Clinical Guide to Assessment and

Treatment of Communication Disorders

Patricia A. Prelock
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Best Practices in Child and Adolescent
Behavioral Health Care
Series Editor: Fred R. Volkmar

Patricia A. Prelock
Tiffany L. Hutchins

Clinical Guide to
Assessment and
Treatment of
Communication
Disorders
Best Practices in Child and Adolescent
Behavioral Health Care

Series Editor
Fred R. Volkmar
Yale University
New Haven, CT, USA
Best Practices in Child and Adolescent Behavioral Health Care series explores a
range of topics relevant to primary care providers in managing a broad range of
child and adolescent mental health problems. These include specific disorders, such
as anxiety; relevant topics in related disciplines, including psychological assessment,
communication assessment, and disorders; and such general topics as management
of psychiatric emergencies. The series aims to provide primary care providers with
leading-edge information that enables best-care management of behavioral health
issues in children and adolescents. The volumes published in this series provide
concise summaries of the current research base (i.e., what is known), best approaches
to diagnosis and assessment, and leading evidence-based management and treatment
strategies. The series also provides information and analysis that primary care
providers need to understand how to interpret and implement best treatment
practices and enable them to interpret and implement recommendations from
specialists for children and effectively monitor interventions.

More information about this series at http://www.springer.com/series/15955

Patricia A. Prelock • Tiffany L. Hutchins

Clinical Guide to Assessment

and Treatment of
Communication Disorders
Patricia A. Prelock Tiffany L. Hutchins
College of Nursing & Health Sciences Department of Communication
University of Vermont Sciences & Disorders
Burlington, VT, USA University of Vermont
Burlington, VT, USA

ISSN 2523-7128     ISSN 2523-7136 (electronic)

Best Practices in Child and Adolescent Behavioral Health Care
ISBN 978-3-319-93202-6    ISBN 978-3-319-93203-3 (eBook)
https://doi.org/10.1007/978-3-319-93203-3

Library of Congress Control Number: 2018951247

© Springer International Publishing AG, part of Springer Nature 2018

This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,
broadcasting, reproduction on microfilms or in any other physical way, and transmission or information
storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, express or implied, with respect to the material contained herein or for any errors
or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims
in published maps and institutional affiliations.

This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
We would like to dedicate this book to our
families for their unending support of our
work.
Series Editor Preface

Primary care providers are increasingly asked to assume a great role in both the
diagnosis and continued management and care of children with a range of
developmental and behavioral problems. This is an increased role, both in early
diagnosis and treatment, which involves coordination with evaluators and care
providers from a range of disciplines. Challenges arise on all sides and range from
learning to understand each other’s specialized terminology to practical issues of
access to quality evaluations and treatment. The myriad of complexities in dealing
with insurance plans only adds to the burden of parents and care providers. Services
vary considerably from place to place. Fortunately, mandates for services in most
countries mean that schools provide important rehabilitative services. However,
even here, there is an important role for the primary care providers in the
coordination of care. For mental health and developmental problems, the tripartite
system of care (self-pay, state-supported insurance, and private service) poses
other obstacles for obtaining specialized medical assessments and, in particular,
mental health services. The use of the medical home model (Sheldrick & Perrin,
2010) provides an important overarching plan for these efforts but still requires a
basic understanding of these conditions on the part of primary care practitioners.
In this series, our goal is to provide primary care physicians, nurse practitioners,
and other related professionals in the field with practical, evidence-based guides
for a range of topics concerned with developmental and mental health disorders. In
this first volume of the series, Drs. Patricia Prelock and Tiffany Hutchins provide
a clinical guide to understanding and treating communication disorders in
conditions like autism, where social communication problems are so much a focus
of treatment.
Problems in communication include a range of conditions – from problems in
articulation to broader problems in expressive and receptive language, and in the
complex world of social language use. Early detection and intervention are often
the key to successful treatment. Even though questions about speech delays and
language problems are very commonly mentioned by parents, many medical care
providers have little understanding of these conditions as well as the work of
speech-­language pathologists in their assessment and treatment. While excellent

vii
viii Series Editor Preface

specialized textbooks on the topic are available (e.g., Paul, Norbury, & Gosse,
2018), straightforward practical guides have not been so readily available.
In this volume, Prelock and Hutchins give readers a basic understanding of the
typical pattern of communication development in children and adolescents. This
volume describes screening and assessment protocols and when referrals should
be made for such assessments. It also helps practitioners on how to talk about
intervention and educational practices with other caregivers and parents. This
volume, the first in the series, sets a high standard which we hope to maintain in
subsequent volumes.

Irving B. Harris Professor of Child Psychiatry, Fred R. Volkmar

Pediatrics, and Psychology,
Yale University School of Medicine
New Haven, CT, USA

References

Paul, R., Norbury, C., & Gosse, C. (2018). Language disorders from infancy through adolescence:
listening, speaking, reading, writing, and communicating. St. Louis, MO: Elsevier.
Sheldrick, R. C., & Perrin, E. C. (2010). Medical home services for children with behavioral health
conditions. Journal of Developmental & Behavioral Pediatrics, 31(2), 92–99.
Acknowledgments

We would like to acknowledge the children with communication disorders and

their families who have taught us an incredible amount about the challenges they
face in sharing their messages and understanding the messages of others. A special
thank you to Dr. Shelley Velleman for her contribution to the chapter on “Children
with Speech Disorders” and to Dr. Elizabeth Adams for her guidance and feedback
as an audiologist on the “Children with Hearing Loss” chapter.

ix
Contents

1 Overview of Communication Disorders������������������������������������������������   1

2 An Introduction to Communication Development ������������������������������   7
3 Approaches to the Screening and Identification
of Communication Disorders������������������������������������������������������������������ 23
4 Principles and Practices Guiding Children’s Health
and Educational Needs���������������������������������������������������������������������������� 31
5 Understanding Late Talkers�������������������������������������������������������������������� 43
6 Children with Specific Language Impairment�������������������������������������� 53
7 Children with Learning Disabilities or Specific
Learning Disorders���������������������������������������������������������������������������������� 65
8 Children with Speech Disorders ������������������������������������������������������������ 75
9 Children with Hearing Loss�������������������������������������������������������������������� 89
10 Children with Intellectual Disability������������������������������������������������������ 101
11 Children with Attention-Deficit/Hyperactivity Disorder �������������������� 113
12 Children with Autism Spectrum Disorders ������������������������������������������ 131

