عنوان

Teaching students with language and communication disabilities /

شابک

0134618882

شابک

9780134618883

شابک اشتباه

0134471881 (Access Card Package)

شابک اشتباه

0134471962 (eText instant access)

شابک اشتباه

0134575806

شابک اشتباه

9780134471884 (Access Card Package)

شابک اشتباه

9780134471969 (eText instant access)

شابک اشتباه

9780134575803

عنوان اصلي

Teaching students with language and communication disabilities /

نام عام مواد

[Book]

نام نخستين پديدآور

S. Jay Kuder, Rowan University.

وضعيت ويراست

Fifth Edition.

محل نشرو پخش و غیره

NY, NY :

نام ناشر، پخش کننده و غيره

Pearson,

تاریخ نشرو بخش و غیره

[2018]

نام خاص و کميت اثر

viii, 326 pages ;

ابعاد

28 cm

عنوان فروست

The Pearson Communication Sciences and Disorders series

متن يادداشت

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

متن يادداشت

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

متن يادداشت

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

متن يادداشت

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

متن يادداشت

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

متن يادداشت

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

متن يادداشت

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

متن يادداشت

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

متن يادداشت

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

متن يادداشت

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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موضوع مستند نشده

Children with disabilities-- Education-- United States.

موضوع مستند نشده

Communicative disorders in children-- United States.

موضوع مستند نشده

Language arts-- United States.

موضوع مستند نشده

Language disorders in children-- United States.

موضوع مستند نشده

Children with disabilities-- Education.

موضوع مستند نشده

Communicative disorders in children.

موضوع مستند نشده

Language arts.

موضوع مستند نشده

Language disorders in children.

موضوع مستند نشده

United States.

بدون عنوان

7

شماره

ويراست

شماره رده

نشانه اثر

مستند نام اشخاص تاييد نشده

Kuder, S. Jay

تاريخ عمليات

20200822085859.0

قواعد فهرست نويسي ( بخش توصيفي )

rda

نام الکترونيکي

نوع ماده

[Book]

تكميل شده

Y