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Table of Contents
1 Cover
7 Part I: Foundations 1 Labeling as a Sociocultural Process in Communicative Disorders 1.1 Introduction 1.2 Labeling Theory 1.3 Labeling within a Diagnostic Process 1.4 The Impact of Labeling 1.5 Concerns with the Process of Diagnostic Labeling 1.6 Implications and Conclusion REFERENCES 2 Diversity Considerations in Speech and Language Disorders 2.1 Introduction 2.2 Some Facts 2.3 What is There and What is Missing 2.4 Identifying an MMI Curriculum 2.5 Relevant Theory 2.6 Relevant Applications 2.7 Issues in Cultural Competence 2.8 Concluding Statements REFERENCES 3 Hearing Loss and Cochlear Implants 3.1 Introduction 3.2 Hearing Loss 3.3 Cochlear Implants 3.4 Auditory Brainstem Implants 3.5 Conclusions and Perspectives Acknowledgments REFERENCES 4 Intelligibility Impairment 4.1 Introduction 4.2 Intelligibility Defined 4.3 Measurement of Intelligibility 4.4 Intelligibility from a Developmental Perspective 4.5 Perceptual Learning 4.6 Individual Differences 4.7 Summary REFERENCES 5 Genetic Syndromes and Communication Disorders 5.1 Why Study Genetic Syndromes? 5.2 Language and Communication in Williams Syndrome (WS) 5.3 Language and Communication in Down Syndrome (DS) 5.4 Conclusions REFERENCES 6 Principles of Assessment and Intervention 6.1 Introduction 6.2 Principles of Assessment and Intervention 6.3 Principles in Practice REFERENCES
8 Part II: Language Disorders 7 Autism Spectrum Disorders 7.1 Introduction 7.2 Diagnostic Criteria 7.3 Early Markers of Autism Spectrum Disorder 7.4 Gold Standards for Comprehensive Assessment of Autism 7.5 Principles for Intervention Decision‐making 7.6 Established Evidence‐Based Interventions 7.7 Summary References 8 Language Acquisition and Language Delay 8.1 Introduction 8.2 Individual Differences 8.3 From Individual Differences to Individual Profiles 8.4 Tracking Grammatical Development in Detail 8.5 Envoi Acknowledgment REFERENCES 9 Developmental Language Disorder 9.1 Introduction 9.2 Defining and Identifying Children with Language Disorders