Index������������������������������������������������������������������������������������������������������������������ 151

xi
About the Authors

Patricia A. Prelock Ph.D., CCC-SLP, BRS-CL, is Professor and Dean in the

College of Nursing and Health Sciences and Professor of Pediatrics in the College
of Medicine at the University of Vermont. Dr. Prelock coordinates parent training
programs designed for caregivers of children with ASD and has been awarded
more than 11 million dollars in university, state, and federal funding as a PI or
Co-PI to develop innovations in interdisciplinary training supporting children and
youth with neurodevelopmental disabilities and their families, to facilitate training
in speech-­language pathology, and to support her intervention work in ASD. She
has over 180 publications and 528 peer-reviewed and invited presentations/
keynotes in the areas of autism and other neurodevelopmental disabilities,
collaboration, IPE, leadership, and language learning disabilities. Dr. Prelock
received the University of Vermont’s Kroepsch-Maurice Excellence in Teaching
Award in 2000 and was named an ASHA Fellow in 2000 and a University of
Vermont Scholar in 2003. In 2011, she was named the Cecil and Ida Green Honors
Professor Visiting Scholar at Texas Christian University and in 2015 was named a
Distinguished Alumna of the University of Pittsburgh. In 2016, she received the
ASHA Honors of the Association, and in 2017 she was named a Distinguished
Alumna of Cardinal Mooney High School. Dr. Prelock is a Board Certified
Specialist in Child Language and was named a Fellow in the National Academies
of Practice (NAP) in speech-language pathology in 2018. She was the 2013
President for the American Speech-Language Hearing Association and is leading
the development of the University of Vermont Integrative Health Program.

Tiffany Hutchins Ph.D., is Associate Professor at the University of Vermont.

Her research has centered on the relationships from mother-child interaction
strategies to social cognition and child cognitive and language development. She
has developed and validated new measures of theory of mind (see https://www.
theoryofmindinventory.com/) that can be used in research and practice with
typically developing individuals and those with developmental disabilities. She is
currently investigating the efficacy of story-based interventions to remediate the
core deficits of autism spectrum disorder (ASD). With the use of eye-tracking

xiii
xiv About the Authors

technology, she has established a new program of research to examine how

individuals with ASD allocate visual attention when viewing face stimuli. Dr.
Hutchins also examines social cognition or theory of mind in oral and late-signing
children with hearing loss. She teaches courses in the development of spoken
language, cognition and language, measurement in communication sciences, and
language disorders.
Chapter 1
Overview of Communication Disorders

Introduction

In this chapter we provide a brief introduction to what a communication disorder is,

an explanation of the various terms used to describe communication disorders, and
a description of the types of communication disorders primary care providers are
most likely to see. This chapter will also outline the content focus for each of the
chapters that follow. Although communication disorders exist across the life span,
the focus of this chapter and book is on the communication disorders most often
seen in children and youth.

What Is a Communication Disorder?

The ability to communicate is critical as it is the primary means of sharing our

thoughts, ideas, and feelings across the life span. A communication disorder dis-
rupts an individual’s ability to exchange meaning with another when sending and/or
receiving information. It can be congenital, meaning an individual is born with a
disorder that impacts communication (e.g., cerebral palsy, deafness), or it can be
acquired, meaning something happened after birth that affected communication
(e.g., traumatic brain injury, meningitis) (Gillam & Marquardt, 2016).
Communication disorders are also described as organic, suggesting a physical
cause, or functional, suggesting an unknown cause.
Nearly 46 million people have a communication disorder that impacts their abil-
ity to talk and/or hear (National Institute on Deafness and Other Communication
Disorders, 2015b). A national survey of children with communication disorders
indicates that nearly 1 in 12 children are diagnosed with a communication disorder
(7.7%) between the ages of 3 and 17 affecting speech, voice, language, and/or

© Springer International Publishing AG, part of Springer Nature 2018 1

P. A. Prelock, T. L. Hutchins, Clinical Guide to Assessment and Treatment of
Communication Disorders, Best Practices in Child and Adolescent Behavioral
Health Care, https://doi.org/10.1007/978-3-319-93203-3_1
2 1 Overview of Communication Disorders

Table 1.1 US prevalence of Type of disorder Percent of occurrence (%)

communication disorders in
Speech 5.5
children aged 3–17a
Language 3.3
Voice 1.4
Swallowing 0.9
a
Black, Vahratian, & Hoffman (2015).
Communication Disorders and Use of
Intervention Services among Children Aged
3–17: United States, 2012

Table 1.2 US demographic Demographics Percent

characteristics of children
Boys 9.6
with communication
disordersa Girls 5.7
3–6-year-olds 11
7–10-year-olds 9.3
11–17-year-olds 4.9
Black 9.6
White 7.8
Hispanic 6.9
a
Communication Disorders and Use of
Intervention Services among Children
Aged 3–17: United States, 2012

s­wallowing with about 50% of these children receiving intervention (The Asha
Leader, 2015a, b). Table 1.1 highlights the occurrence of particular communication
disorders in children.
Notably, more than one third of the youngest children (ages 3–10) and approxi-
mately a quarter of older children (ages 11–17) have more than one of the disorders
noted above. Table 1.2 displays the demographic characteristics of children with
communication disorders, revealing that boys and black children are more likely to
have a greater occurrence of communication problems.
Of the almost 8% of children with communication disorders, those with speech
(67.6%) or language problems (66.8%) occur more often than those with voice (22.8%)
or swallowing (12.7%) disorders. Knowing that children with language disorders have
poorer academic achievement than those with articulation disorders alone (Hall &
Tomblin, 1978) and are more likely to have poor academic outcomes including reading
disabilities (Aram & Nation, 1980), it is critical to refer identified children to a speech-
language pathologist who can facilitate an appropriate assessment and make a plan for
intervention in collaboration with the family and primary care provider.
There also appears to be a cultural influence in the access to services for children
with communication disorders with white children (60.1%) receiving intervention
services at a greater rate than Hispanic (47.3%) or black (45.85%) children. Further,
differences in access to intervention services also exist for boys (59.4%) vs. girls
(47.8%) with communication disorders (The Asha Leader, 2015a, b). It is impor-
tant, therefore, that primary care providers remain vigilant in their screening of
potential communication disorders in the patients or clients they see and their refer-
ral to a speech-language pathologist.
What Types of Communication Disorders Are Likely to Be Seen in a Primary… 3

 hat Terms Are Used to Describe a Communication

W
Disorder?

