Which one of the following situation is considered a language difference rather than a language disorder?

Al Otaiba, S., Puranik, C. S., Ziolkowski, R. A., & Montgomery, T. M. (2009). Effectiveness of early phonological awareness interventions for students with speech or language impairments. The Journal of Special Education, 43(2), 107-128.

American Speech-Language-Hearing Association. (1993). Definitions of communication disorders and variations [Relevant paper]. Available from www.asha.org/policy/.

American Speech-Language-Hearing Association. (1995). Facilitated communication [Position statement]. Available from www.asha.org/policy/.

American Speech-Language-Hearing Association. (2004). Auditory integration training [Position statement]. Available from www.asha.org/policy/.

American Speech-Language-Hearing Association. (2007). Scope of practice in speech-language pathology [Scope of practice]. Available from www.asha.org/policy/.

American Speech-Language-Hearing Association. (2010). Code of ethics [Ethics]. Available from www.asha.org/policy/.

Beitchman, J. H., Nair, R., Clegg, M., & Patel, P. G. (1986). Prevalence of speech and language disorders in 5-year-old kindergarten children in the Ottawa-Carleton region. Journal of Speech and Hearing Disorders, 51, 98-110.

Berard, G. (1993). Hearing equals behavior. New Canaan, CT: Keats Publishing.

Berko Gleason, J. (2005). The development of language (6th ed.). Boston, MA: Pearson Education.

Bernthal, J., Bankson, N., & Flipsen Jr., P. (2009). Articulation and phonological disorders: Speech sound disorders in children. Boston, MA: Allyn & Bacon.

Blood, G. (2014). Bullying be gone. The ASHA Leader, 19, 36-42. doi:10.1044/leader.FTR1.19052014.36.

Brinton, B., Spackman, M. P., Fujiki, M., & Ricks, J. (2007). What should Chris say? The ability of children with specific language impairment to recognize the need to dissemble emotions in social situations. Journal of Speech, Language, and Hearing Research, 50(3), 798-811.

Brownlie, E. B., Jabbar, A., Beitchman, J., Vida, R., & Atkinson, L. (2007). Language impairment and sexual assault of girls and women: Findings from a community sample. Journal of Abnormal Psychology, 35, 618-626.

Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavioral Analysis. 18(2), 111-126.

Cirrin, F. M., & Gillam, R. B. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review . Language, Speech, and Hearing Services in Schools, 39, S110-S137.

Cohen, N. J., Barwick, M. A., Horodezky, N. B., Vallance, D. D., & Im, N. (1998). Language, achievement, and cognitive processing in psychiatrically disturbed children with previously identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry, 39(6), 865-877.

Cohen, N. J., Davine, M., Horodesky, N., Lipsett, L., & Isaacson, L. (1993). Unsuspected language impairment in psychiatrically disturbed children: Prevalence and language and behavioral characteristics. Journal of the American Academy of Child and Adolescent Psychiatry, 32,595-603.

Conti-Ramsden, G., & Durkin, K. (2012). Postschool educational and employment experiences of young people with specific language impairment. Language, Speech, and Hearing Services in Schools, 43(4), 507-520.

Dobie, C., Donald, W. B., Hanson, M., Heim C, Huxsahl, J., Karasov, R. …,Steiner L. (2012). Diagnosis and management of attention deficit hyperactivity disorder in primary care for school-age children and adolescents. Bloomington, MN: Institute for Clinical Systems Improvement.

Dockrell, J., Lindsay, G., Palikara, O., & Cullen, M. A. (2007). Raising the achievements of children and young people with specific speech and language difficulties and other special educational needs through school to work and college . London, UK: Department for Education and Skills/Institute of Education, University of London.

Ellis Weismer, S., & Evans, J. L. (2002). The role of processing limitations in early identification of specific language impairment. Topics in Language Disorders, 22(3), 15-29.

Ellis Weismer, S., Plante, E., Jones, M., & Tomblin, J. B. (2005). A functional magnetic resonance imaging investigation of verbal working memory in adolescents with specific language impairment. Journal of Speech, Language, and Hearing Research, 48(2), 405-425.

Faggella-Luby, M., & Deshler, D. (2008). Reading comprehension in adolescents with LD: What we know; what we need to learn. Learning Disabilities Research & Practice, 23(2), 70-78.

Fey, M. (1986). Language Intervention with young children. San Diego, CA: College-Hill Press.

Ford, J. A., & Milosky, L. M. (2003). Inferring emotional reactions in social situations: Differences in children with language impairment. Journal of Speech, Language, & Hearing Research, 46(1), 21-30.

