摘要:

&NA;An understanding of normal adolescent development is requisite as a context within which to consider adolescents with language disorders. To develop meaningful educational programs and effective intervention, professionals must have a conceptual framework of the social and academic demands of adolescence and overlay on that framework an understanding of the role that language plays in each of these arenas. Toward that end, this article presents a discussion of peer relationships. family relationships, and the contexts of middle or junior high and high school as experienced by normally developing adolescents and offers implications in each of these areas for adolescents with language disorders.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Aspects of language that develop during the adolescent years are discussed in the domains of pragmatics, syntax, and semantics. Selected topics include complex conversational behaviors that adolescent boys and girls employ with peers versus parents; syntactic attainments associated with persuasive writing, one of the most difficult forms of written expression; and the understanding of proverbs, figurative expressions that place significant processing demands on the listener or reader. Developmental studies that have addressed each topic are reviewed, and implications for instruction are offered for speech‐language pathologists who work with adolescents having language difficulties.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Neuropsychological investigations of traumatic brain injury and attention deficit/hyperactivity disorder increasingly highlight the frequency of frontal lobe pathology and associated impairment of executive functions. Social success in adolescence and competence with increasingly demanding discourse tasks presuppose adequate maturation of these self‐regulatory functions. This article presents a functional understanding of the executive system, its development in childhood, its relation to communication effectiveness, and an everyday approach to intervention for adolescents with executive function impairment associated with traumatic brain injury and attention deficit/hyperactivity disorder.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;The academic and social performance of adolescents who are deaf or hard of hearing is affected both dramatically and subtly by the communication barriers created by their hearing loss. This article examines the key issues of motivation, peer relationships, and identity as they pertain to adolescents with hearing impairments. These issues are discussed within the framework of the social and psychological development of adolescents who can hear and then connected to pertinent research that has been conducted with adolescents who are deaf or hard of hearing. Implications of different instructional, communicative, and social environments are presented.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

摘要:

&NA;Written language is a powerful vehicle that can transport individuals with developmental disabilities to richer participation and independence in social, academic, and employment environments. This article describes a cognitive process model of writing as it pertains to adolescents with developmental disabilities. It then attempts to synthesize what is known about the writing process, writing instruction, and technologies that may support the writing development in adolescents with developmental disabilities. Student writing samples and case examples are used to illustrate bridges among the cognitive process model, individual students, and application of particullar strategies.

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:2000

数据来源: OVID