Brookes Publishing Communication Faculty Brochure Winter 2025 by Brookes Publishing Co.

TEXT BOOKS

COMMUNICATION & LANGUAGE DEVELOPMENT

Dual Language Development & Disorders A Handbook on Bilingualism and Second

Language Learning, Third Edition

By Johanne Paradis, Ph.D. (University of Alberta), Fred Genesee, Ph.D. (McGill University), & Martha B. Crago, Ph.D. (McGill University)

Prepare SLPs and educators to support the growing population of dual language learners with the third edition of this bestselling textbook, developed by three influential experts on bilingual language development and aligned with Head Start guidelines on cultural and linguistic responsiveness.

I. FOUNDATIONS

1. Introduction

2. The Language–Culture Connection

3. The Language–Neurocognition Connection

II. UNDERSTANDING BILINGUAL AND SECOND LANGUAGE DEVELOPMENT

4. Language Development in Simultaneous Bilingual Children

5. Code-Mixing in Bilingual Development

6. Second Language Development in Children

7. Heritage Language Development in Children

8. Language Development in InternationallyAdopted Children

9. Schooling in a Second Language

III. DUAL LANGUAGE AND DISORDERS

10. Language and Communication Disorders in Bilingual Children

Appendix: The Normal Curve and Related Concepts

11. Reading Difficulties in Bilingual Children

Updated with the latest research and recommended practices, this book gives a broad audience of future professionals the clear and comprehensive information they need to promote positive outcomes for young dual language learners and make informed decisions about assessment and intervention when a disorder is present. Readers will get up-to-date guidance on a wide range of key topics, including recognizing the typical stages of second language learning, supporting development in both languages, distinguishing a language delay from a disorder, planning culturally appropriate interventions, addressing reading disorders in bilingual children, and more. New and enhanced student-friendly features make this edition even more engaging and practical, and a robust new package of online support materials will help faculty members use the book effectively in their courses.

With the foundational knowledge in this state-of-the-art textbook—also a valuable resource for in-practice SLPs and educators—professionals will be ready to help young dual language learners thrive, both at home and in the classroom.

WHAT’S NEW:

• New chapter on supporting heritage language development in children with immigration backgrounds

• Important updates throughout the book on best practices and recent research findings from the field

• Updated student-friendly features, including learning outcomes at the start of each chapter, tables and figures that illustrate key concepts and research, and Voices from the Field text boxes

• Two downloadable parent questionnaires to help SLPs gather critical information when working with culturally and linguistically diverse children

• New online companion materials: discussion questions and class activities for each chapter, plus a final integrative course project

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Bilingual Language Development & Disorders in Spanish–English Speakers

Third Edition

Edited by Brian Goldstein, Ph.D., CCC-SLP (University of St. Augustine for Health Sciences)

Dual language learners are the fastest-growing segment of the U.S. student population, and the majority speak Spanish as a first language. This graduate-level textbook—now in its third edition—gives future speech-language pathologists the comprehensive knowledge they need to work effectively with Spanish–English bilingual children and support their language development.

Aligned with current best practices and updated with the latest research and new chapters on critical topics, this book prepares SLPs for practice with cutting-edge information on language development and disorders of Spanish–English bilingual children. More than 25 leading researchers compile the high-level knowledge SLPs need to understand the complexity of language development in bilingual children, distinguish language differences from disorders accurately, and conduct effective assessment and intervention. An essential graduate text that will also be a trusted reference for practicing professionals, this third edition gives current and future SLPs a broad, deep, and nuanced understanding of communication development and disorders in Spanish–English bilingual children.

NEW CHAPTERS ON: the human right to communicate in more than one language • development of speech perception and production in bilingual preverbal infants • culturally and linguistically responsive approaches to language intervention

UPDATED INFORMATION ON: bilingual language development of English learners • bilingualism and the child socialization process ▪ bilingual lexical development, assessment, and intervention • semantic development • grammatical impairments • morphosyntactic development • cross-linguistic influence and code-switching • oral narrative language skills and disorders • first language loss and attrition • literacy learning • the intersection of language and academics • speech sound development and disorders • fluency • professional development practices

US$54.95 | Stock #: 53992

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SELECTED CONTENTS

1. The Human Right to Communicate in More Than One Language

2. Bilingual Language Development of English Learners

3. Bilingual Language Acquisition and the Child Socialization Process

4. Development of Speech Perception and Production in Bilingual Preverbal Infants

5. Cross-Linguistic Influence and Code-Switching

6. Bilingual Lexical Development, Assessment, and Intervention

7. Semantic Development in Spanish–English Bilinguals

8. Morphosyntactic Development

9. Spanish Child Heritage Speakers

10. Grammatical Impairments in Spanish–English Bilingual Children

11. The Development of Oral Narrative Language Skills and Disorders in Spanish-English Bilingual Children

12. Literacy

13. Language and the Educational Setting

14. Speech Sound Development and Disorders

15. Fluency

16. Culturally and Linguistically Responsive Approaches to Language Intervention

17. Professional Development Practices and Content for Professionals Working with Preschool Dual Language Learners

Literacy Foundations for English Learners A Comprehensive Guide

to Evidence-Based Instruction

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SECTION I: INTRODUCTION TO ENGLISH LEARNERS, LANGUAGE, AND LITERACY

1. Teaching Literacy Skills to English Learners

2. Language and Literacy Development

3. Components of Literacy Instruction for English Learners

SECTION II: THE COMPONENTS OF LITERACY AND ENGLISH LEARNERS

4. Phonological Awareness Development Among English Learners

5. Phonics Development among English Learners

6. Reading Fluency among English Learners

7. Vocabulary Instruction among English Learners

8. Reading Comprehension among English Learners

9. Spelling Development among English Learners

10. Written Language among English Learners

Appendix: Using Technology to Adapt and Enhance Instruction for English Learners

Edited by Elsa Cárdenas-Hagan, Ed.D., CCC-SLP, CDT, CALT, QI (University of Houston)

More than 5 million English learners attend U.S. public schools—and yet fewer than 3% of teachers are certified to work with them.* Fill that gap in teacher education with this comprehensive textbook, an evidence-based guide to providing English learners in Pre-K–Grade 6 with explicit, systematic instruction on language and literacy fundamentals.

Aligned with IDA’s Knowledge and Practice Standards, this book prepares current and future educators to teach English learners the key components on language and literacy, as described in the Report of the National Literacy Panel for Language Minority Children and Youth. For each component, teachers will get a dedicated chapter with research-based insights on how to teach English learners, guidance on making connections across languages when teaching that component, and ready-to-use principles and strategies for instruction. Learning objectives, study questions, and extended application activities help educators grow their knowledge and apply it in their classrooms.

