Augmentative and Alternative Communication Intervention: An Intensive, Immersive, Socially Based Service Delivery Model

Plural Publishing
Free sample

Augmentative and Alternative Communication Intervention: An Intensive, Immersive, Socially Based Delivery Model is ideal for school-based speech-language pathologists (SLPs) and an excellent resource for interventionists (special education teachers, ABA therapists) and SLPs working in other settings who wish to develop an intensive, immersive Augmentative and Alternative Communication (AAC)-based intervention through a three-phase intervention process: assessment, intervention planning, and intervention implementation.

Written by an SLP who has worked in a public school setting and saw to the application of theory to practice, the text provides detailed information regarding working with children who have complex communication needs and the background knowledge necessary for successful implementation of the intervention approach. Included are considerations for vocabulary selection for the beginning communicator, how to create a symbolically rich environment, detailed intervention approaches, and progress monitoring strategies that establish appropriate, measurable goals. AAC will no longer be an alternative means of communication but a best practice means of teaching communication in the SLP's or interventionist's repertoire.

Making the leap from the theoretical to the practical, this essential book:

Describes the intervention needs of children with complex communication needs and the limitations of current approaches (e.g., PECS, Milieu Training, Functional Communication Training).Operationally defines the goal of AAC intervention, discussing its complexities, including the limitations of a pull-out model.Introduces the Intensive, Immersive, Socially Based Approach to Intervention and briefly describes each phase of the intervention process.Discusses how AAC assessments differ from traditional assessments of speech and language skills, as well as provides an overview of different assessment models and their contribution to the intervention process.Examines the importance of training support staff to key components of this intervention model.Contains information on the application of language-based intervention strategies to AAC.Talks about the importance of progress monitoring and how to use functional communication measures and communication sampling, a new and innovative technique developed by the author, to monitor progress.Provides example lesson plans and example goals addressing each area of communicative competence.*Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book. 
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Additional Information

Publisher
Plural Publishing
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Published on
Jun 30, 2017
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Pages
288
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ISBN
9781635502329
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Language
English
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Genres
Medical / Audiology & Speech Pathology
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Content Protection
This content is DRM protected.
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Read Aloud
Available on Android devices
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Eligible for Family Library

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Educating Students With Autism Spectrum Disorder: A Model for High-Quality Coaching offers a unique coaching model with a practical approach for special education teachers and related service providers who face the challenge of providing effective support to students with autism spectrum disorder (ASD). By empowering special education and speech-language pathologists to participate as coaches, they can go beyond simple accommodations to actively promote a less restrictive setting, dynamically assess skills, deliver effective instructional and behavioral programming, and effectively build a coaching network to engage students throughout the school day.

Provided in this text are vignettes that illustrate the reality of special education. Additionally, approaches for addressing the real-word needs of students with ASD are provided, along with evidence-based support that describes the positive results of the strategies described. This text also introduces coaching methods that will guide teachers and instructional staff to create and maintain a "solutions-focused" coaching community.

The first section of the book presents a multi-tiered model for providing coaching at varying levels of support intensity, along with the numerous important considerations involved in implementing effective coaching supports. The second section presents an outline of effective practices in utilizing coaching strategies to support teachers in planning for the instruction of meaningful skills to students with ASD utilizing a team-based, collaborative coaching model. The third section provides numerous practical, evidence-based strategies to be used by coaches and teachers in teaching meaningful skills to students with ASD. The final chapter addresses critical issues involved in building the capacity of districts to evaluate, oversee and support the effective coaching of teachers in providing evidence-based practices to students with ASD.

Educating Students With Autism Spectrum Disorder serves as a clinical guide and delivers a practical discussion of high-quality coaching as an emerging best practice for supporting special educators (teachers and paraprofessionals) as well as school-based service providers (speech-language pathologists and occupational therapists). It is a valuable primary text for special education teachers in training, a resource for professional development personnel, and a tool for researchers and graduate students in education and teaching programs.

Key features include:

Chapter objectivesReal-life vignettesReproducible formsSummary questions

 

EXPanding Receptive and Expressive Skills through Stories (EXPRESS): Language Formulation in Children with Selective Mutism and Other Communication Needs is a resource that provides a treatment approach for speech-language pathologists, teachers, psychologists, parents, and others working with children with selective mutism and other language delays or disorders such as language learning disabilities, autism spectrum disorders, or for children learning English as a second language. It is a program for expanding receptive and expressive language skills with five levels of communication to accommodate children from nonvocal stages through spontaneous vocalization.

The EXPRESS approach includes activity modules corresponding to classic children's stories. Children's literature is used as a flexible and adaptable tool for presenting activities designed to help expand vocabulary and grammar, engage in question-answer routines, improve sentence formulation, and generate narrative language. Creativity and imagination are also fostered using sentence formulation and story generation. EXPRESS supports the Common Core State Standards for English and Language Arts.

Each of the modules requires the corresponding storybook that can be obtained individually or found within The 20th Century Children's Book Treasury, a compendium that includes all the stories.

EXPRESS requires the use of classic children's stories to complete the activity modules. The stories can be obtained individually, through an inclusive compendium, or through online videos.

