Overview

NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. Early Language Intervention by Robert Owens is a comprehensive text on assessment and intervention with both verbal and nonverbal communication of infants, toddlers, and preschoolers. Informative and authoritative, it offers practical guidelines for functional methods that highlight language use within the daily routines of the home and classroom. Designed as an undergraduate-level text for communication disorders students, it covers assessment an intervention of both verbal and nonverbal communication, including augmentative and alternative communication (AAC), with young children who need support in learning to communicate. Also included are valuable resources, tables, and materials particularly useful for clinicians in practice. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad (R) and Android (R) tablet.* Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7 or 10 tablet, or iPad iOS 5.0 or later. 0134509684 / 9780134300795 Early Language Intervention for Infants, Toddlers, and Preschoolers with Enhanced Pearson eText -- Access Card Package, 1e Package consists of: 0134537734 / 9780134537733 Early Language Intervention for Infants, Toddlers, and Preschoolers, Enhanced Pearson eText -- Access Card, 1st Edition 0134618904 / 9780134618906 Early Language Intervention for Infants, Toddlers, and Preschoolers, Bound Book, 1st Edition

Full Product Details

Author:   Robert Owens ,  Robert Owens
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 10.00cm , Height: 10.00cm , Length: 10.00cm
Weight:   0.100kg
ISBN:  

9780134509686

ISBN 10:   0134509684
Pages:   412
Publication Date:   19 January 2017
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Mixed media product
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