Primary care providers may hear any number of terms to describe a child with a
communication disorder. The World Health Organization (2011) uses the word
“impairment” to refer to those who have experienced a loss of function or an abnor-
mality in structure. As an example, a person with a hearing loss may have difficulty
hearing but that does not automatically equate to someone who is unable to func-
tion well in society. Generally, a discussion of impairment suggests we want to
understand a person’s strengths and challenges and what we can do to address
these. In contrast, a “disorder” often refers to a loss of competence in addressing
daily needs. If we keep with the example of a person with a hearing loss, the indi-
vidual’s hearing may hinder that individual from being able to talk on the telephone
even when aided. Typically, a discussion of disability indicates that we want to
understand to what extent an individual can access daily activities when provided
with some level of support.
The term communication disorder has been used synonymously with impair-
ment and disability but is most often used to indicate some diminished communica-
tion structure or function (Gillam & Marquardt, 2016). There are also times when a
communication disorder may be seen as a “disability or handicap” in that it inter-
feres with an individual’s ability to actively participate in his/her environment.
Primary care providers also may see patients or clients with a communication
difference, that is, a communication ability that is different from what it typically
encountered. For example, a child whose native language is French and who learned
English as a second language is not necessarily expected to have the same ease
learning English as she did with French. A child who is learning English as a second
language may require some extra time and help in learning English, particularly in
social and educational contexts. Unless there is a communication impairment
­characterized by the loss of function or structure, children’s limited proficiency in
an emerging second language should not be identified as a communication disorder,
and they should not be referred to a speech-language pathologist.

 hat Types of Communication Disorders Are Likely

W
to Be Seen in a Primary Care or Pediatric Practice?

Typically, communication disorders are described as speech disorders, language

disorders, or hearing disorders. Speech disorders are the result of an interruption in
speech production and usually fall in one of three categories: articulation and pho-
nological disorders, fluency disorders, and voice disorders (Gillam & Marquardt,
2016). For preschoolers the prevalence for speech disorders is 8–9%, with 5% of
this population demonstrating noticeable speech disorders when they reach first
grade (National Institute on Deafness and Other Communication Disorders, 2015b).
Language disorders are the result of a disruption in the comprehension and/or
expression of meaning through words and sentences. Language disorders occur in
4 1 Overview of Communication Disorders

three primary categories: developmental language disorders that occur during

childhood, acquired language disorders that can occur during childhood and adult-
hood, and dementia which usually occurs in older adults. Between 6 and 8 million
people are reported to have a language disorder in the USA (National Institute on
Deafness and Other Communication Disorders, 2015a).
A child’s early experiences and connections to caregivers are critical for devel-
oping communication (Center on the Developing Child at Harvard University,
2012). Some children living in poverty may be at risk for lower language because of
their lack of access to a stimulating language environment in infancy and the toddler
years (Hart & Risley, 1995). In fact, there is a gap in the expressive language devel-
opment of children from poor socioeconomic backgrounds versus those from higher
socioeconomic backgrounds, and this gap can be identified as early as 18 months
(Fernald, Marchman, & Weisleder, 2013). By 3 years of age, this gap is even larger
with children from upper socioeconomic status (SES) having an expressive vocabu-
lary three times larger than children coming from homes with lower income (Hart
& Risley, 1995). Once they reach kindergarten, children from lower SES may
already be disadvantaged in both their achievement and the lack of school quality
they are likely to experience (Lee & Burkam, 2002). These results persist in elemen-
tary school for both language development and academic achievement (Walker,
Greenwood, Hart & Carta, 1994).
It is important that primary care providers understand the context in which young
children are experiencing and learning language so that appropriate referrals to
language-­rich daycare and preschool environments are made. It is also important to
guide families in the kinds of rich language interactions that will most likely facili-
tate their children’s communication development and play. For example, toy selec-
tion might be one consideration in a well-child visit to support the social interaction,
play, and language development of young children at risk. In fact, Porter (2012)
reported on the impact of toys children are exposed to in play, explaining that toys
with specific uses like wind-up toys and coloring books provide less opportunity for
creativity and are less likely to support sociodramatic play – an important environ-
ment for language development. In contrast, toys that are more open-ended and can
lead to multiple uses such as blocks and play-doh are likely to facilitate play, inter-
action, and language development.

Overview of the Book Chapters

In Chap. 2, An Introduction to Typical Communication Development, the reader is

given an overview of the development of language to provide a basic understand-
ing of typical development. More specifically, the universal speech and language
milestones that are known to emerge in late infancy and toddlerhood are described
and some discussion about how these early developments are shaped in early and
later childhood are also discussed. Chapter 3, Approaches to Screening and
Diagnosis, outlines the principles for screening and diagnosis for the most
Overview of the Book Chapters 5