Fujiki, M., Brinton, B., & Clarke, D. (2002). Emotion regulation in children with specific language impairment. Language, Speech, and Hearing Services in Schools, 33(2), 102-111.

Fujiki, M., Spackman, M. P., Brinton, B., & Hall, A. (2004). The relationship of language and emotion regulation skills to reticence in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 47(3), 637-646.

Galaburda, A. M. (1989). Ordinary and extraordinary brain development: Anatomical variation in developmental dyslexia. Annals of Dyslexia, 39(1), 65-80.

Gray, S. (2003). Word-learning by preschoolers with specific language impairment: What predicts success? Journal of Speech, Language, and Hearing Research, 46, 56-67.

Greenspan S. I., Weider, S., & Simons, R. (1998). The child with special needs. Reading, MA: Perseus Books.

Gutiérrez-Clellen, V., Simon-Cereijido, G., & Leone, A. (2009). Code-switching in bilingual children with specific language impairment. International Journal of Bilingualism, 13(1), 91-109.

Hugdahl, K., Gundersen, H., Brekke, C., Thomsen, T., Rimol, L. M., Ersland, L., & Niemi, J. (2004). FMRI brain activation in a Finnish family with specific language impairment compared with a normal control group. Journal of Speech, Language, & Hearing Research, 47(1), 162-172.

Hulme, C., & Snowling, M. J. (2013). Developmental disorders of language learning and cognition. West Sussex, England: Wiley-Blackwell.

Individuals with Disabilities Education Improvement Act (IDEA). (2004). Available from http://idea.ed.gov/.

Institute of Educational Sciences: What Works Clearing House, U.S. Department of Education (2006). Intervention: Fast ForWord Language. Retrieved from http://ies.ed.gov/ncee/wwc/reports/english_lang/ffl/references.asp March 20, 2014.

Johnson, C. J., Beitchman, J. H., & Brownlie, E. B. (2010). Twenty-year follow-up of children with and without speech-language impairments: Family, educational, occupational, and quality of life outcomes. American Journal of Speech-Language Pathology, 19(1), 51.

Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social, and academic development. Baltimore, MD: Brookes.

Lahey, M., & Edwards, J. (1999). Naming errors of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 195-205.

Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (2000). Prevalence and natural history of primary speech and language delay: Findings from a systematic review of the literature. International Journal of Language and Communication Disorders, 35(2), 165-188.

Leonard, L. B. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.

Leonard, L. B., Ellis Weismer, S., Miller, C. A., Francis, D. J., Tomblin, J. B., & Kail, R. V. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech, Language, and Hearing Research, 50(2), 408-428.

Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.

Marton, K., Abramoff, B., & Rosenzweig, S. (2005). Social cognition and language in children with specific language impairment (SLI). Journal of Communication Disorders, 38(2), 143-162.

Miller, C. A., Kail, R., Leonard, L. B., & Tomblin, J. B. (2001). Speed of processing in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 416-433.

Ministries of Health and Education. (2008). New Zealand Autism Spectrum Disorder Guideline. Wellington, New Zealand: Ministry of Health.

National Joint Committee for the Communication Needs of Persons with Severe Disabilities. (2002). Access to communication services and supports: Concerns regarding the application of restrictive "eligibility" policies [Technical report]. Available from www.asha.org/policy/ or www.asha.org/njc/.

National Joint Committee on Learning Disabilities. (1994). Secondary to postsecondary education transition planning for students with learning disabilities. In Collective perspectives on issues affecting learning disabilities: Position papers and statements (pp. 97-104). Austin, TX: PRO-ED.

New York State Department of Health, Early Intervention Program. (2007). Clinical practice guideline: The guideline technical report. Autism/Pervasive developmental disorders, assessment and intervention for young children (age 0-3 years), Publication No. 4967 . Albany, NY: Author.

Ospina, M. B., Seida, J. K., Clark, B., Karkhaneh, M., Hartling, L., Tjosvold, L. ….Smith, V. (2008). Behavioural and developmental interventions for autism spectrum disorder: A clinical systematic review. PLoS ONE, 3(11), 1-32.

Paradis, J., & Crago, M. (2000). Tense and temporality: Similarities and differences between language-impaired and second-language children. Journal of Speech, Language, and Hearing Research, 43(4),834-848.

Paradis, J., & Crago, M. (2004). Comparing L2 and SLI grammars in child French. The acquisition of French in different contexts: focus on functional categories, 89-107.

