patterns in the communication skills of a small group of young children with a predetermined diagnosis of language impairment using a case and field mixed methods research design. The study contributes to our conceptual understanding of the pervasive nature of language impairment by focusing on patterns in oral narrative skills and their relationship to communication at school, at home, and in the community. Study results differentiate participants by the severity of utterance formulation difficulties as well as social communication differences and emotional health symptoms to identify patterns.
520 $a This study was unique in that information from classroom teachers and parents in addition to an analysis of multiple language samples created a thick description of patterns across participants. Discussion elaborates upon patterns in the data and implications for assessment and practice implications for school based services from a speech-language pathologist.
590 $a School code: 0180.
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