Table Of ContentTHEP EARSCOONM MUNICASTCIIOENNA CNEDDS I SORDSEERRSI ES
TehaicSntgu dents
with Laanndg uage
CommautniDioicns abilities
S.JAKYU DER
FIFETDHI TION
@ Pearson
Teaching Students
with Language and
Communication Disabilities
F I F T H E D I T I O N
S. Jay Kuder
Rowan University
330 Hudson Street, NY NY 10013
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Library of Congress Cataloging-in-Publication Data
Names: Kuder, S. Jay, author.
Title: Teaching students with language and communication disabilities / S.
Jay Kuder, Rowan University.
Description: Fifth edition. | Boston, MA : Pearson Education, Inc., [2018] |
Includes bibliographical references and index.
Identifiers: LCCN 2017004092| ISBN 9780134618883 | ISBN 0134618882
Subjects: LCSH: Children with disabilities—Education—United States. |
Language arts--United States. | Language disorders in children—United
States. | Communicative disorders in children—United States.
Classification: LCC LC4028 .K83 2018 | DDC 371.91/4—dc23 LC record available at
https://lccn.loc.gov/2017004092
Print Edition
ISBN 10: 0-13-461888-2
ISBN 13: 978-0-13-461888-3
10 9 8 7 6 5 4 3 2 1
eText Instant Access
ISBN 10: 0-13-447196-2
ISBN 13: 978-0-13-447196-9
Access Card Package
ISBN 10: 0-13-447188-1
ISBN 13: 978-0-13-447188-4
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Contents
Preface vii Chapter 5
Language Development: Birth Through
Chapter 1
the Preschool Years 42
Language and Language Disorders 1
Prelinguistic Development 43
Kevin: A Case Study 1
Birth to Age 6 Months 43
Speech, Language, and Communication 2 Age 6 Months to 12 Months: The Development of
Speech 2 Communicative Intentions 44
Language 2 Emergence of Expressive Language 46
Communication 5 Language Development in the Preschool
Language Disorder 7 Years 48
Summary 9 Stage I (MLU = 1.0–2.0; Age = 12–26
Months) 48
Chapter 2 Stage II (MLU = 2.0–2.5; Age = 27–30
Months) 50
Understanding the Elements
Stage III (MLU = 2.5–3.0; Age = 31–34
of Language 10 Months) 50
Stage IV (MLU = 3.0–3.75; Age = 35–40
Phonology 11 Months) 51
Morphology 12 Stage V (MLU = 3.75–4.5; Age = 41–46
Months) 52
Syntax 14
Learning to Mean: The Development of
Semantics 16
Semantics 52
Pragmatics 17 Learning to Converse: The Development of
Summary 18 Pragmatic Language 54
Language Development and Emergent
Chapter 3 Literacy 54
Bases of Language Development 19 Summary 57
Physical Bases of Language Development 19
Speech Production Structures 19 Chapter 6
Central Nervous System 21 Language and Literacy in the School
Cognitive Bases of Language Development 24
Years 58
Social Bases of Language Development 26
Teacher Perspective: Alternative School Teacher
Summary 28
for 9th and 10th Grades 58
Language Development in the School
Chapter 4
Years 58
Language Acquisition Models 29
Morphology and Syntax 59
Semantics 60
The Behavioral Model 30
Pragmatics 63
The Nativist (Syntactic) Model 32
Metalinguistic Ability 65
The Semantic-Cognitive Model 34
Implications for Instruction 66
The Social Interactionist Model 36 Conclusion 66
Contemporary Models of Language Language Development and Literacy 67
Acquisition 37 Phonemic Awareness and Reading 67
Information-Processing Model 37 Syntactic Skills and Reading 69
Emergentist Model 38 Semantic Skills and Reading 69
Conclusion 39 Narrative Skills 70
Implications for Language Intervention 39 Instructional Implications 70
Summary 41 Summary 71
iii
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iv Contents
Chapter 7 Chapter 9
Language, Students with Learning Language and Students with Autism
Disabilities, and Students with Spectrum Disorders 118
Attention Deficit Hyperactivity Aaron: A Case Study 118
Disorder 72 Aiden: A Case Study 119
Understanding Autism Spectrum
Keisha W.: A Case Study 72
Disorders 119
Defining Learning Disabilities and Attention Deficit
Definition 119
Hyperactivity Disorder 73
Characteristics of Autism Spectrum
Language, Learning Disabilities, and Attention
Disorders 120
Deficit Hyperactivity Disorder 77
Causes of Autism 121
Phonology 77
Language and Literacy of Students with Autism
Morphology 78
Spectrum Disorders 123
Syntax 78
Early Language and Communication
Semantics 79
Development 123
Pragmatics 80
Development in Specific Language
Metalinguistic Skills 80 Domains 124
Language and Attention Deficit Hyperactivity Summary 129
Disorder 82
Factors Related to Language and Communication
Teacher Perspective: Students with Reading in Autism 129
Disabilities 83 Literacy and Autism Spectrum
Impact of Language Impairments 83 Disorders 132
Instruction for Language-Learning Intervention for Language and Communication
Disabilities 83 Impairments 135
Enhancing Phonological Applied Behavior Analysis Approaches 135
Awareness 84 Picture Exchange Communication
Mnemonic Strategies 89 System 136
Cognitive Learning Strategies 90 Pivotal-Response Model 137
Technological Applications 90 Auditory Training 138
James: A Case Study 91 Facilitated Communication 139
Making Instructional Decisions 139
Summary 95
Teacher Perspective on Teaching a Child with