PREPARE TEACHERS TO:

• Enter their classroom with a full understanding of the language and literacy development of English learners

• Teach English learners key components of language and literacy: phonological awareness, phonics, vocabulary, fluency, comprehension, spelling, and writing skills

• Apply insights from current, reliable research on how best to teach English learners

• Use specific, evidence-based principles, strategies, activities, and sample teacher–student dialogues to guide and strengthen instruction

• Leverage technology to adapt and enhance instruction for English learners

ONLINE COMPANION MATERIALS INCLUDED: Faculty will get helpful PowerPoint slides for each chapter, plus a sample syllabus that shows how to use this book in your course.

US$44.95 | Stock #: 79659

Rahman, T., Fox, M.A., Ikoma, S., and Gray, L. (2017). Certification Status and Experience of U.S. Public School Teachers: Variations Across Student Subgroups (NCES 2017-056). U.S. Department of Education, National Center for Education Statistics.

Foundations for Teaching English Language Learners

Research, Theory, Policy, and Practice, Third Edition

By Wayne E. Wright, Ph.D. (Purdue University)

COMING SOON

Prepare educators to effectively teach multilingual students classified as English language learners (ELLs) with this comprehensive new edition of a cornerstone text. Written by one of today’s leading authors and researchers on ELL and bilingual education, this is the authoritative textbook for getting K–12 teachers and administrators ready to meet state competency requirements and help multilingual students thrive.

WHAT’S NEW::

• The latest statistical data, policy changes, demographics, and research on the education of multilingual learners

• Expanded coverage of critical topics: translanguaging, assessment growth models, dual language bilingual education, newcomer programs, and technology in the classroom

• Updates to align with the most recent WIDA English Language Development Standards Framework, the Seal of Biliteracy, and the latest federal and state language and education policies for ELLclassified students

• Timely new sections on the impacts of COVID-19, gifted and talented education for ELL-classified students, foundational skills for reading, writing tools, and artificial intelligence (AI) for teaching, learning, and assessment

• More explicit links between recommended literacy strategies and foundational literacy skills

STUDENT-FRIENDLY FEATURES: Guiding questions, key terms, vignettes, sample student work, activities, discussion questions, recommended readings, a glossary, and access to the Companion Website.

COMPANION WEBSITE: The extensive companion website enhances higher-ed learning and gives professors and students innovative ways to interact and collaborate. Students will benefit from a discussion board, research activities, forms and templates, links to additional resources, and review questions. Professors will get access to a Resource Room with helpful tools for organizing and teaching their classes and commenting on student discussions and activities.

1. Who are English Language Learners?

2. Language

3. Language Learning and Teaching

4. Language and Education Policy

5. Instructional Models and Programs

6. Assessment

7. Listening and Speaking

8. Reading

9. Writing

10. Content-Area Instruction

11. Translanguaging, Effective Instruction, and Advocacy

The Translanguaging Classroom Leveraging Student Bilingualism for Learning, Second Edition

COMING SOON

By Kate Seltzer, Ph.D. (Rowan University), Susana Ibarra Johnson, Ph.D. (New Mexico State University), & Ofelia García, Ph.D. (City University of New York)

1. Translanguaging Classrooms: Contexts and Instructional Purposes

2. Translanguaging Classrooms: Transformative Social Purposes

3. Language Practices and the Translanguaging Classroom Framework

4. Observing, Documenting, and Understanding Students’ Translanguaging Performances

5. Translanguaging Stance

6. The Classroom Space and Instructional Framework

7. Pedagogical Practices that Make Space for and Leverage Translanguaging

8. Translanguaging Design in Assessment

9. Translanguaging Pedagogy in Action

10. Standards in the Translanguaging Classroom

11. Developing Literacies in the Translanguaging Classroom

12. Biliteracy in the Translanguaging Classroom

13. Socioemotional Well-Being and Social Justice ORDER EXAM COPY

The concept of translanguaging—using a child’s full linguistic repertoire, or all of their linguistic resources, to make meaning—is key to bilingual students’ success in school and beyond. Created by some of the most prominent leaders in the field of educating bilingual students, this new edition provides the foundational knowledge teachers of Grades 4–12 need to understand translanguaging and use it strategically and meaningfully to support bilingual learners.

PREPARE TEACHERS TO:

• Help bilingual students become better readers and writers by accessing different features of their languages

• Plan and implement effective translanguaging designs for instruction

• Integrate mandated standards into translanguaging instructional designs

• Support bilingual students as they engage with and comprehend complex content and texts

• Use translanguaging design for assessment to holistically evaluate students’ content and language learning

• Leverage translanguaging to support social justice and socialemotional well-being

WHAT’S NEW: This updated edition includes the latest research on translanguaging, engages with the exciting expansion of biliteracy in U.S. schools, discusses translanguaging in relation to literacy and comprehension, and deepens the connection between translanguaging and social justice.

PRACTICAL FEATURES: Get learning objectives for each chapter, reflection questions and activities, Taking Action prompts for analyzing classroom practices, examples of authentic student work, and a package of downloadable templates and tools to support instruction and assessment.

Libros solidarios

Teaching Language and Building Community with Latine Children’s Literature in Spanish, K–6

By Luz Yadira Herrera, Ph.D. (California State University, Dominguez Hills), & Carla España, Ph.D. (Brooklyn College, City University of New York)

Latine Spanish-language children’s literature is powerful for supporting bilingual learners’ language and literacy development and nurturing cross-linguistic connections. Written in Spanish with brief English introductions to each chapter, Libros solidarios prepares K–6 teachers to grow biliteracy through authentic Spanish-language picture books, early readers, and middle-grade literature on key topics like identity, family, community, and immigration.

The heart of this book is 18 K-6 classroom-ready unit plans. Built around Spanish-language text pairings, the units encourage deep engagement with the texts’ themes and advance a metalinguistic study of varieties of the Spanish language. For each unit, preservice teachers will get:

• Unit Overview: Essential questions, Spanish-language objectives, translanguaging objectives, and key concepts

• Unit Projects: Recommendations for multiple means of expression to evaluate students’ learning (aligned with UDL)

• Sample Activities: Language study charts, sample teacher moves, personal reflections, and book club discussion guides for language practice and content analysis

• Language Study: Guidance for intentional analysis of Spanish language practices and characteristics in texts

• Translation Discussion Guide: Prompts to examine differences between the languages and create opportunities for crosslinguistic discussions and connections

• Reading Group Guides: Additional paired texts for guiding further reading and teaching on the topic

1. 1. Introducción

2. Familia y comunidad

3. Identidad

4. Cambios

5. (In)migración

6. Personas que nos inspiran

7. Cómo fomentar la imaginación

8. Conclusiones

Apéndice A. Lista de temas en las secciones de Análisis del lenguaje Glosario

Differentiating Instruction and Assessment for ELLs

A Guide for K–12 Teachers, Second Edition

By Shelley Fairbairn, Ph.D., & Stephaney Jones-Vo, M.A.

