عنوان

Teaching students with language and communication disabilities /

(Number (ISBN

0134618882

(Number (ISBN

9780134618883

Erroneous ISBN

0134471881 (Access Card Package)

Erroneous ISBN

0134471962 (eText instant access)

Erroneous ISBN

0134575806

Erroneous ISBN

9780134471884 (Access Card Package)

Erroneous ISBN

9780134471969 (eText instant access)

Erroneous ISBN

9780134575803

Title Proper

Teaching students with language and communication disabilities /

General Material Designation

[Book]

First Statement of Responsibility

S. Jay Kuder, Rowan University.

Edition Statement

Fifth Edition.

Place of Publication, Distribution, etc.

NY, NY :

Name of Publisher, Distributor, etc.

Pearson,

Date of Publication, Distribution, etc.

[2018]

Specific Material Designation and Extent of Item

viii, 326 pages ;

Dimensions

28 cm

Series Title

The Pearson Communication Sciences and Disorders series

Text of Note

Includes bibliographical references (pages 272-300) and index.

Text of Note

Machine generated contents note: ch. 1 Language and Language Disorders -- Kevin: A Case Study -- Speech, Language, and Communication -- Speech -- Language -- Communication -- Language Disorder -- Summary -- ch. 2 Understanding the Elements of Language -- Phonology -- Morphology -- Syntax -- Semantics -- Pragmatics -- Summary -- ch. 3 Bases of Language Development -- Physical Bases of Language Development -- Speech Production Structures -- Central Nervous System -- Cognitive Bases of Language Development -- Social Bases of Language Development -- Summary -- ch. 4 Language Acquisition Models -- The Behavioral Model -- The Nativist (Syntactic) Model -- The Semantic-Cognitive Model -- The Social Interactionist Model -- Contemporary Models of Language Acquisition -- Information-Processing Model -- Emergentist Model -- Conclusion -- Implications for Language Intervention -- Summary -- ch. 5 Language Development: Birth Through the Preschool Years -- Prelinguistic Development

Text of Note

Note continued: Assessment -- Instruction -- Najeem: A Case Study -- Summary -- ch. 11 Language and Students with Sensory Disabilities -- Marisol: A Case Study -- Defining Hearing Impairment -- Language Characteristics of Individuals with Hearing Impairment -- Spoken Language -- Semantic Development -- Pragmatic Language -- Manual Language -- Manual Language Versus Spoken Language -- Cochlear Implants and Language Development -- A Teacher's Perspective on Cochlear Implants -- Factors Related to Language Development -- Educational Performance and Methods -- Reading -- Writing -- Educational Methods -- Technological Aids -- Visual Impairment and Language -- Defining Visual Impairment -- Early Development -- Language Characteristics -- Literacy Development -- Implications for Teaching -- Summary -- ch. 12 Language and Students with Neuromotor Disabilities and Traumatic Brain Injury -- Charisse: A Case Study -- Scott: A Case Study -- Neuromotor Disorders -- Cerebral Palsy

Text of Note

Note continued: Birth to Age 6 Months -- Age 6 Months to 12 Months: The Development of Communicative Intentions -- Emergence of Expressive Language -- Language Development in the Preschool Years -- Stage I (MLU = 1.0 -- 2.0; Age = 12 -- 26 Months) -- Stage II (MLU = 2.0 -- 2.5; Age = 27 -- 30 Months) -- Stage III (MLU = 2.5 -- 3.0; Age = 31 -- 34 Months) -- Stage IV (MLU = 3.0 -- 3.75; Age = 35 -- 40 Months) -- Stage V (MLU = 3.75 -- 4.5; Age = 41 -- 46 Months) -- Learning to Mean: The Development of Semantics -- Learning to Converse: The Development of Pragmatic Language -- Language Development and Emergent Literacy -- Summary -- ch. 6 Language and Literacy in the School Years -- Teacher Perspective: Alternative School Teacher for 9th and 10th Grades -- Language Development in the School Years -- Morphology and Syntax -- Semantics -- Pragmatics -- Metalinguistic Ability -- Implications for Instruction -- Conclusion -- Language Development and Literacy -- Phonemic Awareness and Reading

Text of Note

Note continued: Danny: A Case Study -- Definitions and Causes of Intellectual Disabilities -- Language and Communication Characteristics -- Early Language Development -- Speech Production and Phonology -- Morphology and Syntax -- Semantics -- Pragmatics -- Conclusion -- Factors Related to Language and Communication Impairments -- Literacy and Students with Intellectual Disabilities -- Teacher Perspective -- Language Instruction for Individuals with Intellectual Disabilities -- Instructional Principles -- Specific Instructional Approaches -- Enhancing Generalization -- Summary -- ch. 9 Language and Students with Autism Spectrum Disorders -- Aaron: A Case Study -- Aiden: A Case Study -- Understanding Autism Spectrum Disorders -- Definition -- Characteristics of Autism Spectrum Disorders -- Causes of Autism -- Language and Literacy of Students with Autism Spectrum Disorders -- Early Language and Communication Development -- Development in Specific Language Domains