common communication disorders in children and highlights popular screening

and assessment tools for speech and language functioning.
Chapter 4, Principles Guiding Intervention and Educational Practices, focuses
on a discussion of family-centered care in the context of the medical home and
integrated models of service delivery which are culturally competent and develop-
mentally appropriate. Care plan development is briefly reviewed as it relates to the
development of individual family service plans (IFSPs) and individual educational
plans (IEPs). This chapter also includes a discussion of needed collaborations
among related service providers and how to prioritize and streamline care coordina-
tion across agencies and educational programs.
In Chap. 5, Understanding Late Talkers, consideration is given to determining
when to “wait and watch” and how to identify risk factors for disordered develop-
ment in those children with a communication delay as well as knowing when to
refer and how to talk with families about their child’s communication development.
Children with communication delays may resolve, but those who are late talkers and
are identified between two and two and a half years of age tend to have lower verbal
memories and reading and writing abilities at 13 and 17 years (Rescorla, 2005,
2009). Further, children with language delays are at greater risk for reading, social,
and academic difficulties (Tomblin, Zhang, Buckwalter & Catts, 2000). For young
children experiencing communication delays, it is important to provide them with
opportunities for communication enrichment through preschool programs that facil-
itate communication and social interaction among young children. Primary care
providers should be aware of the value of an enriched preschool program on the
development of a late talker.
In Chap. 6, specific language impairment is examined which occurs in about 7%
of the US population. Specific language impairment (SLI) looks different in d­ ifferent
languages; therefore, it is important to ensure appropriate assessment is conducted.
Intervention supports are provided as early as possible as there are significant impli-
cations for reading comprehension and production and later language learning for
children with SLI.
Chapter 7, Language Learning Disabilities, highlights the later language learn-
ing challenges that children and adolescents with language-based learning disabili-
ties face including written language, reading comprehension, and oral language. In
Chap. 8, the focus is on Speech-Sound Disorders and Stuttering. This chapter
emphasizes common speech sound disorders in childhood, including childhood
apraxia of cleft lip and palate as well as cerebral palsy. It also includes a description
of typical vs. atypical dysfluencies and voice disorders common in childhood.
Hearing Impairment, Chap. 9, emphasizes the importance of assessing and mon-
itoring hearing from newborn hearing screening to considerations for addressing the
needs of children with cochlear implants. A discussion of the cultural contexts for
deafness and hearing is included. Chapter 10, the Intellectual Disabilities chapter,
provides the definition for disability, a description of impairments and associated
limitations in activity and participation, and the impact of intellectual disabilities on
functioning including adaptive behavior.
In the last two chapters, commonly occurring neurodevelopmental disorders
with likely social communication impairments are emphasized. Chapter 11 describes
Table 2.6 Summary of phonological, semantic, and syntactic milestones of early communicative development in English
Typical
age Pragmatics Phonology Semantics Syntax
0–8 Caregivers attribute intent to 0–2 mo – vegetative sounds
mo. child’s actions and vocalizations 2–4 mo – cooing, laughing
4–6 mo – vocal play, sustained
vowels
6–10 mo – canonical and
reduplicated babbling
8–12 Joint attention and Jargon and babble with intonation Understanding 3–50 words
mo. communicative intent emerges. contours of the language being First words used for names of familiar people
Communicative functions such learned and objects, communicative games, and
as: routines; talk about disappearance,
 Request for social interaction recurrence
 Requesting for object
 Request for action
 Rejection
12–18 Frequency of communicative First 50 words: Average expressive vocabulary of 50–100
mo. intent is ~ 5 per 1 min of free  Most often have CV shape words at 18 mo
play  Use same consonants used in Semantic roles expressed in one-word speech
early babbling include agent, action, object, location,
Communicative Development: Toddlerhood and Early Childhood

 Use of reduplication, unstressed possession, rejection, disappearance,

18–24 Frequency of communicative
mo. intent is ~ 7.5 per 1 min of free final consonants are used
play
New communicative intents
include:
 Requesting information
 Answering questions
syllable deletion, consonant
cluster reduction, and final
consonant deletion
By 24 mo, 9–10 initial and 5–6
Speech is 50% intelligible
70% of consonants are correct
CVC and two syllable words
emerge
nonexistence, denial
Average expressive vocabulary of 200–300 Two-word utterances
words at 24 mo emerge
Understand two-word relations similar to Word order is consistent
those expressed which include agent-action, Utterances are “telegraphic”
agent-object, action-object, action-location, with few grammatical
entity-location, possessor-­possession, markers
demonstrative-entity, attribute-entity
17

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Gordons of Gicht, 304.
Gow, the pirate, affair of at Orkney, 505.
Graham of Gartmore, his account of state of the Highlands, 615.
Grain, export and import acts, 137;
Kerr of Chatto’s appeal for custom on grain brought to Kelso, 138;
importation permitted (1697), 182;
forbidden to be exported (1699), 221.
Grange, Lord, visits a religious visionary, 430;
his troublesome wife, 578;
opposes abolition of the witchcraft laws in parliament, 579.
Grant of Monymusk’s improvements of land, 418.
Green, Captain, and his companions, unjustly tried and executed,
316.
Greenshields, Rev. James, Episcopal minister, persecutions of, 350.
Gregory, Professor, his machine for raising water, 237.
Grierson, Sir Robert, of Lagg, imprisoned as a ‘suspect person,’ 11,
68;
 accused of ‘clipping and coining,’ 145.
Gunpowder, explosion at Leith, 264.

