This book is the first to summarize the voluminous literature on the development of cognitive, codification, language, and expressive/affective (CCCE) skills "from a clinical standpoint." Emphasizing the need to ground services in research and theory, the author constructs three basic clinical models--a conceptual model for understanding, a descriptive model for formal assessment, and a facilitative model for intervention. These models have major implications for the work of all those who deal with CCCE problems in a professional capacity.

This book is the first to summarize the voluminous literature on the development of cognitive, codification, language, and expressive/affective (CCCE) skills "from a clinical standpoint." Emphasizing the need to ground services in research and theory, the author constructs three basic clinical models--a conceptual model for understanding, a descriptive model for formal assessment, and a facilitative model for intervention. These models have major implications for the work of all those who deal with CCCE problems in a professional capacity.

Best Practices is a response to the recent paradigm shift in the field of language acquisition. The book launches the field of communication sciences and disorders by identifying major shortcomings in the traditional field of speech and hearing sciences. Best Practices is based on developments in scholarly literature. In order to define and elucidate best practices it pinpoints numerous issues that have been missed or ignored in the contemporary clinical published writings. It addresses levels of scholarship, rational evidence as the precursor of empirical evidence, and influential theoretical perspectives. The book also examines substantive differences between pre-grammatical and grammatical children, the limitations of normative tests, and intervention principles for various clinical populations. Best Practices is ideally suited to classes in language acquisition, language intervention, and language assessment. Best Practices is a companion text to the book Language Acquisition, which uses influential theories to address critical issues often overlooked or ignored in standard textbooks in the field.

Language Acquisition provides readers with excellent critical coverage of current literature in the field. The book uses three influential theories-relevance theory, dynamic processing theory, and usage-based theory to address nearly sixty issues that have been missed or ignored in current language acquisition books. In order to do this, it takes into account rational evidence in conjunction with the most influential philosophical view of constructionism. Students will gain historical perspective, learn how communication acquisition is more general than actual language acquisition, and enhance their understanding of constructionism, relevance theory, usage theory, and dynamic systems theory. The book also examines cognitive development and affect in language acquisition, pre-grammatical and grammatical children, speech and hearing mechanisms, phonology, pragmatics, and literacy. Language Acquisition is designed for courses in language acquisition in any of the following fields of study: child development, communication disorders, deaf education, linguistics, special education and psychology. Language Acquisition is a companion text to the book Best Practices, which introduces and explores the new field of communication sciences and disorders.