To obtain each storybook individually, contact your preferred library or bookseller.The 20th Century Children's Book Treasury (ISBN-13: 978-0679886471) is a compendium that includes all the stories. It can be purchased through your preferred bookseller (such as Amazon) or the publisher (Penguin Random House).Disclaimer: At the time of publication all information and links are accurate. Plural Publishing, Inc. cannot further guarantee the availability of the stories or video links. 
 Assessment of Communication Disorders in Children: Resources and Protocols, Third Edition offers a unique combination of scholarly information, invaluable resources, and time-saving protocols on assessment of communication disorders in children.

Most resource books offer limited research and scholarly information, thus making them unsuitable as textbooks for academic courses on assessment and diagnosis. Similarly, most traditional textbooks do not include practical, easy-to-use, and time-saving resources and protocols that the practicing clinicians can readily use during assessment sessions. By combining the strengths of traditional textbooks with newer assessment resources and protocols, this one-of-a-kind book offers a single, comprehensive source that is suitable as a textbook and useful as a practical clinical resource.

This bestselling and trusted text:

Covers the full range of communication disorders in children, including nonverbal or minimally verbal childrenIncludes an extensive discussion of issues in using standardized tests along with detailed information on psychometric principles and offers a detailed discussion of alternative assessment approaches that minimize the problems inherent to standardized testsDescribes a new, comprehensive, and integrated assessment approach that derives its strengths from the traditional as well as several alternative approachesAddresses the multicultural issues in assessing communication disorders in children and integrates multicultural assessment procedures into the assessment protocols offered for all communication disordersContains two chapters for each disorder: one on resources that offers scholarly and research background on the disorder and one on resources that describe practical procedures and protocols that save preparation time and effort for the clinician


New to the Third Edition:

All Resources chapters reflect current research and assessment principles and proceduresUpdated listings and descriptions of published, standardized tests that are commonly used in the assessment of communication disorders in children are providedRevisions of several assessment procedures and protocols, based on recent research, are includedA single streamlined chapter combines research and practical information on assessing ethnoculturally diverse children with alternative and integrated assessment approachesEach chapter contains a summary and sample study questions
More Than Fluency: The Social, Emotional, and Cognitive Dimensions of Stutteringprovides a thoughtful and contemporary framework for speech-language pathologists and others working with people who stutter. The text focuses on the social, emotional, and cognitive realms of stuttering and offers new insights and applications based on research in the field. It guides the reader through theoretical discussions about the social experiences, emotional complications, and cognitive interpretations that often influence the person who stutters. The text also offers practical strategies for intervention from contributing authors who are prominent theorists, researchers, and practitioners in the field of fluency and stuttering.

In line with the current multifactorial view of stuttering, More Than Fluency emphasizes the social, emotional, and cognitive aspects of stuttering, drawing important connections between them. The authors present a variety of therapeutic interventions and techniques along with practical guidelines that have been designed to alleviate distress in those who stutter. Although these interventions differ in approach, each offers their own roadmap to support and empower people who stutter.

The idea for this book grew out of the insights gained from listening to both clients and graduate students. Clients wanted to talk about their life experiences as a person who stutters. Graduate students often described their worry and uncertainty when dealing with the emotional and social issues of their clients who stutter. Similarly, many practicing speech-language pathologists also have concerns about treating people who stutter, especially regarding the social, emotional, and cognitive aspects of the disorder, areas not typically taught in traditional coursework.

More Than Fluency was developed for practicing speech-language pathologists and other professionals who evaluate and treat people who stutter. It is also intended to be an academic textbook used in graduate courses on fluency and stuttering. This text provides a collection of well-thought-out programs and approaches that help treat the whole person, not just his or her stuttering. The authors believe that this is best practice because successfully treating a person who stutters encompasses treating more than fluency.

 Common Core State Standards and the Speech-Language Pathologist: Standards-Based Intervention for Special Populations is a tool for the analysis of the Common Core State Standards (CCSS) and the development of interventions to meet student-specific needs. The CCSS is an education initiative in the United States that details what K-12 students should understand in English language arts and mathematics by the end of each grade. The initiative seeks to establish consistent education standards across the United States and ensure that graduating students are prepared to enter college or the workforce. As of 2015, forty-three states had adopted the CCSS.

With the implementation of the CCSS, it is critical that speech-language pathologists collaborate with educators to enable the success of students with communication disorders as well as English language learners. This text offers a practical approach for application of the CCSS with a parallel analysis of children's strengths and needs to create a template for intervention. It addresses strategies to facilitate the success of students in accessing and achieving the expectations of the general curriculum, with a focus on students with communication disorders, hearing loss, vision loss, deaf-blindness, specific learning disabilities, autism, multiple disabilities, and English language learners.

Key features include:

Background and implications of the CCSSChapters written by experts in the fieldTools for analysis of the language expectations of the CCSS and a framework for aligning intervention (both direct and classroom-based) with the CCSS for students at elementary and secondary levelsCollaboration strategies to facilitate success in the classroomMultiple case studies


Common Core State Standards and the Speech-Language Pathologist is a must-have resource for any speech-language pathologist working with children, as well as their education and administration partners.

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