Communication Solutions for Older Students: Assessment and Intervention Strategies (2003). By Vicki Lord Larson & Nancy L. McKinley. Thinking Publications, 424 Galloway St., Eau Claire, WI 54703. 578-page book and CD-ROM; $62. Reviewed by Michelle Davis, West Hempstead, NY.

Communication Solutions for Older Students Assessment and Intervention Strategies is a 578-page resource guide that also contains a Macintosh/Windows CD-ROM. This reference book is a culmination of three books previously written by the authors as well as their most recent information on serving older students with language and literacy deficits. It is divided into four parts. The chapters within each section contain chapter goals at the beginning and points of discussion and suggested readings at the end. Twenty-four appendixes are available that contain useable forms and applications that can be used in the diagnostic and intervention processes for students ages 9-19. For the clinician’s convenience all the forms are located on the CD-ROM and are printable (user must have Adobe Reader). The reference book is divided into the following areas:

• Part I: Adolescent Development-Normal and Disordered----seven chapters are included and provide an overview of adolescent development in the areas of physical, psychological, cognitive skills, oral and written language, and non-verbal communication skills. There is an entire chapter devoted to differentiating between a language disorder and language difference based on culturally and linguistically diverse populations.
• Part II: Language Assessment of Adolescents, consists of three chapters that provide a clinician with information on conducting a dynamic assessment using directed tasks to assess specific behaviors and skills.
• Part III: Language Intervention with Adolescents also consists of three chapters. The chapters provide clinicians with concrete information on service delivery models for older students.
• Part IV: Transitions of Adolescents, the last two chapters of the book, on how adolescents must be prepared for life after secondary schooling and the changing role of the speech language pathologist.

The authors provided relevant and user friendly tables, charts and forms as supplemental aids to the text, to assist any clinician to target strengths and deficits of a preadolescent or adolescent. Practical diagnostic and interventions strategies are also presented in this manner. The authors make it clear that the recommendations offered aren’t all inclusive and the Suggested Readings section gives additional information that’s relevant to the chapter topic. The lists of goals at the beginning of each chapter are clearly stated and covered. The points of discussion concluding each chapter provide opportunities of reflection for the reader.

The book is worth the cost and gives the clinician specific areas to review and target during the evaluation process and in therapy sessions to promote success for language disorders in older students. This resource guide is rated B+/A-.