In the second edition, the authors have enhanced and updated the cutting-edge information on early language development, literacy acquisition, and some of the factors that can delay or even derail the normal progression. They have amplified innovations that students found useful in the first edition while updating the text with respect to current research and theory. The organization of the text has been streamlined, and some of the theory and research has been clarified and illustrated with additional or updated videographic illustrations.
The second edition includes much more information about serving homeless students, including mitigating the effects of chaos through increasing executive functioning skills. The author works directly with homeless people on the streets and therefore includes a broad-based (hands-on and research) perspective about meeting the unique needs of this population.
The second edition contains new information about using Response to Intervention (RtI) to serve low-SES students in general education classroom settings. Updated technology recommendations (e.g., using iPad and YouTube technology) are presented. The section on increasing the literacy skills of low-SES students has been expanded, as well.
In sum, the second edition of Increasing Language Skills of Students from Low-Income Backgrounds is a must-have for any professional who serves students and their families from low-SES backgrounds.
Five core chapters (language description; brain structure and function; pragmatic and semantic stages of speech production; syntactic, morphological, phonological, and phonetic stages of speech production; and experimental psycholinguistics) form the foundation for chapters, presenting classic and recent research on aphasia, first language development, reading, and second language learning. A final chapter demonstrates how linguistics and psycholinguistics can and should inform classroom and clinical practice in test design and error analysis, while also explaining the care that must be taken in translating theoretically based ideas into such real-world applications. Concepts from linguistics, neurology, and experimental psychology are kept vivid by illustrations of their uses in the real world, the clinic, and language teaching. Technical terms are clearly explained in context and also in a large reference glossary.
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.
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
The author developed the Neurolinguistic Approach to Reading (NAR) based on more than 25 years of experience working with individuals with dyslexia. This inclusive approach is based on the complete communication process, oral and written.
This text comes at a crucial time as the scope of practice for speech-language pathology has greatly expanded with the increased recognition of the direct relationship between oral language and a child's ability to read and spell. Additionally, the American Speech-Language-Hearing Association has defined the SLP's role in the remediation of literacy disabilities such as dyslexia.hrough this effective text and utilizing NAR as a treatment framework, SLPs in all work environments can be more involved in working with individuals with dyslexia.