Aligned with national and state English language proficiency standards and assessments, this user-friendly guide shows elementary and secondary educators how to differentiate core content-area instruction and assessment for the ELLs in their classes. Teachers will get concrete strategies they can use in any content-area classroom to engage every ELL, from beginning to advanced levels of English language development. The authors also highlight how teachers can address critical differences between ELLs with a strong foundation in the home language as well as students with limited or interrupted formal education.

SPECIAL FEATURES include true-to-life scenarios that ground every chapter, easy-to-use templates that model how to differentiate instructional units and lessons, and end-of-chapter professional development activities.

Teaching for Biliteracy

Strengthening

Bridges Between Languages

Karen Beeman, M.Ed., & Cheryl Urow, M.Ed.

In this practical professional development guide, teachers, administrators, and leadership teams will learn about the powerful notion of the Bridge: the instructional moment when educators purposefully bring two languages together. Compatible with literacy programs used in K–12 schools today, the biliteracy unit framework in this book helps strategically guide bilingual learners to:

• Transfer the academic content they have learned in one language to the other

• Engage in contrastive analysis

• Develop academic English and Spanish across the content areas

• Read and write grade-level texts across the curriculum

• Develop metalinguistic awareness

REQUEST AN EXAM COPY

You can request exam/desk copies of up to two books that are relevant to your course needs. If you see a book in this catalog that you’re interested in previewing, please look it up on www.brookespublishing.com, click the Request Exam Copy button found on the book’s page, and complete the request form. (All requested information must be supplied before we can process your order.)

Biliteracy from the Start

Literacy Squared in Action

Kathy Escamilla, Ph.D., Susan Hopewell, Ph.D., Sandra Butvilofsky, Ph.D., Wendy Sparrow, Ph.D., Lucinda Solte ro-González, Ph.D., & Manuel Escamilla, Ph.D.

Discover how to plan, implement, monitor, and strengthen biliteracy instruction that builds on students’ linguistic resources in two languages, beginning in kindergarten. Teachers, administrators, and leadership teams will learn to develop holistic biliteracy instruction units, lesson plans, and assessments that place Spanish and English side by side.

SPECIAL FEATURES include key terms and/or guiding questions for every chapter; sample instruction units, lesson plans, student writing in Spanish and English, and paired writing rubrics; empirical evidence of students’ reading and writing development in Spanish and English; and questions for reflection and action at the end of each chapter.

La enseñanza en el aula bilingüe

Content, Language, and Biliteracy

By Sandra Mercuri, Ph.D., Sandra Musanti, Ph.D., & Alma Rodriguez, Ph.D.

Designed for teachers who dedicate their work to bilingualism, biliteracy, and equity for bilingual learners, this groundbreaking book is written in Spanish (not translated from English). Each chapter uses the Preview (English)—View (Spanish)—Review structure, using English for a brief preview and review and Spanish for the bulk of the content, to support bilingual teachers with a wide range of expertise in oral and written Spanish and English.

Preservice and inservice teachers will learn how to develop, implement, and monitor interdisciplinary biliteracy units of instruction that they can use in any type of bilingual program. As they use this book, they’ll also get opportunities to leverage their own bilingual resources and cultural funds of knowledge to strengthen their academic Spanish and biliteracy.

Teaching Cognates/ Cognados Through

Picture Books Resources for Fostering Spanish–English Vocabulary Connections

By José A. Montelongo, Ph.D., Anita Hernández, Ph.D., & Roberta J. Herter, Ph.D.

Systematic cognate instruction can help young bilingual learners master the vocabulary words and literacy skills they need for academic success. This is the first comprehensive guide on seamlessly working cognate instruction into existing lesson plans. Elementary school educators (K-6) will discover how to conduct engaging picture book read-alouds to incorporate cognates into vocabulary lessons, design customized cognate lesson plans, create content-area thematic units that include cognate words, and more. To help teachers quickly integrate cognate instruction into their curriculum, they’ll also get access to the Cognate Companion website, a database where they can find picture books and all their cognates and get 250+ ready-to-use cognate lesson plans for select picture books.

Engaging Diverse Learners in the Mathematics Classroom

By Holly Hansen-Thomas, Ph.D., & Juliet Langman, Ph.D.

Language is a key tool for teaching math—and using that tool effectively is especially important for multilingual learners and other diverse students who may need more support to access academic math language. In this practical book, middle and high school educators will learn how to effectively harness language to ensure math success for all students. Teachers will discover the concepts behind a language awareness approach, see the approach in action in different classroom contexts, get guidance on math lesson planning and implementation, and learn ways to reflect on their own practice to make a difference for diverse learners.

SPECIAL FEATURES include objectives, transcripts of math classroom discourse, Try It Yourself boxes, and activities. Online materials include a lesson plan template, sample lesson plan, transcription guide, and more.

Transforming Sanchez School

Shared Leadership, Equity, and Evidence

By Raymond R. Isola & Jim Cummins

This book is the result of a 20-year collaboration between a school principal (Raymond R. Isola) and an educational researcher (Jim Cummins). Together, they document how the Sanchez Elementary School successfully implemented evidencebased instruction to transform the learning experiences of students from a low-income and linguistically diverse community in the Mission District of San Francisco.

The Sanchez School story shows the dramatic positive impact of using shared leadership and the resultsoriented cycle of inquiry to implement school-based policies designed to activate students’ talents and intellectual power within the classroom. Readers will be inspired to see the possibilities for linguistically and culturally diverse students from low-income communities, and they’ll reflect on their own school’s improvement strategies.

Special Education Considerations for Multilingual Learners

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1. A Framework for Considering the Special Needs of Multilingual Learners

2. A Collaborative Model of Information Gathering and Service Provision

3. The Learning Environment Created for Multilingual Learners

4. Personal and Family Factors

5. Physical and Psychological Factors

6. Previous Schooling Factors

7. Oral Language and Literacy Development

8. Academic Performance

9. Cross-Cultural Factors

10. Describing Before Identifying: When Specific Challenges Persist for Some Multilingual Learners

11. Delivering a Continuum of Services

12. Putting It All Together

Delivering a Continuum of Services, Third Edition

By Else Hamayan

(psychologist & language education consultant), Barbara Marler (bilingual/ESL educator), Cristina Sánchez-López (education specialist, Illinois Resource Center), & Jack Damico (University of Louisiana)

Multilingual learners in Grades K–12 are often overidentified or underidentified for special education. The third edition of this groundbreaking text offers a better way to meet the needs of multilingual learners: by creating a culturally and linguistically responsive multi-tiered system of support (MTSS) and implementing a continuum of services that meets the needs of the whole child.