Chapter 8 Autism 140
Language and Students with Intellectual Case Study: CA—Autism Intervention Case 140
Disabilities 96 Summary 142
Karen: A Case Study 96
Chapter 10
Danny: A Case Study 97
Language and Students with Emotional
Definitions and Causes of Intellectual
Disabilities 97 and Behavioral Disorders 143
Language and Communication
Najeem: A Case Study 143
Characteristics 100
Defining the Population 144
Early Language Development 100
Speech Production and Phonology 101 Evidence for Language and Communication
Morphology and Syntax 102 Difficulties 145
Semantics 104 Emotional and Behavioral Problems in Children
Pragmatics 105 with Speech and Language Disorders 146
Conclusion 108 Language and Communication Difficulties
Factors Related to Language and Communication in Children with Emotional and Behavioral
Impairments 108 Disorders 147
Literacy and Students with Intellectual Conclusion 150
Disabilities 111 Literacy and Students with Emotional and
Teacher Perspective 111 Behavioral Disorders 151
Literacy Instruction 151
Language Instruction for Individuals with
Intellectual Disabilities 113 Assessment and Instruction 153
Instructional Principles 113 Assessment 153
Specific Instructional Approaches 114 Instruction 154
Enhancing Generalization 116 Najeem: A Case Study 157
Summary 117 Summary 159
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Contents v
Chapter 11 Ecological Assessment 205
Universal Screening 206
Language and Students with Sensory
Summary 208
Disabilities 160
Language Instruction in the Classroom 208
Marisol: A Case Study 160 Enhancing Classroom Interaction 209
Preschool Classrooms 210
Defining Hearing Impairment 161
Elementary Classrooms 211
Language Characteristics of Individuals with
Secondary Classrooms 212
Hearing Impairment 166
Instruction for Students with Significant
Spoken Language 166
Disabilities 213
Semantic Development 168
Teaching Specific Language Skills 215
Pragmatic Language 169
Summary 219
Manual Language 169
Manual Language Versus Spoken
Language 170 Chapter 14
Cochlear Implants and Language Intensive Language and Communication
Development 171
Assessment and Instruction 220
A Teacher’s Perspective on Cochlear Implants 171
Factors Related to Language Development 172 Sarah: A Case Study 220
Educational Performance and Methods 173 Intensive Assessment 221
Reading 174 What to Assess 221
Writing 175 Methods of Language Assessment 222
Educational Methods 176 Informal Procedures: Language Sampling 225
Technological Aids 180
Intensive Language Instruction 226
Visual Impairment and Language 181
Evidence-Based Practice 228
Defining Visual Impairment 181 Developmental and Functional Approaches 230
Early Development 182 Structured and Naturalistic Methods 231
Language Characteristics 183 Research on Intervention Efficacy 232
Literacy Development 185 Generalization 232
Implications for Teaching 186 Collaboration 233
Summary 187 Summary 235
Chapter 12
Chapter 15
Language and Students with
Augmentative and Alternative
Neuromotor Disabilities and Traumatic
Communication 236
Brain Injury 188
Components of Augmentative and Alternative
Charisse: A Case Study 188 Communication 237
Scott: A Case Study 189 Techniques 237
Neuromotor Disorders 189 Symbol Systems 240
Cerebral Palsy 189 Communication Skills 240
Other Neuromotor Disorders 193 Implementing AAC Systems 241
Implications for Intervention 195 Prerequisite Skills 241
Traumatic Brain Injury and Language 197 Preassessment 241
Outcomes of Traumatic Brain Injury 198 Developing an AAC System 242
Language Characteristics 198 Enhancing Communication 244
Intervention 199 Integrating AAC Use into General Education
Classrooms 246
Summary 201
Literacy and AAC 248
Outcomes of AAC System Usage 249
Chapter 13
Summary 250
Language Assessment and Instruction
in the Classroom 202
Chapter 16
Teacher Perspective 202 Language, Culture, and English Language
Parent Perspective 203
Learners 251
Language Assessment in the Classroom 203
Gabriel: A Case Study 251
Classroom-Based Observation 204
Language Elicitation Tasks 204 Language and Cultural Diversity 252
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vi Contents
Dialect Differences 254 Instruction for Students with Language Differences
English Language Learners 256 as Well as Language Disorders 270
Appropriate Assessment 258 Summary 271
Recommendations for Assessment 260
Instructional Programs 262
References 272
Instruction for Students with Dialect
Glossary 301
Differences 263
Instruction for English Language Learners 265 Name Index 305
Literacy Instruction for English Language Subject Index 315
Learners 267
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Preface
In response to legislation such as the Individuals with Disabilities Education Act and the
No Child Left Behind Act, most students with disabilities are now expected to be taught
the same curriculum as their peers without disabilities. To be successful in a more chal-
lenging curriculum, these students must have the language skills, both spoken and writ-
ten, that are required.