Haddington, Thomas, Earl of, his improvements and plantations,

417.
Halden and Leslie, Covenanters, 378.
Hall, Lady Anne, her funeral, 212.
—— of Dunglass, desecration of a church by, 369.
Hall, Robert, of Inchinnan, his ‘pretty peculiar accident,’ 353.
Hamilton, keeper of Canongate tolbooth, asks Privy Council to
renew certain perquisites lately withdrawn, 80;
another petition by, 182.
Hamilton, Lord Basil, his death, 246.
——, William, of Bangour, in connection with the Dancing Assembly,
483.
Hamilton’s lottery, 88.
Hart, Rev. James, a noted clergyman of Edinburgh, 397, 429.
Harvest of 1699, thanksgiving for, 221.
Haunted houses, 169, 435.
Healing virtues ascribed to crystal, ivory, stones, glass, &c., 262;
Dow Loch, 263.
Healths, treasonable, 182.
Hell-fire clubs, 521.
Hepburn, John, persecuted for preaching without authority, 149.
Heraldry, Alexander Nisbet’s System of, published by aid from
Scottish parliament, 276.
Heriot’s Hospital boys taught useful arts at the suggestion of ‘Society
of Improvers,’ 530.
Hership of cattle on lands of Lord Rollo, 117.
Highlanders, predatory habits of the, 30, 31, 498, 612.
Highlands, resistance in, to taxation, 91;
ignorance in, 252.
Highway robberies, 83.
Historia Anglo-Scotica, a book, burned at the Cross of Edinburgh,
276.
Historical Society at Edinburgh, 487.
Holyrood Sanctuary, anecdotes of the, 349.
Home, Earl of, ordered into Edinburgh Castle as a dangerous person,
but allowed, on medical certificate, to remain at home, 117.
Home, Lady, of Renton, conduct at her husband’s funeral, 200.
Home of Renton writes about increase of witchcraft, 94;
affray with tenants of Sir James Hall of Dunglass, 345.
Hoops for ladies, fashionable in 1719, 448.
Hope of Rankeillor, an agricultural improver, 485.
Hopetoun, Charles Hope of, his arrangement for supplying victual
to his miners, 210;
his windmill at Leith, 290.
‘Horn Order,’ meeting called the, 482.
Hospital for sick first established in Edinburgh, 557.
Hospitality, great, in Scotland, 570.
Housebreaking, capitally punished by the Lord Provost of Edinburgh
in 1730; W. Muir’s execution, 568.
Houston, James, and Sir John Shaw of Greenock, assault between,
402.
Hume, David, circumstances connected with his birth, 56.
Hume, John of Ninewells, married to Lady Falconer, 55.
Hume of Marchmont, 1.
Hummum, a, or Turkish bath, set up at Perth in 1702, 260.
Hunter and Strahan hanged for forgery, 335.
Hunters’ ball at Holyrood, 590.
Hurricane in January 1739, 603.
Husbands ill-using wives, their punishment by the Stang, 589.

Ilay, Earl of, admitted as an extraordinary Lord of Session, 341;

curious anecdotes of in connection with the Post-office, 266.
Immorality and impiety ascribed to Scotland by General Assembly in
1691, 41;
efforts to restrain, 342.
Improvers [Agricultural] Society of, 484, 580.
Incestuous connections severely treated, 59, 354.
Inchbrakie, George Graham of, makes a riot, 24;
Patrick, the young laird, kills the Master of Rollo, 117.
Infanticide and concealed pregnancy, 26.
Infirmary at Edinburgh, its origin, 557.
Influenza in Scotland, 554.
Inoculation introduced into Scotland, 530.
Insurance against fire, 446.
Intelligence-office projected, 244.
Inventions and manufactures, various, 154.
Inverary petitions for ‘ease’ from the tax-roll, pleading ‘poverty and
want of trade,’ 51.
Invergarry House garrison, 304.
Inverlochy, fort planted at, 2.
Irish cattle imported, 153.
—— ——, laws against importation of, 242;
contraband Irish victual staved in Clyde, 137, 241.
Irvine of Drum, of weak intellect, arrangements regarding, 22;
 anecdote of his widow, 144.
Irvine of Murtle’s conduct towards Lady of Drum, 144.
Irvine, Robert, murders his two pupils, 423.
——, Robert, of Corinhaugh—slow travelling, 222.

Jacobite party formed, 2;

Jacobites in Perthshire make a riot, 24;
persecuted under apprehension of a French invasion, 66;
the Jacobite clans unsubmissive, 60;
Jacobite lairds of Fife, 84;
Jacobite gentlemen troubled for drinking treasonable toasts, 182;
their plot in 1704, 295;
proceedings of the party in 1715, 389;
their estates forfeited, 408;
subscription for prisoners (1716), 411;
gentlemen in exile, 524.
Jamati, Joseph, Baculator of Damascus, in Edinburgh, 581.
James VII., death of, 107.
Jedburgh, incident at proclamation of King William at, 7.
Johnstone, James, a very wretched prisoner, 14.
Johnstone, Margaret, widow of Johnstone younger of Lockerby,
forcibly asserts her rights, 35.
Jubilation in Edinburgh on reconciliation between king and Prince of
Wales, 453.
Judges, severity of, in cases of Rutherford and Gray, 371;
salaries of, 303.
Justiciary, commissioners of, their salaries, 302.

Kellie, John, a corporal, fights a duel, 404.

Kennedy, James and David, under prosecution as paramours of one
woman, 59.
Kennedy of Auchtyfardel kills Houston, W.S., on streets of
Edinburgh, 321.
Keppoch, Macdonalds of, a wild race, 15;
fight with Laird of Mackintosh at Inverroy, 16;
Coll Macdonald of, 192.
Ker, Robert, his censure of Girded Tails, 448.
Kilravock, Laird of, amounts paid for his daughter’s education, 57.
Kilsyth church, body of Lady Kilsyth preserved in, 98.
Kincaid, Mrs, of Gogar Mains, murder of, 473.
Kincardine, Earl of, his death, 319.
Kinnaries, Fraser of, a Catholic, placed in restraint, 25.
Kintore, Earl of, his concern in preservation of the Regalia disputed,
264.
Kircher’s Disfigured Pictures, an optical curiosity, 101.
Kirkcaldy, &c., nearly ruined by the debts of a regiment quartered
there, 45.
Kirkcudbright, stewartry of, riot in, on account of the Sheriff’s Mart,
362.
Kirk-treasurer’s Man, a bugbear to men of gaiety, 343.
Konigsberg, church at, built by a Scottish collection, 134.

Ladies, Scottish, in 1718, described by a traveller, 433.