Shifting away from traditional ways that schools address the needs of students who experience challenges, the new edition of this text takes a strengths-based approach to supporting multilingual students and focuses on the complex issues that affect a multilingual learner’s development. Chapters have been fully updated to reflect the latest best practices and reorganized to better align with MTSS. Educators and other school-based professionals will be fully prepared to:

• Form collaborative MTSS teams that blend the diverse expertise of staff members

• Evaluate and enhance the learning environment for multilingual learners

• Gather extensive data about six critical factors in students’ home and school life, from previous schooling experiences to cross-cultural factors

• Authentically assess the strengths of multilingual learners

• Create a continuum of services that addresses the individual needs of each student, including those experiencing challenges at school

• Plan effective instruction and intervention using a multilingual lens

• Monitor the effectiveness of support strategies and programming for multilingual learners

PRACTICAL FEATURES: MTSS team activities to support professional learning • Templates, a rating scale, and other reproducible tools • Real-world examples from the field • Discussion questions to help teams apply the concepts to their own student population

US$44.95 | Stock #: 56283 | 2023 | 306 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-628-3

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Biliteracy and CrossCultural Teaching

A Framework for Standards-Based Transfer Instruction in Dual Language Programs

By Jill Kerper Mora, Ed.D. (San Diego State University), & Silvia DortaDuque de Reyes, M.A.Ed. (national biliteracy consultant)

Unlock the full potential of bilingual education with this supplementary text for graduate and certificate courses in TESOL, dual language, and bilingual programs. This comprehensive book on biliteracy instruction and cross-cultural teaching provides a model for creating inclusive, dynamic, and effective multilingual and multicultural learning environments.

Authored by leading experts in bilingual education, this text offers a robust decision-making framework and strategies to foster effective transfer of knowledge and skills between languages. It prepares teachers to design and implement standards-based instruction that integrates four critical domains:

• Language: Explore commonalities and differences between Spanish and English and how these promote oral language proficiency. Learn how to help students develop metalinguistic awareness to enhance their understanding of the structures and functions of both languages of instruction.

• Literacy: Support students’ comprehension of texts in both languages by focusing on literacy foundations. Effective strategies for leveraging points of transfer to achieve biliteracy are highlighted to ensure that students can confidently navigate the literacy demands of each language.

• Content: Create standards-based lessons using the Language–Concept Connection, which supports students’ mastery of both conceptual knowledge and content-specific vocabulary to enrich their understanding and performance across academic subjects.

• Culture: Discover how to identify and teach dimensions of culture and use multicultural literature to design lessons that deepen students’ knowledge of their own culture and broaden their appreciation of others’.

1. Teaching for Transfer in Dual Language Programs

Bridging Research and Effective Practice in Teaching for Transfer 3. Teaching for Language Transfer

Teaching for Transfer of Literacy 5. Teaching for Transfer of Content

6. Teaching for Transfer of Culture

7. Assessment of Transfer of Learning

Building Preverbal Communication & Engagement

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SECTION I: UNDERSTANDING EARLY COMMUNICATION DEVELOPMENT AND TRIADIC GAZE INTERVENTION

1. The Child–Adult Dance and the Gift of Engagement and Communication

2. When the Dance Is Interrupted: Young Children With Disabilities and Intervention

3. How Triadic Gaze Intervention Evolved in the Context of Early Intervention

SECTION II: IMPLEMENTING TRIADIC GAZE INTERVENTION

4. Introduction to the Triadic Gaze Intervention

5. Integrating Triadic Gaze Intervention Into Practice

6. The Essential Elements of PoWRRS-Connect: Delivery Guidelines

7. Putting PoWRRS-Connect Into Action With Families

8. Tips for Tailoring Triadic Gaze Intervention and PoWRRS-Connect With Families

9. Monitoring Progress

SECTION III: FOLLOWING THE TRIADIC GAZE INTERVENTION JOURNEY WITH CHILDREN AND FAMILIES

10. Triadic Gaze Intervention and Beyond

Triadic Gaze Intervention for Young Children With Disabilities and Their Families

By Lesley B. Olswang, Ph.D., CCC-SLP (University of Washington), Julie Feuerstein, Ph.D., CCC-SLP (University of Central Florida), & Gay Lloyd Pinder, Ph.D., CCC-SLP, C/NDT (Children’s Therapy Center)

Many children with disabilities and their families struggle to connect early in life and need support developing early communication skills—and now there’s a comprehensive text to prepare birth-to-three practitioners to deliver that critical support to young children with disabilities and their families.

This accessible textbook will help professionals harness the power of Triadic Gaze Intervention (TGI), an evidence-based strategy that supports the development of early communication behaviors—gaze, gestures, and vocalizations—in young children with disabilities. Through a straightforward protocol, practitioners will learn powerful techniques for helping caregivers engage young children during everyday routines and build their preverbal communication skills.

READERS WILL:

• Learn about the six elements of the authors’ PoWRRS-Connect protocol for implementing TGI: providing opportunity, waiting, recognizing, responding, shaping, and connecting

• Use the protocol to help children make progress toward IFSP goals related to communication and engagement

• Tailor the protocol for individual children with a range of disabilities and needs, including motor, sensory, or social impairments

• Embed opportunities for communication and engagement into each family’s authentic routines and activities

• Facilitate stronger collaborative partnerships with caregivers

• Discover how to monitor small measures of progress in engagement and communication through the lens of TGI

• Learn from four parents of children with complex communication needs, who share their success stories with TGI and describe their children’s current communication methods and abilities

PRACTICAL MATERIALS: Easily implement the PoWRRS-Connect protocol in families’ daily routines with the downloads available online, including handouts for caregivers, a communication checklist for assessment, and 19 brief demonstration videos.

US$49.95 | Stock #: 54661

Interventions for Individuals with Autism Spectrum Disorder and Complex Communication Needs

Edited by Jennifer B. Ganz, Ph.D., BCBA-D (Texas A&M University), & Richard L. Simpson, Ed.D. (formerly of University of Kansas)

“This book is a ‘must-have’… There is no better resource on intervention to support the communication and participation of individuals with ASD who have minimal or no speech.”

—Janice Light, Penn State University

People who have both autism spectrum disorder and complex communication needs require specialized, multidisciplinary interventions and supports to boost their independence and quality of life. Find up-to-date, evidence-supported information and strategies in this textbook, a volume in the respected Augmentative and Alternative Communication series.

This essential resource brings together more than 30 internationally recognized researchers from three important disciplines: augmentative and alternative communication (AAC), special education, and applied behavior analysis (ABA). Preservice practitioners will discover how to combine key interventions from these disciplines to make positive differences in the lives of the people they work with.

With this meticulously researched guide to today’s best strategies and supports, your students will have the information they need to improve outcomes for people with autism and complex communication needs.

