With this balanced, in-depth look at 15 widely used interventions for language disorders in children, students in SLP courses will be ready to evaluate, compare, select, and apply effective approaches.
With this balanced, in-depth look at 15 widely used interventions for language disorders in children, students in SLP courses will be ready to evaluate, compare, select, and apply effective approaches. Kevin N. Cole, Ph.D., is Research Faculty in Department of Speech and Hearing Sciences at University of Washington and Research Associate, at Washington Research Institute. Dr. Cole's research interests include efficacy of language intervention models, individual differences in response to intervention, and language intervention services to children from diverse cultural and linguistic backgrounds.Dr. Fey's research and clinical interests include the role of input on children's speech and language acquisition, the relationship between oral and written language, and the efficacy and effectiveness of speech and language intervention for children. Dr. Fey was editor of the American Journal of Speech-Language Pathology from 1996 to 1998 and was chair of the American Speech-Language-Hearing Assocation Publications Board from 2003 to 2005. Along with his many publications, including articles, chapters, and software programs, he has published two other books on language intervention, Language Intervention with Young Children (Allyn & Bacon, 1986), and Language Intervention: Preschool Through the Elementary Years (edited with Jennifer Windsor & Steven F. Warren; Paul H. Brookes Publishing Co., 1995).Mary Louise Hemmeter, Ph.D., is a professor in the Department of Special Educationat Vanderbilt University. She teaches courses, advises students, and conducts research onearly childhood issues. She is the cofaculty director of the Susan Gray School for Children,which is an early childhood program for children with and without disabilities. Herresearch focuses on effective instruction, sociala€“emotional development and challengingbehavior, translating research to practice, and effective approaches to professional development.Currently, she directs an Institute of Education Sciencesa€“funded research projectfocused on the efficacy of implementing the Teaching Pyramid in classrooms, and sheworks on the National Center on Quality Teaching and Learning and the Office of SpecialEducation Programsa€“funded Technical Assistance Center on Social Emotional Interventions.She is a coeditor of the Journal of Early Intervention and serves on the editorialboards of other major journals in early childhood special education. She served as Presidentof the Council for Exceptional Childrena€?s Division for Early Childhood (DEC) andreceived the Merle B. Karnes award from DEC.Dr. McCauley joined the faculty of The Ohio State University in 2008 after 23 years at the University of Vermont. She is an American Speech-Language-Hearing Association Fellow and a Board-Recognized Specialist in Child Language. She has served as an associate editor for the American Journal of Speech-Language-Pathology and has produced four books on child communication disorders in addition to this one. She is currently working on editing a book of this type in the area of autism spectrum disorders with Dean Patricia Prelock of the University of Vermont. Her research focuses on severe speech disorders in children, especially childhood apraxia of speech, and on strategies for understanding and improving clinical practice related to childrena€?s communication disorders.Nickola Wolf Nelson, Ph.D., CCC-SLP, Professor, Department of Speech Pathology and Audiology, Associate Dean for Research in the College of Health and Human Services, 1903 West Michigan Avenue, Western Michigan University, Kalamazoo, MI 49008. Dr. Nelson received her bachelor's, master's and doctoral degrees from Wichita State University. She is the author of Childhood Language Disorders in Context: Infancy Through Adolescence, Second Edition (1998 Allyn & Bacon), and Planning Individualized Speech and Language Intervention Programs, Second Edition (1989, PRO-ED), as well as numerous articles and chapters on classroom-based language intervention and related topics. Dr. Nelson began her professional career as a school cl