Lagg, Sir Robert Grierson of, confined at the Revolution, 11;
suffers from confinement, 68;
charged with coining, 145.
Lanark, assisted on account of poverty, in building a bridge, 134.
Land Mint, essay published on, 320.
——, price of, 103.
Langton, Laird of, his wards and their allowances, 56.
Lantern, Magical, in 1694, 100.
Lauder, Bailie, of Haddington, imprisoned, 33.
Leas, John, of Croshlachie’s maltreatment, 157.
Leblanc, French refugee, mirrors made by, 154.
Leith, glass-work at, 23, 229;
gunpowder explosion at, 264;
duel at, 566.
Levellers of Galloway, 492.
Leven, Earl of, assaulted by Boswell of Balmouto, 84;
by revellers, 312;
carries Excise money to London, 340.
Libraries, presbyterial, in the Highlands projected, 250;
partly realised, 253.
Licentiousness, 41, 320;
proclamations regarding, 342.
Lindsay, Patrick, upholsterer, connected with nobility, 547.
Linen manufacture, 85, 541.
Linlithgow, remarkable disappearance of a gentleman at, 239.
Livingstone, William, of Kilsyth, a Jacobite, temporary leniency
shewn to, 66;
liberated on condition of exile, 97;
romantic story of his marriage to Dundee’s widow, ibid.
Lockerby, Johnstone of, troubles in family of, 34.
Locks, ingenious, invented, 99.
Logan, Robert, makes wooden kettles to ‘abide the strongest fire,’
214.
Lothian, John, imprisoned after the Revolution, 14.
Lothian, Marquis of, letter from, regarding slave colliers, 249.
Lottery proposed by Alexander Hamilton, 88;
one by Roderick Mackenzie, 310.
Lovat, Hugh Lord, confined at the Revolution, 11.
Lovat, Simon Lord, his violences in Inverness-shire, 186, 254;
has a command in the Black Watch, 498;
his account of the Highlands (1725), 498;
puffing letters of, 552;
alludes to depredations in the Highlands, 614.
Love, John, charged with brewing on Sunday, 582.
Loyalty a paradoxical feeling, 415.

Mabie, Catherine Herries of, forcibly dispossesses a tenant, 36.

M‘Culloch, Sir Godfrey, murder by, 174.
Macdonald of Glengarry exhibits a strange trait of Highland feeling,
18;
a garrison at his house, 304.
MacDonell of Barrisdale, 616.
M‘Ewen, Elspeth, accused of witchcraft, 193.
M‘Ewen, James, starts a newspaper, 439.
M‘Fadyen, a drover, robbed, 83.
M‘Farlane, Mrs, murders Captain Cayley, 412.
M‘Gill, Mr, minister of Kinross, his house haunted, 435.
Macgregor, Robert (Rob Roy), see Rob Roy.
Macgregor of Glengyle levies black-mail, 612.
Machrie, William, a fencing-master, 267.
Mackay, General, his cheap dinner, 46.
Mackenzie, Roderick, of Prestonhall, his petition for transporting
victual from Forfarshire to Midlothian, 211.
Mackenzie, Sir George, warrant granted to print his works, 220.
Mackie, Andrew, his house haunted, 109.
Mackintosh, Laird of, kept out of his property in Glenroy, 15;
 made prisoner, 16;
obtains letters of fire and sword against Keppoch, 192;
his expensive funeral, 307.
M‘Lachlan, John, sentenced to be whipped and banished for
tampering with recruits, 79.
Maclaurin, Professor Colin, election of, 512.
Macpherson, James, the robber, 234;
his execution, 236.
Macpherson of Invernahaven charged with stealing cattle from
Grant of Conygass, 142.
Macqueen of Pall-a’-chrocain kills the last wolf in Scotland, 609.
Macrae, James, a Quaker, pressed as a soldier, 59.
Macrae’s, Governor, return to Scotland, 585.
Magazine, Scots, established, 603.
Malicious Society of Undertakers, 578.
Malt, Patrick Smith’s plan for drying, 303.
—— tax riots at Glasgow, 508.
Manners, general change of (1730), 568;
levity of, censured, 520.
Man-stealing, a case of, 44;
edict against, 211.
Manufactures set up, 85, 126, 154.
Mar, Earl of, hoists standard of rebellion in Aberdeenshire, 389;
letter to Robertson of Struan, 526.
Marriages, forbidden, 353.
Marriages in high life, ceremonies at, 240.
Marrow Controversy, 441.
Martin’s description of Western Isles, 278.
Martyrs’ tomb in Greyfriars’ Churchyard, 533.
Maxwell, John, of Munshes, his account of agriculture in his early
days, 494.
Maxwell, Robert, a noted early writer on agriculture, 485.
Maxwell of Dargavel and Hamilton of Orbieston, dispute between,
69.
Maxwell of Orchardton, a Catholic, his case, 295.
Mechanical inventions, curious, 99.
Medical practice, popular, as exhibited in Tippermalloch’s Receipts,
53;
fees, 22, 117.
Mein family connected with Post-office in Edinburgh, 514, 593.
Menzies, Major, kills town-clerk of Glasgow, 103.
Menzies, Professor John, characteristic letter by, 524.
Mercantile enterprise in Scotland takes its rise, 121;
increased after the Union, 336.
Merchandising Spiritualised, a book printed in Glasgow in 1699,
220.
Merchant Company of Edinburgh, their treatment of Mary Flaikfield,
76.
Metrical elegies, 140.
Miller, George, a boy, trepanned as a soldier, 43.
Miller, Hugh, quoted regarding sand-hills of Culbin, 110.
Miln, Sir Robert, his reduced circumstances, 208.
Miners’ provisions, mode of obtaining from distant towns, 210, 211.
Mint in Scotland, 330.
Mitchell, the ‘Tinklarian Doctor,’ 358;
his visit to Calder, 450.
Mitchell, William, his ear nailed to the Tron for insolency, 23.
Mock Senator, a satire by Pennecuik, 473.
Money in Scotland at the Union, 330.
Monteath, Robert, advertises for epitaphs, &c., for his Theater of
Mortality, 382.
Montgomery of Skelmorley, plot of, 3.
Moray, Earl of, small debt-case, 77.
Morer’s Account of Scotland, 269.
Mortality in Edinburgh (1743), 610.
Moss Nook, a Scottish serf living in 1820, 250.
Mowat, Ensign, concerned in a murder at Leith, 48.
Muir, David, surgeon at Stirling, charge for drugs used by him to
wounded of Killiecrankie, 47.
Munro of Foulis, his funeral, 560.
Murchison, Donald, defends the Seaforth estates against
government troops, 459, 468;
his death, 471.
Mure, Elizabeth, her account of Scottish manners in eighteenth
century, 571.
Mure of Caldwell’s journey from Edinburgh to Ross-shire, 406.
Murray, a tavern-keeper, in trouble on account of a false news-
letter, 71, 144.
Murray, Clara, her violent letter to Lord Alexander Hay, 275.
Murray, Lady, of Stanhope, assault on, 478.
Murray, Sir Alexander, of Stanhope, his projects, 474;
Strontian mines, 476;
Ardnamurchan scheme, 474.
Mushet, Nichol, murders his wife, 454;
he is executed, 455.
Music, concerts of, in Edinburgh, 89, 139;
rising taste for in Scotland, 432;
Orpheus Caledonius, 434.
Musical instruments, curious advertisement of, 325.
Musselburgh, riding of marches at, 622.