RESEARCH-BASED GUIDANCE ON:

• Using evidence-based teaching methods with learners of all ages

• Conducting effective assessment and linking results with intervention planning

• Selecting high-tech and low-tech AAC options that meet individual needs

• Bringing about lasting changes to behavior with functional communication training

• Evaluating specific interventions that target social communication

• Implementing parent- and peer-mediated interventions

• Using customized visual and environmental supports in a variety of settings

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1. Characteristics of Individuals with Autism Spectrum Disorder Who Have Complex Communication Needs

2. Autism-Focused Assessment and Program Planning

3. Overview of Evidence-Based Practices for Individuals with Autism Spectrum Disorder and Complex Communication Needs

4. Overview of AAC for Individuals with Autism Spectrum Disorder and Complex Communication Needs

5. Considerations in Implementing Aided Low-Tech AAC Systems for Individuals With Autism Spectrum Disorder and Complex Communication Needs

6. High-Tech Aided AAC for Individuals With Autism Spectrum Disorder and Complex Communication Needs

7. Functional Communication Training for Durable Behavior Change

8. Effective Strategies for Working with Young Children with Autism Spectrum Disorder and Complex Communication Needs

9. Evidence-Based Methods for Teaching School-Age Children and Youth with Autism Spectrum Disorder and Complex Communication Needs

10. Evidence-Based Practices for Adolescents and Adults With Autism Spectrum Disorder and Complex Communication Needs

11. Naturalistic Developmental Behavioral Interventions for Young Children With Autism Spectrum Disorder and Complex Communication Needs

12. Parent- and Peer-Mediated Interventions for Children With Autism Spectrum Disorder and Complex Communication Needs

13. Visual and Environmental Supports for Learners With Autism Spectrum Disorder and Complex Communication Needs

14. Conclusions and Directions for Future Research

Supporting Social Learning in Autism An Autobiographical Memory Program to

Promote Communication & Connection

By Tiffany Hutchins, Ph.D. (University of Vermont), Ashley R. Brien, Ph.D., CCC-SLP (California State University San Marcos), & Patricia A. Prelock, Ph.D., CCC-SLP, BCS-CL (University of Vermont)

Autobiographical memory (ABM)—the type of long-term memory that holds information about ourselves and our past experiences—is key to social learning and social communication. This groundbreaking guide shows professionals how to support ABM in children and adolescents on the autism spectrum, leading to lasting enhancements to critical social skills.

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SECTION I: FOUNDATIONS OF SOCIAL LEARNING AND AUTOBIOGRAPHICAL MEMORY IN AUTISM

1. 1. Supporting Social Learning in Autism

2. Understanding Autobiographical Memory

3. The Organization & Development of ABM

4. ABM and Autism

SECTION II: ASSESSMENT OF AUTOBIOGRAPHICAL MEMORY

5. Assessment for Clinical Decision Making

6. Assessment of ABM in Autism

7. Application in a Case Example with Cooper

SECTION III: TREATMENT OF AUTOBIOGRAPHICAL MEMORY

8. Supporting Episodic Memory in Autism

9. Recall, Re-Experience, and Share the Past: Elaborative Reminiscing

10. Supporting ABM: Episodic Memory Stories

11. Supporting Memory, Social Learning, and Problem-Solving: Episodic Memory Draw-Talks

12. Facilitating Encoding of Episodic Memories: Making Memories Activities

13. Developing a Stronger Sense of Self: Life Stories

14. Treatment Of ABM In Autism: Application in a Case Example with Cooper

15. ABM: Goals, Maximizing Potential, Minimizing Barriers, and the Importance of Authenticity

A natural, strengths-based approach to autism intervention, this unique program is about promoting authentic connections by facilitating memory—not encouraging a specific set of behaviors or changing autistic habits of cognition. Ideal for speech-language pathologists and other practitioners, this book offers detailed guidance on how to assess ABM needs and implement activities that help autistic individuals encode and retrieve memories that aid in social learning. Professionals will get step-by-step instructions on using adaptable, person-centered techniques such as elaborative reminiscing, memory making activities, episodic memory draw-talks, and life stories.

WHY THIS PROGRAM?

• Helps neurotypical and autistic children and adolescents develop memory retrieval and discourse strategies critical for academic and social success

• Evidence aligned—translates pioneering research into ready-touse intervention strategies and activities

• Client centered—honors the child’s interests and follows their lead without prescribing scripts or rules

• Adaptable for a wide range of intervention settings—home, school, and community

• Developed by highly respected experts on autism and communication

• Customizable to meet the needs of the individual

PRACTICAL MATERIALS: Professionals will get downloadable assessment and intervention forms, clear scope and sequences they can easily replicate, and handouts and worksheets to share with families so they can use the techniques at home.

Treatment of Autism Spectrum Disorder

Evidence-Based Intervention Strategies for Communication & Social Interactions, Second Edition

Edited by Patricia A. Prelock, Ph.D., CCC-SLP, BCS-CL (University of Vermont), & Rebecca J. McCauley, Ph.D., CCC-SLP (The Ohio State University)

Case Studies for the Treatment of Autism Spectrum Disorder

Edited by Patricia A. Prelock, Ph.D., CCC-SLP, BCS-CL, & Rebecca J. McCauley, Ph.D., CCC-SLP

To work effectively with individuals who have autism spectrum disorder (ASD), SLPs and other practitioners need in-depth knowledge on choosing and implementing interventions for communication and social challenges. The second edition of this bestselling textbook— and the new companion casebook—gives future professionals the foundation they need to evaluate today’s widely used interventions and determine which ones will promote the best outcomes for the people they serve.

TEXTBOOK: Enhanced with video clips that illustrate the interventions in action, this textbook prepares professionals to evaluate and compare 14 evidence-based interventions for children with autism spectrum disorder. New features include updates to reflect the DSM-5, in-depth profiles and videos of three interventions not covered in the last edition, more on inclusive practices and children from culturally and linguistically diverse backgrounds, a new chapter on assessment for treatment planning and progress monitoring, a sample syllabus for faculty, and more.

CASEBOOK: Developed as a companion to the text, this resource offers 14 realistic case studies that walk your students through common clinical challenges and help them hone their planning and problem-solving skills. Aligned with the 14 intervention chapters in the text, the case studies include a complete profile of the child’s strengths and needs, an overview of the assessment practices and intervention plan, a report on the child’s outcomes, and more.