The purpose of this book is to help teachers and other professionals who work with
children identify, understand, and help those with language diffCiconujulntciteiosn: Jsooin intgh oaf ttw ot hmeainyc lcauasnes
Embedding:Joining of a mainclause with a
achieve success in school and in life after formal schooling is completed. To achieve these
Development of Conjunction
goals, it is essential that all educators, special and regular, understa1.n Sding llea wnogrdus ausgede t—ogewthehrat it is
2. Use of andto link sentences
and how to help children experiencing difficulty with it. This bo3.o Ukse oifs a nddetos liingkn cleaudse st o(w itah sdseliestiotn )
teachers and other education professionals to acquire knowled4g. eUs ea obf obuutatn dl aifnto glinuk calaguese,s lan-
guage development, language disorders, and evidence-based practices for enhancing lan-
guage skills that will enable them to become more effective teachers and/or clinicians.
New to This Edition
The fifth edition of Teaching Students with Language and
Watch as this 5-year-old boy tells a story. How does he use conjunctions?
Communication Disabilities includes a number of significant
changes. In addition to an update of the research literature,
the following are new to this edition:
Stage V (MLU = 3.75–4.5; Age = 41–46 Months)
■■ The Enhanced Pearson eText is the digital version of There are no major new structures that emerge in Stage V. Instead, this stage is marked by
elaboration and refinement of structures that emerged in earlier stages. The child contin-
the text and includes a number of new resources: ues adding grammatical morphemes; more frequently uses adjectives, adverbs, and em-
bedded sentences; and more consistently uses inversion in questions (Are you going to the
■■ Videos that illustrate and extend the text store?). In short, the child is learning to become a more effective (and more social)
communicator.
■■ “Apply Your Knowledge” video-based activities that This description of the syntactic development of children between 1 and 4 years of age
enable students to immediately apply their knowledge is complete for the purpose intended here, although there has been no attempt to describe
every feature that develops during this period. Instead, the goal has been to describe major
■■ Quizzes embedded throughout each chapter accomplishments that illustrate the general course of development and provide back-
ground for an understanding of what happens when children fail to develop in the ex-
■■ The content on language assessment and intervention pected ways.
has been reconceptualized and reframed to better By the time most children enter kindergarten, they are able to understand and use
quite complex and sophisticated language. They have mastered the use of pronouns and
match the Response to Intervention (RTI) model that grammatical morphemes and can use all adult sentence forms, including compound and
complex sentences. But they have not learned everything there is to know about language.
is becoming more prevalent in the United States.
There is still much to be learned after children enter formal schooling. Before examining
syntactic development during the school years, however, we need to look at the develop-
■■ Chapter 13 (Language Assessment and Instruction in ment of two other aspects of language in the preschool years: semantics and pragmatics.
the Classroom) is now focused on classroom-based
language assessment and instruction that are con- Apply Your Knowledge 5.2: Stage V+
sistent with the first two tiers common to most RTI Watch the video of a 6-year-old boy having a conversation with an adult, and then
answer the question.
models.
■■ Chapter 14 (Intensive Language and Communication
Assessment and Instruction) focuses on the more extensive and intensive assessment
and instructional methods usually associated with tier 3. Such instruction is usually
provided by a special educator and/or a speech-language specialist.
■■ Throughout the book, there are expanded discussions of emerging technologies, such
as the use of mobile apps, that are enabling teachers to provide more individualized
instruction to students at a lower cost.
