Early Language Intervention for Infants, Toddlers, and Preschoolers with Enhanced Pearson eText -- Access Card Package

by Owens, Robert E., Jr.

• ISBN13: 9780134509686
• ISBN10: 0134509684
• Edition: 1st
• Format: Package
• Copyright: 2017-01-19
• Publisher: Pearson

Summary

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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.

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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

Author Biography

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), 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), 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.

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