ORDER SEPARATELY OR AS A BUNDLE

GET THE BUNDLE: Buy the textbook and casebook together! US$99.95 | Stock #: 53978

ISBN 978-1-68125-396-1

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TEXTBOOK CONTENTS

1. Introduction to Treatment of Autism Spectrum Disorder (ASD)

2. Assessment for Treatment Planning and Progress Monitoring

3. Language and Communication in ASD

4. Augmentative and Alternative Communication Strategies

5. The Early Start Denver Model (ESDM)

6. Discrete Trial Instruction

7. The Developmental, Individual-Difference, Relationship-Based (DIR) Model and Its Application to Children With ASD

8. Functional Communication Training

9. The JASPER Model for Children With Autism

10. Enhanced Milieu Teaching

11. Early Social Interaction

12. Peer-Mediated Support Interventions for Students With ASD

13. Pivotal Response Treatment

14. The SCERTS® Model

15. Social Skills Interventions

16. Social Stories

17. Video Modeling for Persons With ASD

18. Future Directions

ABA for SLPs Interprofessional Collaboration for Autism Support Teams

I. INTRODUCTION AND OVERVIEW OF APPLIED BEHAVIOR ANALYSIS

1. Interprofessional Collaboration

2. What Is Applied Behavior Analysis?

3. Components of Behavioral Teaching

4. Data Collection

II. APPLICATIONS OF ABA WITHIN PROGRAMS FOR INDIVIDUALS WITH ASD

5. The Lovaas Model of ABA

6. Pivotal Response Treatment

7. Incidental Teaching

8. Verbal Behavior

9. A Guide to the Early Start Denver Model

10. Precision Teaching and Fluency

11. A Guide to the Picture Exchange Communication System

III. INTEGRATING ABA AND SLP FOR SUCCESSFUL INTERVENTION

12. Integrating Behavior Analytic Concepts with Communication Interventions: ABA Terms Demystified

13. Assessment in SLP and ABA

14. Behavioral Objectives that Guide Effective Intervention

15. Assessing and Treating Challenging Behavior Within and Beyond Speech Therapy

16. Strategies to Enhance SLP–ABA Collaboration: Working Toward Interprofessional Practice

Edited by Joanne E. Gerenser, Ph.D. (The Eden II Programs), & Mareile A. Koenig, Ph.D., CCC-SLP, BCBA (West Chester University)

To help ensure the best outcomes for learners with autism spectrum disorder, speech-language pathologists (SLPs) and behavior analysts (BAs) need to work together to support positive behavior and effective communication. This book provides tomorrow’s SLPs with a clearer understanding of applied behavior analysis (ABA)—and bridges the gap between the two fields with a comprehensive plan for collaboration.

An important new addition to courses in speech-language pathology, this textbook clears up the myths and misconceptions surrounding ABA and builds a clear path to interprofessional practice between SLPs and BAs. Through chapters coauthored by practitioners from both disciplines, future SLPs will learn how to move past ABA stereotypes and controversies, incorporate the best ABA-based practices into their work, and break down the barriers to productive collaboration with BAs. An essential part of every preservice SLP’s education, this timely text shows how experts from two vital fields can learn from each other and work as a seamless team to support better lives for people with autism.

YOUR STUDENTS WILL:

• Discover why SLPs should collaborate with behavior analysts and get practical strategies for connecting with BAs and learning from their expertise

• Master the fundamentals of ABA, including its key terminology, its core behavioral teaching components, and its data collection methods

• Learn how to apply the interprofessional education and interprofessional practice model (IPE/IPP)—a framework widely used in health care and education—to collaboration with BAs

• Get step-by-step guidance on using proven ABA-based interventions, including the analysis of verbal behavior, Pivotal Response Treatment, Incidental Teaching, and the Picture Exchange Communication System

• Learn how to integrate ABA with speech-language pathology in critical areas, including assessment, goal-setting, and behavior intervention

STUDENT-FRIENDLY FEATURES:

Learning objectives, reflection questions, vignettes, and a helpful glossary make it easy for SLPs to absorb and apply new terminology and strategies.

Ethical Decision Making in Applied Behavior Analysis

By Ilene S. Schwartz, Ph.D., BCBA-D (University of Washington), & Elizabeth M. Kelly, Ph.D., BCBA (University of Washington)

Prepare students in applied behavior analysis (ABA) programs to navigate the complex ethical issues they’ll face in their professional practice. Aligned with the Behavior Analysis Certification Board’s most recent ethics code, this is the most student-friendly, accessible, and up-to-date ABA ethics text available.

Comprehensive and expertly organized, this core text addresses the successes and controversies of ABA head-on, highlights current best practices, and prepares professionals to apply the BACB Ethics Code across clinical, school, community, and home-based settings. Your students will receive foundational knowledge on the diverse factors and considerations influencing ethical behavior in ABA, plus opportunities to interact with real case studies to help them practice decisionmaking that centers their clients’ well-being.

STUDENT-FRIENDLY FEATURES INCLUDE:

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• Learning objectives: Start each chapter with a clear outline of goals.

• Pause and Reflect prompts: Use these reflection exercises individually, in small groups, in class, or in online discussion forums.

• Talk the Talk scenarios: Practice how to approach difficult conversations from an ethical standpoint.

• Ethical Workouts: Use sample scenarios to practice step-by-step application of an ethical decision-making process.

• Downloadable worksheet: Get a six-step Ethical Decision-Making Worksheet, perfect for practice scenarios or use in the field.

1. Introduction to Ethics in Applied Behavior Analysis

2. Applying Ethics in Your Everyday Practice

3. Introduction to the Ethics Code for Behavior Analysts

4. The Ethical Decision-Making Process

5. Responsibility as a Professional

6. Responsibility in Practice

7. Responsibility to Clients and Stakeholders

8. Responsibility to Supervisees and Trainees

9. Responsibility in Public Statements

10. Responsibility in Research

11. Putting It All Together

Appendix A. Historical Missteps

Appendix B. Ethical Decision-Making Worksheet

Appendix C. Implicit Association Test for Disability and Race: Outcomes and Reflections

Treatment of Language Disorders in Children

Second Edition

Edited

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1. Introduction to Treatment of Language Disorders in Children, Second Edition

I. INTERVENTIONS TARGETING EMERGING COMMUNICATION AND LANGUAGE

2. Hanen Programs for Parents: Parent-Implemented Early Language Intervention

3. Responsivity Education/Prelinguistic Milieu Teaching

4. Enhanced Milieu Teaching

5. Focused Stimulation Approach to Language Intervention

6. The System for Augmenting Language: AAC and Emerging Language Intervention

7. Print-Referencing Interventions: A Framework for Improving Children’s Print Knowledge

8. Phonological Awareness Intervention: Building Foundations for Successful Early Literacy Development for Preschool Children with SpeechLanguage Impairment

II. INTERVENTIONS TARGETING MORE ADVANCED LANGUAGE AND LITERACY

9. Language Intervention for School-Age Bilingual Children: Principles and Application

10. Comprehensive Reading Intervention in Augmentative Communication

11. Effective Interventions for Word Decoding and Reading Comprehension

12. Complex Sentence Intervention

13. Supporting Knowledge in Language and Literacy: A Narrative-Based Language Intervention

14. Social Communication Intervention for Children with Language Impairment

15. Parameters of Service Delivery and the Strathclyde Language Intervention Program

by Rebecca J. McCauley, Ph.D. (The Ohio State University), Marc E. Fey, Ph.D., CCC-SLP, (professor emeritus, University of Kansas Medical Center), & Ronald B. Gillam, Ph.D. (Utah State University)

“Comprehensive

and superbly readable.”

