9780134537733

Early Language Intervention for Infants, Toddlers, and Preschoolers offers practical guidelines for promoting language development in young children at home and in school. It covers assessment and intervention of both verbal and nonverbal communication, including augmentative and alternative communication.

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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(4 editions) with Pearson, written a score of book chapters and professional articles, and authored two as-yet unpublished novels which are sure to win a posthumous Pulitzer prize.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.

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 Educationand 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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