Nasmyth, a builder, at Inversnaid fort, 374.

Navigation of rivers, Henry Neville Payne’s petition, 217.
Negro slave, runaway, advertisement in Courant regarding, 453.
News, false, punishment for, 71.
—— -letters, 71;
Murray, a tavern-keeper, sued for a false news-letter, ibid.
Newspapers, notices of early, 212, 313, 324, 414, 438.
Nicholson, Daniel, his case of adultery with Mrs Pringle, 60.
Nicol, William, of High School of Edinburgh, anecdote of, 223.
Nisbet, Alexander, his System of Heraldry patronised, 276.
Nithsdale, Earl of, troubled on return from France, 216.
Noblemen, imprisonments of, 68.
Norvill, Dame Mary, petitions Privy Council in behalf of her
children, 55.

Officers of the army, their accounts at hotels, 45.

Ogilvie, Patrick, of Cairns, employed to guard the coasts against
Irish importations, 243.
Ogilvy of Forglen, his death and last injunctions, 533.
Orkney, a pirate taken in, 505.
Ormiston, Alexander, imprisoned, 14.

Painting in oil, early notices of in Scotland, 563.

Paper-manufacturing, 87.
Paragraphs from old newspapers, Appendix.
Paraphernalia of women, decided by Court of Session, 166.
Parochial schools, establishment of, in Scotland, 151.
Parsons, Anthony, a quack medicine-vender, 261.
Paterson, Archbishop of Glasgow, imprisoned, 12;
permitted to live at certain places, 167.
Paterson, William, promotes commerce and founds African
Company, 121;
his liberal ideas, 124;
opposition to Bank of Scotland, 131.
Pates of Court of Session, 291.
Payne, Henry Neville, tortured and imprisoned for ten years, 39;
proposes an improvement in river navigation, 218.
Pease-meal, nutritiousness of, 472.
Peebles, infanticide at, 19;
prison not strong enough to secure a female culprit, 20;
vested with a peculiar privilege, 51.
Perpetual motion, scheme of, by David Ross, 102.
Perth, ‘Duke’ of, his baptism, 383.
——, Earl of, taken prisoner at the Revolution, 11, 12;
liberated, 66;
again imprisoned, 67.
Perth, tumult at, on account of a picture, 565.
Peterhead as a harbour of refuge for vessels pursued by French
privateers, 120.
Petrie’s Rules of Good Deportment, &c., 455.
Piper of Musselburgh, trepanned as a recruit, 44.
Pirates hanged at Leith, 458.
—— under Henry Evory seize a man-of-war, 150;
a pirate in Orkney, 505.
Pitcairn, Dr Archibald, introduces dissection in Edinburgh, 105;
anecdotes concerning, 223;
 brought before the Council for leasing-making, 224;
raises an action for defamation against Rev. James Webster, 378;
his death, 383;
his writings, 384.
Pittenweem, treatment of witches there in 1704, 299.
Plantations, criminals and degraded persons transported to, without
trial, 115, 211.
Planting first attempted in Scotland, 417.
Poiret, Elias, murdered at Leith, 48.
Poor, vagrant, multitude of, 218;
regulations for, proposed, 219.
Pope, the, tried and burned in effigy in Edinburgh, 3.
Porpoises thrown ashore at Cramond, 23.
Porteous, Captain John, plays a match at golf with Hon. Alexander
Elphinstone, 566;
his unpopularity, 594;
condemned for murder, 595;
executed by the mob, 596.
Porteous riot, unpopular witnesses regarding, 600.
Post-office, general arrangements in 1689, 20;
the post sometimes robbed and tampered with, 21, 74;
post-boy robbed by Jacobite gentlemen, 32;
act for establishing General Post-office, 125;
violation of letters at Post-office, 265;
affairs of, in 1710, 327, 357;
improvements of, by Mr James Anderson, 400;
accidents to postbags, 513;
improvements of, 514.
Potato culture, 604.
Poverty of Scotland, traits of the extreme character of, 45.
Prayers, equivocating, 78;
meetings for, 228.
Preaching in open air, 606.
Pregnancy, concealment of, act against, 26.
Presbyterian form of worship, innovation on, punished, 350.
Press, restrictions on the, 181.
Priests in trouble. See Catholics.
Pringle of Clifton, fights a duel with Scott of Raeburn, 330.
Printing, art of, in Scotland (1712), 363.
Prisoners’ aliment, 208.
Prisoners detained, from inability to pay prison dues, 34.
Prisoners of Canongate Tolbooth, take possession of it, 71.
Prisons crammed with disaffected persons in 1689, 11.
Privy Council deals with Episcopal clergymen, 78.
Profaneness, proclamations against, 342.
Prussian grenadiers, recruiting for, in Edinburgh, 490.
Purdie, John, pleads he is not a gentleman, 352.

Quack medicines vended, 260.

Quakers, persecuted at Glasgow, 57;
persecuted at Edinburgh, 178;
appear at Cross of Edinburgh, 467;
build a meeting-house there, 621;
one sets up a manufactory, 620.

Racing in Scotland, 454.