This edition includes a co-author with expertise in second language acquisition—my
daughter, Emily Kuder. Emily is a certified teacher of Spanish who has expertise in the
vii
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viii Preface
linguistic structures of Spanish, language education, and second language acquisition. She
brings a new and welcome perspective to this text.
I hope that faculty and students will find this edition more up-to-date and more
grounded in effective practice research while continuing to be readable and practical.
My goal, as always, is to present information about language in a form that teachers and
other education professionals can use to help children enhance language and
literacy skills.
About the Authors
Dr. S. Jay Kuder is a professor in the Department of Interdisciplinary and Inclusive
Education at Rowan University in Glassboro, New Jersey. Dr. Kuder’s research interests are
in the development of effective practices for enhancing the language and literacy skills of
children with disabilities. His recent research has focused on the use of technology to en-
hance communication and social skills in students with autism spectrum disorders. Dr.
Kuder holds a master’s degree in special education from Temple University and a doctoral
degree in applied psycholinguistics from Boston University. He is a member of the
American Speech-Language-Hearing Association and the Council for Exceptional
Children and is a fellow of the American Association on Intellectual Disabilities.
Emily E. Kuder is a doctoral student in the Department of Spanish and Portuguese at the
University of Wisconsin–Madison. Her research interests include second and subsequent
language learning and maintenance as well as second language teaching. Emily holds a
master’s degree in Spanish literature and pedagogy from the University of Delaware and is
a certified teacher of Spanish. Emily is currently completing research on the prosodic be-
haviors of teachers in the second language classroom setting. She teaches courses in
instrumental Spanish in addition to Spanish courses intended for heritage speakers and
advanced courses in language practice, conversation, and phonetics.
Acknowledgments
I thank my colleagues and students at Rowan University who have continued to challenge
me with their questions and discussions. In addition, I thank those individuals who re-
viewed earlier versions of this book. Their suggestions have been helpful in developing the
fifth edition. I would also like to acknowledge the following individuals who reviewed this
edition for Pearson: Dr. Steven A. Crites, Northern Kentucky University; Karen H. Douglas,
Illinois State University; Rhonda V. Kraai, Eastern Michigan University; Rachel Mathews,
Longwood University; and Christine R. Ogilvie, Florida State University. Finally, I thank
my wife, Lucy, and my children, Julia, Emily, and Suzanne, for continuing to inspire me
with their love and their amazing achievements.
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R 1
Language and Language
E
T
P
Disorders A
H
C
In this chapter we will explore the meaning of the terms speech, language, and communication. It is
important to understand the meaning of each of these terms since they will be used throughout the text.
In addition, they are frequently used—and sometimes misused—to describe the difficulties experienced
by some students.
Once we are reasonably sure what we are talking about, it is possible to begin to identify children
with language disorders. In this chapter we will also discuss the concept of language disorder and con-
sider some criteria for identifying students with language difficulties.
Learning Outcomes
After reading this chapter, you should be able to:
1. Differentiate among speech, language, and communication and explain the characteristics
of each.
2. Describe the characteristics of language disorders.
Kevin: A Case Study
Kevin is a 9-year-old student in a regular fourth-grade writing he tends to use short, choppy sentences, and his
classroom. Kevin seems bright and usually works hard, output is often poorly organized. Although Kevin is good
but he is a puzzle to his teacher. Sometimes it seems in math, he has difficulty with word problems. In addi-
as though he’s just not all there. He misunderstands tion to these problems with his schoolwork, Kevin often
directions—failing to complete all of the assignment appears to be lost among his fellow students. He hangs
or even working on the wrong pages. He is reluctant to behind the others when they go out to play and often eats
answer questions in class. When he does answer, he stops by himself at lunch.
and starts and seems confused. Kevin is a slow, hesitant Mrs. Ross would like to help Kevin, but she is not sure
reader. His teacher, Mrs. Ross, has noticed that his com- what is wrong. Is he immature? Should he be referred for
prehension of text often seems to be ahead of his ability special education? Could there be some medical reason for
to read the words themselves. He is a poor speller. In his Kevin’s problems?
Kevin is typical of students who have problems with language and communication. He
may be experiencing difficulty understanding incoming language and producing appro-
priate spoken responses of his own. He appears to lack some of the subtle communication
skills that are critical to social acceptance by his peers. He is at risk for academic as well as
social difficulties. If nothing is done, it is likely that Kevin’s problems will get worse. As the
pace of learning increases in middle and high school, he is likely to fall further behind. But
what should be done? And just what is Kevin’s problem?
In order to understand Kevin and children like him, it is first necessary to understand
the nature of language and the related concepts of speech and communication. This may
1
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