Language Disorders in Children: Fundamental Concepts of Assessment and Intervention

“The book remains well organized and follows a logical progression. …The new addition of case studies to each chapter will be a benefit. The citations are current and applicable. The textbook covers all relevant general information and covers several special populations. …The author sought out expertise from professionals in the field in the special populations section. The book is easy to read which makes it easy to stay engaged with the content. I find it reads as though the author is talking to me and not just reiterating facts.” —Jenn Glassman, Ph.D., CCC-SLP, CHES Associate Professor, Speech-Language Pathology Department of Exercise and Rehabilitation Sciences The University of Toledo

“I like this book because of the focus on critical thinking. It is essential to look at language with multiple perspectives and goals. The explicit use of these concepts, not just in chapter 4 (Decision Making in Assessment and Intervention), but throughout, is essential. …This book is now updated in crucial areas, DLD and ASD for sure. I think that the peer and parent aspects are also key for young learners.” —Michelle L. Ivey, PhD, CCC-SLP Instructional Associate Professor Communication Sciences and Disorders University of Houston

“…Chapter 4 on decision making is amazing! …Examples of what to say to families in the assessment review is awesome. …The in-class activities and discussions are really great. …All the info on the school system is wonderful. …Great integration of EBP into the chapters where they were appropriate.” —Leah Beekman, PhD, CCC-SLP Clinical Assistant Profssor Communication Sciences and Disorders Chapman University

“One of the strengths of the book is in the way most of the definitions are written. Many undergraduate books define terms that are a bit over the head of undergraduate students, however the definitions in this book are written in practical, less complicated ways that are on the level of undergraduate students. …This book does a nice job of breaking up continuous texts with a variety of tables, charts, and illustrations.” —Byron Ross, PhD, CCC-SLP Instructional Associate Professor Communication Sciences and Disorders University of Houston

Victoria S. Henbest is an ASHA certified speech-language pathologist and assistant professor in the Speech Pathology and Audiology Department at the University of South Alabama where she teaches the undergraduate introductory courses on language and speech disorders as well as the graduate-level school-age language and literacy and augmentative and alternative communication (AAC) courses. Dr. Henbest earned a Bachelor of Science in Education in Communication Sciences and Disorders from the University of Arkansas, a Master of Science in Speech-Language Pathology from Missouri State University, and a Ph.D. from the University of South Carolina. Prior to earning her doctoral degree, Dr. Henbest worked for 5 years as a full-time clinician in a public-school early childhood setting with pre-school age children with speech, language, and literacy needs including children on the autism spectrum, those with intellectual disabilities, and medically complex children. Since joining the faculty at the University of South Alabama, Dr. Henbest’s clinical service provision has been through clinical education where she has supported graduate student clinicians with evaluation and intervention for school-age children with spoken and written language difficulties. Dr. Henbest’s primary research interests include word-level reading and spelling and the relation between linguistic awareness skills, particularly morphological awareness, and literacy development. She has published and presented on these topics at the state, national, and international levels. As part of this work, Dr. Henbest is co-author of a standardized test of morphological awareness entitled the Morphological Awareness Test for Reading (MATRS).