Raffle of Indian screens by Roderick Mackenzie, 310.
Railway, an early, at Prestonpans, 472.
Ramsay, Allan, Scottish poet, satirises metrical elegies, 140;
his reference to Sir Richard Steele, 427, 429;
reference to musical entertainments in Edinburgh, 432;
 to the dancing assembly, 483;
concern in theatrical entertainments, 518;
lends plays, 544;
erects a theatre, 598;
his Gentle Shepherd acted, 624.
Rattray, John, a poor man, imprisoned at the Revolution, 14.
Rebel prisoners removed from Edinburgh to Carlisle for trial, by
virtue of ‘treason-law,’ 411.
Rebellion of 1715, 389;
of 1745, 535.
Recruiting, unscrupulous system of, 43.
Recruits kept in jails, 79, 182, 601.
Regalia, controversy about its preservation, 264.
Reicudan Dhu, or Black Watch, 498.
Repentance Tower, subject of a rustic bon mot, 429.
‘Rerrick Spirit,’ strange story of the, 169.
Restoration of Charles II., celebrated by one Jackson, 371.
Restrictions regarding victual, troubles from, 210.
Revenue laws disrelished and resisted, 508, 589, 594.
Review of Highland Companies at Ruthven, 581.
Revolver, the, anticipated, 101.
Ritchie, Charles, a minister, in trouble about an irregular marriage,
190.
Roads made in the Highlands, 526, 561.
Rob Roy, first public reference to, 373;
seizes Graham of Killearn, 420;
is taken prisoner by the Duke of Montrose, but escapes, 421;
forfeiture of his estate, 422;
taken by Duke of Athole at Logierait, and escapes, 425;
Rob’s bad excuse to General Wade, 500;
his death, 624.
Robberies, great number of in 1693, 83;
increase in Highlands from withdrawal of ‘Black Watch,’ 610.
Robertson, Alexander, of Struan, 523.
—— ——, Duncan, dispossesses his mother, Lady Struan, of her
property, 233.
Roderick, the St Kilda Impostor, 179.
Rollo, Lady, her charge against her husband, 143.
Rollo, Lord, tries to repress cattle lifting, 31;
prosecuted by his lady, 143.
Rollo, Master of, killed, 117.
Rope-performers, Italian, 582.
—— -work established, 87.
Rose, Bishop of Edinburgh, his death, 452.
Roseberry, Earl of, pranks of, 604.
Ross-shire, election for, on a Saturday, 341.
Row, Captain, raises sunk treasure, 551.
Royal Bank of Scotland, started, 537;
rivalry of banks, 537.
Royal burghs, convention of, curious details concerning, 51.
Ruddiman, Thomas, his connection with Dr Pitcairn, 385;
improves the classical learning of Edinburgh, 438.
Rum, sale of forbidden, and subsequently permitted, 277.
Rutherglen, Earl of, ‘bangstrie’ upon his property, 158.

Saddle, Elastic Pacing, invented, 101.

St Cecilia, feast of, celebrated in 1695, 139.
St Cecilia’s Day, celebrated in Edinburgh with a concert, 139.
St Kilda, account of, 168.
—— —— islanders acquire a minister, 178;
curious peculiarity attending the inhabitants, 181.
St Luke, School of, institution of at Edinburgh, 564.
Salaries of judges of Justiciary and Court of Session, 303.
Salmon-fishery in Scotland (1709), 353.
Salt proposed to be made in a new manner, 154.
Salters and miners considered as slaves or necessary servants, 248.
Salton and Murray, Lords, seized by Master of Lovat, 185.
Sanctuary (Holyrood Abbey), taken advantage of by Patrick
Haliburton, &c., 349.
Sandilands, Hon. Patrick, a boy, bewitched, 449.
Savery’s engine for raising water, 237.
Scavengering of Edinburgh, 593.
Schools, parochial, establishment of, in Scotland, 151;
plays acted at, 584.
Scots Magazine established, 603.
Scott of Raeburn killed in a duel, 330.
——, Walter, of Kelso, his marriage, and letter describing it, 39;
funeral of his father-in-law at Glasgow, 387.
Scriptures, a multitude of copies of, distributed in the Highlands in
1690, 39.
Seaforth, Earl of, in rebellion of 1715, 391, 393;
again in rebellion in 1719;
his forfeited estates kept for his use by Donald Murchison, 459,
468;
his ingratitude to Murchison, 471.
Secession, The, a schism in the kirk, 588, 625.
Second-sight, described by Martin, with instances, 278.
Servants, register-office for, proposed in 1700, 244.
Session, Court of, new judges appointed for, 10;
 its purity under suspicion, 291;
tyranny of, 293;
severity of judges of, 371;
salaries of judges, 303.
Seton, Hon. James, accused of robbing a post-boy, 32.
Settlement, an inharmonious, 580.
Sharps, a trial at designed, 209.
Shaw, Christian, of Bargarran, her case, 167;
thread spun by her, 510.
Shaw, Sir John, of Greenock, his marriage, 240;
kills Mr Houston, 402.
Short’s telescopes, 567.
Sibbald, Sir R., claims a share in Adair’s maps of Scotland, 42;
his concern in originating a botanic garden, 81;
his death, 619.
‘Siller,’ origin of term in Scotland, 212.
Silver-mine at Alva, 247.
Simson, Professor John, teaches Arminianism, 441.
Skye, Isle of, Second-sight in, 280.
Slaughters—town-clerk of Glasgow by Major Menzies, 103;
Master of Rollo by Graham of Inchbrakie, 117;
Houston, Writer to the Signet, by Kennedy of Auchtyfardel, 321;
Cowpar of Lochblair by Ogilvie of Cluny, 322;
Robert Oswald by Baird of Sauchtonhall, 322;
by Master of Burleigh, 326;
of Mrs Kincaid by her husband, 473;
of Campbell of Lawers, 473;
a boy Cairns killed, 547.
Slave (or ‘perpetual servant’), man adjudged to be for theft, and
handed over to Sir John Areskine of Alva, 246.
Slave, negro, advertisement of a stolen one found, 453.
Slavery of salters and miners till 1775, 249.