Paradis, J., Genesee, F., & Crago, M. (2011). Dual language development and disorders: A handbook on bilingualism & second language learning (2nd ed.). Baltimore, MD: Brookes.

Paradise, J. L., Dollaghan, C. A., Campbell, T. F., Feldman, H. M., Bernard, B. S., Colborn, D. K., ... Smith, C. G. (2000). Language, speech sound production, and cognition in three-year-old children in relation to otitis media in their first three years of life. Pediatrics, 105(5), 1119-1130.

Paul, R. (1989). Outcomes of early expressive language delay: Age three. Paper presented at the Symposium for Research in Child Language Disorders, University of Wisconsin, Madison.

Paul, R. (1996). Clinical implications of the natural history of slow expressive language development. American Journal of Speech-Language Pathology, 5(2), 5-22.

Paul, R. (2007). Language disorders from infancy through adolescence: Assessment and interventions (3rd ed.). St. Louis, MO: Mosby/Elsevier.

Pinborough-Zimmerman, J., Satterfield, R., Miller, J., Bilder, D., Hossain, S., & McMahon, W. (2007). Communication disorders: Prevalence and comorbid intellectual disability, autism, and emotional/behavioral disorders. American Journal of Speech-Language Pathology, 16, 359-367.

Reed, V. A. (2012). An introduction to children with language disorders (4th ed.). Boston, MA: Allyn & Bacon.

Reichow, B., Barton, E. E., Boyd, B. A., & Hume, K. (2012). Early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews 2012, 10, 1-60.

Rescorla, L. (2002). Language and reading outcomes at age 9 on late-talking toddlers. Journal of Speech, Language, and Hearing Research, 45, 360-371.

Rice, M. L., (2012). Toward epigenetic and gene regulation models of specific language impairment: Looking for links among growth, genes and impairments. Journal of Neurodevelopmental Disorders, 4(27), 3-14.

Rice, M. L. (2013). Language growth and genetics of specific language impairment. International Journal of Speech-Language Pathology, Early Online , 1-11.

Rice, M. L., & Warren, S. F. (Eds.). (2004). Developmental language disorders: From phenotypes to etiologies. Mahwah, NJ: Erlbaum.

Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20, 180-199.

Roth, F., & Worthington, C.K. (2015). Treatment resource manual for speech-language pathology. Clifton Park, NY: Delmar, Cengage Learning.

Scarborough, H., & Dobrich, W. (1990). Development of children with early language delay. Journal of Speech, Language, and Hearing Research, 33(1), 70-83.

Scott, C. M., & Windsor, J. (2000). General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities. Journal of Speech, Language & Hearing Research, 43(2), 324-339.

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Taylor-Goh, S. (Ed.). (2005b). Royal College of Speech and Language Therapists clinical guidelines: 5.3 School-aged children with speech, language & communication difficulties. Bicester, UK: Speechmark Publishing Ltd.

Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, & Hearing Research, 40(6), 1245-1260.

Toppelberg, C. O., Medrano, L., Morgens, L., & Nieto-Castañon, A. (2002). Bilingual children referred for psychiatric services: Associations of language disorders, language skills, and psychopathology. Journal of American Academy of Child and Adolescent Psychiatry, 41(6), 712-722.

van der Meer, L., Sigafoos, J., O'Reilly, M. F., & Lancioni, G. E. (2011). Assessing preferences for AAC options in communication interventions for individuals with developmental disabilities: A review of the literature. Research in Developmental Disabilities, 32(5), 1422-1431.

Wadman, R., Durkin, K., & Conti-Ramsden, G. (2011). Close relationships in adolescents with and without a history of specific language impairment. Language, Speech, and Hearing Services in Schools, 42(1), 41-51.

Warren, Z., Veenstra-VanderWeele, J., Stone, W., Bruzek, J. L., Nahmias, A. S., Foss-Feig, J. H. … McPheeters, M. L. (2011). Therapies for children with autism spectrum disorders. Comparative effectiveness review No. 26. Rockville, MD: Agency for Healthcare Research and Quality.

Windsor, J., & Kohnert, K. (2004). The search for common ground: Part I. Lexical performance by linguistically diverse learners. Journal of Speech, Language, and Hearing Research, 47, 877-890.

What type of approach to understanding language seems best for students with hearing impairments?

Which disorder is most likely to have a lack of theory of mind associated with it?

What distinction does the textbook make between a disability and a handicap what example is given?

Which one of the following statements is an assumption of the Learning Sciences?