Text of Note

Note continued: Evidence-Based Practice -- Developmental and Functional Approaches -- Structured and Naturalistic Methods -- Research on Intervention Efficacy -- Generalization -- Collaboration -- Summary -- ch. 15 Augmentative and Alternative Communication -- Components of Augmentative and Alternative Communication -- Techniques -- Symbol Systems -- Communication Skills -- Implementing AAC Systems -- Prerequisite Skills -- Preassessment -- Developing an AAC System -- Enhancing Communication -- Integrating AAC Use into General Education Classrooms -- Literacy and AAC -- Outcomes of AAC System Usage -- Summary -- ch. 16 Language, Culture, and English Language Learners -- Gabriel: A Case Study -- Language and Cultural Diversity -- Dialect Differences -- English Language Learners -- Appropriate Assessment -- Recommendations for Assessment -- Instructional Programs -- Instruction for Students with Dialect Differences -- Instruction for English Language Learners

Text of Note

Note continued: Literacy Instruction for English Language Learners -- Instruction for Students with Language Differences as Well as Language Disorders -- Summary.

Text of Note

Note continued: Other Neuromotor Disorders -- Implications for Intervention -- Traumatic Brain Injury and Language -- Outcomes of Traumatic Brain Injury -- Language Characteristics -- Intervention -- Summary -- ch. 13 Language Assessment and Instruction in the Classroom -- Teacher Perspective -- Parent Perspective -- Language Assessment in the Classroom -- Classroom-Based Observation -- Language Elicitation Tasks -- Ecological Assessment -- Universal Screening -- Summary -- Language Instruction in the Classroom -- Enhancing Classroom Interaction -- Preschool Classrooms -- Elementary Classrooms -- Secondary Classrooms -- Instruction for Students with Significant Disabilities -- Teaching Specific Language Skills -- Summary -- ch. 14 Intensive Language and Communication Assessment and Instruction -- Sarah: A Case Study -- Intensive Assessment -- What to Assess -- Methods of Language Assessment -- Informal Procedures: Language Sampling -- Intensive Language Instruction

Text of Note

Note continued: Summary -- Factors Related to Language and Communication in Autism -- Literacy and Autism Spectrum Disorders -- Intervention for Language and Communication Impairments -- Applied Behavior Analysis Approaches -- Picture Exchange Communication System -- Pivotal-Response Model -- Auditory Training -- Facilitated Communication -- Making Instructional Decisions -- Teacher Perspective on Teaching a Child with Autism -- Case Study: CA -- Autism Intervention Case -- Summary -- ch. 10 Language and Students with Emotional and Behavioral Disorders -- Najeem: A Case Study -- Defining the Population -- Evidence for Language and Communication Difficulties -- Emotional and Behavioral Problems in Children with Speech and Language Disorders -- Language and Communication Difficulties in Children with Emotional and Behavioral Disorders -- Conclusion -- Literacy and Students with Emotional and Behavioral Disorders -- Literacy Instruction -- Assessment and Instruction

Text of Note

Note continued: Syntactic Skills and Reading -- Semantic Skills and Reading -- Narrative Skills -- Instructional Implications -- Summary -- ch. 7 Language, Students with Learning Disabilities, and Students with Attention Deficit Hyperactivity Disorder -- Keisha W.: A Case Study -- Defining Learning Disabilities and Attention Deficit Hyperactivity Disorder -- Language, Learning Disabilities, and Attention Deficit Hyperactivity Disorder -- Phonology -- Morphology -- Syntax -- Semantics -- Pragmatics -- Metalinguistic Skills -- Language and Attention Deficit Hyperactivity Disorder -- Teacher Perspective: Students with Reading Disabilities -- Impact of Language Impairments -- Instruction for Language-Learning Disabilities -- Enhancing Phonological Awareness -- Mnemonic Strategies -- Cognitive Learning Strategies -- Technological Applications -- James: A Case Study -- Summary -- ch. 8 Language and Students with Intellectual Disabilities -- Karen: A Case Study

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Children with disabilities-- Education-- United States.

Communicative disorders in children-- United States.

Language arts-- United States.

Language disorders in children-- United States.

Children with disabilities-- Education.

Communicative disorders in children.

Language arts.

Language disorders in children.

United States.

7

Number

Edition

Class number

Book number

Kuder, S. Jay

Date of Transaction

20200822085859.0

Cataloguing Rules (Descriptive Conventions))

rda

Electronic name

[Book]

Y