—Chris Dollaghan, Ph.D., CCC-SLP, School of Behavioral and Brain Sciences, University of Texas at Dallas

Thoroughly updated to meet the needs of today’s students in SLP courses, the second edition of this classic textbook prepares future professionals to evaluate, compare, select, and apply effective interventions for language disorders in children. Using realistic case studies and many new video clips that show each strategy in action, the expert contributors introduce your students to 14 current, researchbased intervention models and examine practical ways to apply them in the field. The new edition covers interventions for both emerging communication and language and more advanced language and literacy, in a consistent chapter format that makes it easy for students to compare treatment approaches. A textbook SLPs will keep and reference often throughout their careers, this balanced, in-depth look at interventions will prepare professionals to choose and implement the best interventions for children with language disorders.

YOUR STUDENTS WILL LEARN ABOUT:

• the theoretical and empirical basis of each intervention

• target populations for the intervention

• assessment and decision making

• practical requirements for implementation

• considerations for children from culturally and linguistically diverse backgrounds

• future directions

STUDENT-FRIENDLY MATERIALS: A video clip to illustrate each intervention (available online on our Download Hub); case studies; learning activities that challenge students to apply their new knowledge

WITH NEW CHAPTERS ON: Print-Referencing Interventions

• Language Intervention for School-Age Bilingual Children

• Comprehensive Reading Intervention in Augmentative Communication • Complex Sentence Intervention • Narrative Language Intervention • Social Communication Intervention for Children with Language Impairment • Strathclyde Language Intervention Program (SLIP)

Pivotal Response Treatment for Autism Spectrum Disorders, Second Edition

Edited by Robert L. Koegel, Ph.D. (Stanford University School of Medicine), & Lynn Kern Koegel, Ph.D. (Stanford University School of Medicine), with invited contributors

The pioneering experts behind Pivotal Response Treatment have created a comprehensive modern guide to this highly respected, research-based approach, completely reworked and revised for a new generation of therapists and educators. Strengthened with new research and more step-by-step guidance, this bestselling PRT text is now reorganized to support children on their whole developmental trajectory, from infancy through adulthood. New and revised chapters cover critical topics—including assessment and self-management— and the book’s down-to-earth, accessible style ensures that your students can grasp PRT principles and apply them effectively.

With this proven approach backed by more than 25 years of research, future professionals will be ready to support children with autism as they enjoy more positive interactions, more effective communication, and higher academic achievement.

USE THE PROVEN PRT APPROACH TO:

• Advance children’s communication and language skills

• Aid early identification and intervention

• Improve children’s motivation and performance in school

• Foster friendships with peers

• Increase positive behavior by combining functional assessment and self-management strategies

• Decrease disruptive behavior

• Help young adults make a smooth transition to college, career, and community life

PRACTICAL MATERIALS:

Each chapter features learning goals, key insights to remember, and helpful study questions (also available online to download and print).

WHAT’S NEW:

New and completely reworked chapters on working with infants and toddlers, linking strengths-based assessment to treatment planning, improving adolescents’ communication and social skills, teaching parents how to implement PRT, combining functional behavioral assessment and self-management strategies, helping young adults succeed in college and the workplace.

I. OVERVIEW: PIVOTAL RESPONSE TREATMENT IN CONTEXT

1. The History and Basic Components of Pivotal Response Treatment

2. Assessment, Feedback, and Treatment Planning

3. Ecocultural Theory and Cultural Diversity

II. BEGINNING STAGES: EARLY INTERVENTION

4. Intervention for Infants and Young Toddlers

5. Teaching First Words

6. Expanding Friendship Opportunities for Children with ASD

III. CHILDHOOD: TREATMENT OPTIONS AT HOME AND AT SCHOOL

7. Parent Education in Pivotal Response Treatment

8. Inclusive Education

9. Motivational Academics

IV. ADOLESCENCE AND YOUNG ADULTHOOD: MOVING TOWARD INDEPENDENCE

10. Functional Behavior Assessment and Self-Management

11. Improving Communication Skills in Adolescents and Adults with ASD

12. Improving Socialization in Adolescents and Adults with ASD

V. ADULTHOOD: HIGHER EDUCATION AND EMPLOYMENT

13. Improving Outcomes in Higher Education for Adults with ASD

14. Supporting Individuals with ASD in Employment Settings

Speech Sound Disorders in Children

Articulation and Phonological Disorders, Ninth Edition

By John E. Bernthal, Ph.D.

1. Introduction to the Study of Speech Sound Disorders

2. Normal Aspects of Articulation

3. Speech Sound Acquisition

4. Factors Related to Speech Sound Disorders

5. Classification and Comorbidity in Speech Sound Disorders

6. Assessment: Data Collection

7. Assessment: Decision Making

8. Using Evidence-Based Practice in Treatment

9. The Basics of Remediation

10. Motor-Based Treatment Approaches

11. Linguistically Based Treatment Approaches

12. Treating Specific Populations: Childhood Apraxia and Older Children

13. Phonological Awareness: Description, Assessment, and Intervention

14. Language and Dialectal Variations

15. Accent Modification

(formerly of University of Nebraska–Lincoln), Nicholas W. Bankson, Ph.D. (Emeritus Professor, James Madison University), & Peter Flipsen, Ph.D. (Pacific University), with invited contributors

For forty years, this textbook has been the gold-standard resource for providing speech-language pathologists with a strong foundation of knowledge on speech sound disorders. Previously published as Articulation and Phonological Disorders, this core text is now in its ninth edition, fully updated and expanded to prepare today’s clinicians for their work with children of all ages.

A cornerstone of every SLP’s professional preparation, the new edition of this book offers the most up-to-date, comprehensive coverage of contemporary clinical literature and the best available treatments for speech sound disorders. With a focus on evidence-based practice, the expert authors and contributors present essential information and guidelines on a broad range of topics, from the basics of typical speech production to recommended practices for assessment and intervention. Updates include new and expanded chapters on timely topics, new instructor materials and student-friendly features, and helpful guidance for clinicians serving an increasingly diverse population.