BRIEF TABLE OF CONTENTS Chapter 1: Components of Early Intervention Chapter 2: Early Communication Impairment Chapter 3: A Model for Early Communication Intervention Chapter 4: Assessment of Early Communication Intervention: What to Assess Chapter 5: Early Communication Assessment Process Chapter 6: Presymbolic Early Communication Intervention Chapter 7: Alternative and Augmentative Communication: Introduction and Assessment Chapter 8: Alternative and Augmentative Communication: Intervention Chapter 9: Symbolic Intervention Chapter 10: Feeding and Swallowing by Jessica Kisenwether, Ph.D., Misericordia University Appendix A: Sample IFSP Appendix B: Evaluation of At-Risk Neonates Appendix C: Formal Tests for Young Children Appendix D: Caregiver Questionnaire Appendix E: Developmental Milestones Appendix F: Interactional Observation Appendix G: Forms of Communication Appendix H: Intervention Approaches for Children with ASD Appendix I: Stimulation Activities Appendix J: Possible Electronic AAC Assessment Protocol Appendix K: Feeding Assessment Interview Questionnaire DETAILED TABLE OF CONTENTS Chapter 1: Components of Early Intervention Overview of EI Legal Basis for Early Intervention Education of the Handicapped Act Amendments Individuals with Disabilities Education Act (IDEA) Individuals with Disabilities Education Improvement Act (IDEIA) Summary Transdisciplinary Team The Importance of Families Cultural Considerations Parents/Caregivers Individualized for Each Child Individualized Family Service Plan (IFSP) Natural Environment The Need for Evidence-Based Practice Chapter Conclusion Chapter 2: Early Communication Impairment Late Language Emergence Risk of Communication Impairment Established risk Intellectual Disability (ID) Autism Spectrum Disorder (ASD) Cerebral Palsy Deafness and Deaf-Blindness Cleft Palate At-risk Children International Adoptions Low Socioeconomic Status Maltreatment/Neglect, Fetal Alcohol Spectrum Disorder and Prenatal Cocaine Exposure Preterm and Low Birth Weight Infants Early Identifying Signs and Behaviors APGAR, an Infant's First Exam Chapter Conclusion Chapter 3: A Model for Early Communication Intervention The Evolving Model of ECI Service Delivery Functional Communication Generalization Family-Centered Intervention Individualization Conclusion Content for Improving Communication Intervention Strategies Responsive Interaction Strategies Directive Interaction Strategies Blended Strategies Role of a Child's Environment Family-Centered Services Working with Parents A Hybrid Approach to Family-Centered Intervention Teachers, Classroom Aides, and Child Care Providers Child Peers Role of the SLP as Part of the Team Consultation Service Coordination Transition Planning Advocacy Awareness and Advancement of the Knowledge Base An Example of Early Intervention: Parents Interacting with Infants (PIWI) Chapter Conclusion Chapter 4: Assessment of Early Communication Intervention: What to Assess Evaluation vs. Assessment Transdisciplinary Model of Assessment Play-based Assessment Conclusion Role of Parents & Caregivers A Rationale for Parental Involvement in Assessment Involving Families in Assessment Family Concerns, Priorities, and Resources Informal Communication Assessment Description of Communication Presymbolic Behaviors Symbolic Behaviors Formal Assessment Infants, Toddlers, and Preschoolers Early identification of Children with ASD Eligibility for Services Chapter Conclusion Chapter 5: Early Communication Assessment Process Communication Screening Families with Culturally Linguistically Diverse Backgrounds Communication Assessment Multiple Measures Transdisciplinary Teams Ecological Validity Pre-assessment Planning and Preliminary Data Collecting Questionnaire Caregiver Interview The Evolving Assessment Plan Interactional Observation The Observation Process Judging Communication Success and Intentionality Caregiver-Child Interactions Forming Hypotheses Play-based Interactional Assessment Dynamic Assessment Describing Communication Symbolic Assessment Presymbolic Behaviors Sampling Analysis of Data Decision-making and Recommendations Outcomes A Final Word on Parental Involvement Special Cases Children with Deafness and Blindness International Adoptees and Children from Families Speaking Other-than-English Children with Challenging Behaviors Children with Motor Speech Disorders Children with ASD Chapter Conclusion Chapter 6: Presymbolic Early Communication Intervention Spectrum of Early Communication Intervention Location of Intervention Types of ECI Service Delivery Intervention Approach Evidence-Based Practice (EBP) AAC and the Pressure to Speak Contingent Imitation Exaggerated Intonation and Modified Prosody Feedback Avoidance of Non-speech Oral Motor Exercises Getting Started Enhancing Communication In the NICU or SCN Establishing Early Communication Functional Equivalence and Challenging Behaviors Establishing Gestures Vocalizing Language Stimulation: Talking to Young Children Bilingual Families Presymbolic Skills Establishing Joint Attending Imitation Means-Ends Monitoring Intervention Chapter Conclusion Chapter 7: Alternative and Augmentative Communication: Introduction and Assessment Types of AAC Unaided AAC Aided AAC Evidence-Based Practice Dangers in Ignoring EBP AAC Myths Assessment Elements of a Thorough AAC Assessment Decision-making Chapter Conclusion Chapter 8: Alternative and Augmentative Communication: Intervention Getting Started Initiating Communication Active Learning Child-based Intervention Representations Organization Selection Output The Child's Communication System Issues Functional Equivalence Vocabulary Multimodality and Development Generalization: Role of the Environment Neuromotor Considerations Intervention Methods Early Communication Intentions Transitioning from Nonsymbolic to Symbolic Receptive Use Expressive Use Children with Deafness and Blindness Children with ASD Aided AAC Picture Exchange System (PECS) Chapter Conclusion Useful Websites Chapter 9: Symbolic Intervention Early Symbolic Guidelines Selecting New Symbols Expanding the Range of Intentions Teaching Semantic Categories Combining into Longer Utterances Symbolic Intervention Techniques Model Language but Do Not Require a Child Response Model Language and Require a Child Response Provide Feedback but Do Not Require a Child Response Respond and Require a Child Response Specific Targets Single Words Two-Word Constructions Longer Constructions Involving Parents, Teachers, and Other Adults Book Sharing Language Modeling A Helpful Website Two Examples of Early Communication Intervention Hanen Early Language Program Responsive Education and Prelinguistic Milieu Teaching Chapter Conclusion Chapter 10: Feeding and Swallowing by Jessica Kisenwether, Ph.D., Misericordia University Background Role of the SLP Specific Considerations in Pediatric Swallowing Differences in Anatomy and Physiology Differences in Etiology Differences in Communication Skills Differences in Treatment Development of Feeding Newborns - 3 Months 6 - 12 Months 15 - 24 Months Causes of Feeding/Swallowing Difficulty Prematurity and/or Low Birth Weight Neurological Conditions Cardiovascular Conditions Respiratory Conditions Traumatic Brain Injury Failure to Thrive Esophageal Complications Craniofacial Anomalies Environmental Conditions Feeding Team Assessment Strategies Medical History Interview Observation Physical Examination Swallow Evaluation Instrumental Evaluation Treatment Strategies Environment Positioning Pacing Texture Changes Oral Motor/Sensory Stimulation Behavioral Treatment Cultural Considerations Chapter Conclusion Appendices Appendix A: Sample IFSP Appendix B: Evaluation of At-Risk Neonates Appendix C: Formal Tests for Young Children Appendix D: Caregiver Questionnaire Appendix E: Developmental Milestones Appendix F: Interactional Observation Appendix G: Forms of Communication Appendix H: Intervention Approaches for Children with ASD Appendix I: Stimulation Activities Appendix J: Possible Electronic AAC Assessment Protocol Appendix K: Feeding Assessment Interview Questionnaire Glossary Author Index Content Index

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Author Information

Robert E. Owens, Jr, PhD ( Dr. Bob ) is an Associate Professor at the College of St. Rose in Albany, NY and a New York State Distinguished Teaching Professor. He holds the American Speech-Language-Hearing Association Honors of the Association. His teaching includes language development and language disorders courses and is the author of Language Development, An Introduction (9 editions) with Pearson, Language Disorders, A Functional Approach (6 editions), Program for the Acquisition of Language with the Severely Impaired (PALS), Help Your Baby Talk, Introducing the New Shared Communication Method, and Queer Kids, The Challenge & Promise for Lesbian, Gay & Bisexual Youth. His Language Development text is the most widely used in the world and has been translated into Spanish, Korean, and Arabic. He has also co-authored Introduction to Communication Disorders, A Life Span Perspective (4 editions) with Pearson, written a score of book chapters and professional articles, and authored two as-yet unpublished novels which are sure to win a posthumous Pulitzer prize. In love with the sound of his own voice, Dr. Bob has presented over 200 professional papers and workshops around the globe. His professional interests are language disorders in infants, toddlers, and preschoolers who are also some of his best friends.

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