WHAT’S NEW:

• All chapters fully updated with the latest research and recommended practices

• New chapter on treatment of childhood apraxia and speech sound disorders in older children

• Expanded guidance on evidence-based practices and treatments

• More on motor-based approaches to treatment

• Extended discussion of language variation and dialect

• New chapter on accent modification

• New student-friendly features such as learning objectives and clinical vignettes to demonstrate treatment practices

• Updated Online Instructor’s Resource Manual and Test Bank

PRACTICAL MATERIALS: Faculty can easily incorporate this text into their course with the fully updated online Instructor’s Resource Manual and Test Bank. Included are key points, discussion topics, and instructional ideas for each chapter, plus a bank of multiple choice, short answer, and essay questions.

Interventions for Speech Sound Disorders in Children

Second Edition

Edited by A. Lynn Williams, Ph.D. (East Tennessee State University), Sharynne McLeod, Ph.D. (Charles Sturt University), & Rebecca J. McCauley, Ph.D. (The Ohio State University)

An essential building block of every speech-language pathologist’s professional preparation, the second edition of this bestselling textbook is a comprehensive critical analysis of 21 interventions for highly prevalent speech sound disorders (SSD) in children. Bringing together a powerhouse team of international experts, this new edition has been revised and enhanced with current research, new interventions, more guidance on selecting interventions, and updated video clips that show the approaches in action. For each intervention, your students will get a clear explanation of its robust evidence base, plus thorough guidance on implementing the approach, monitoring progress, and using the intervention with children from culturally and linguistically diverse backgrounds.

A key graduate-level text for future SLPs, early interventionists, and special educators, this book will help readers choose and use the best interventions for children with functional or motor-based speech disorders.

WHAT’S NEW:

• 18 high-quality video clips that offer a vivid inside look at intervention techniques in action

• Expanded information on choosing interventions and implementing them with fidelity

• New featured interventions, including Dynamic Temporal and Tactile Cueing and biofeedback approaches

• Up-to-date research on SSD and interventions, including Levels of Evidence tables that help readers evaluate the evidence base for each intervention

• In-depth discussion of how the interventions relate to the World Health Organization’s model of participation

• New learning activities that help readers apply their understanding of each intervention US$89.95

SELECTED CONTENTS

2. Learning How to Implement Interventions with Acceptable Fidelity

3. Minimal Pairs Intervention

4. Multiple Oppositions Intervention

5. Complexity Approach

6. Integrated Phonological Awareness Intervention

7. Psycholinguistic Intervention

8. Digital Tools for Interventions

10. Core Vocabulary Intervention

11. The Cycles Approach

12. Stimulability Approach

13. Enhanced Milieu Teaching with Phonological Emphasis

14. Naturalistic Recast Intervention

15. Morphosyntax and Speech Sound Interventions

16. Nonlinear Phonological Intervention

17. Articulation Interventions

18. The Nuffield Centre Dyspraxia Programme

19. The PROMPT Approach

20. Speech Motor Programming Intervention

21. Dynamic Temporal and Tactile Cueing

22. Biofeedback Interventions

24. Choosing the Best Intervention ORDER EXAM COPY

Multimodal AAC for Individuals with Down Syndrome

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1. Introduction to How AAC Can Promote Communication, Speech, and Language in Individuals With Down Syndrome Across the Life Span

2. Introduction to Individuals With Down Syndrome

3. Speech Intelligibility and Communication in Down Syndrome

4. Overview of Multimodal AAC Intervention Across the Life Span for Individuals With Down Syndrome

5. Integration of AAC Into Early Language Intervention With Children With Down Syndrome

6. Language Development of School-Age Children and Adolescents With Down Syndrome and Pertinent Interventions That Integrate AAC

7. Adolescents and Adults With Down Syndrome: Supporting Communication and Participation With AAC

8. Assessment and Intervention of Cognitive and Social Functioning in Adolescents, Young Adults, and Older Individuals With Down Syndrome

9. Collaborating With Families to Support Multimodal AAC for Individuals With Down Syndrome

10. Supporting Communication and Self-Advocacy Related to Special Health and Medical Needs and Services

11. Supporting Literacy and Access to Technology for Learning

Edited by Krista M. Wilkinson, Ph.D. (The Pennsylvania State University), & Lizbeth H. Finestack, Ph.D., CCC-SLP (University of Minnesota)

Many people with Down syndrome—one of the most common genetically-linked developmental disabilities—experience difficulty developing spoken and written communication skills. In this groundbreaking book, discover how augmentative and alternative communication (AAC) can enhance communicative competence and improve outcomes for people with Down syndrome across the lifespan. The newest volume in Beukelman and Light’s respected Augmentative and Alternative Communication Series, this book fully explores how interdisciplinary, multimodal AAC strategies can promote speech, language, and literacy success across many contexts, including homes, schools, communities, health care settings, and the workplace.

Bringing together an interdisciplinary group of more than 25 experts, this book is a key supplementary text for courses on AAC and developmental disabilities. Your students will use the research-based guidance to help people with Down syndrome develop stronger communication skills and participate meaningfully in their schools and communities.

READERS WILL LEARN HOW TO:

• Skillfully pair unaided AAC supports (gestures and manual signs) with aided AAC (technology and other supports external to the body)

• Enrich young children’s communication and language development with AAC

• Use AAC to boost older children’s vocabulary, grammatical language, and narrative language skills

• Enhance reading instruction using AAC technology

• Supplement speech and improve speech intelligibility with carefully chosen interventions and visual communication aids

• Engage whole families as collaborative partners to integrate AAC supports into everyday life

• Address young adults’ communication needs, as they evolve to include more varied communication partners, more complex topics, and new contexts

• Assess cognitive and social functioning in adolescents and adults

• Support communication and self-advocacy across health care settings with AAC strategies

Augmentative & Alternative Communication

Supporting Children and Adults with Complex Communication Needs, Fifth Edition

By David R. Beukelman, Ph.D.

(formerly of University of Nebraska–Lincoln), & Janice C. Light,

Ph.D.

(The Pennsylvania State University), with invited contributors

The authoritative text on augmentative and alternative communication, this classic bestseller is now in its fifth edition—revised and updated for a new generation of SLPs, teachers, occupational therapists, and other professionals in clinical and educational settings. Partnering with a team of distinguished contributors, renowned experts David Beukelman and Janice Light deliver today’s most comprehensive, up-to-date introduction to AAC interventions and technologies for children and adults with complex communication needs. Future service providers will get in-depth coverage of essential AAC topics, enhanced by helpful study questions, valuable perspectives from people who use AAC, and case examples that illustrate key principles.

Significantly expanded with new chapters and companion materials, this definitive text will expertly prepare readers to support communicative competence for children and adults with complex communication needs.

WHAT’S NEW:

Professionals will prepare for their work in the field with critical new information on:

• Collaborating with family members and other communication partners

• Making the most of mobile technologies and AAC apps

• Selecting an AAC system and tailoring it to individual needs

• Working effectively with families from diverse cultural backgrounds

• Supporting inclusion across the lifespan (including education, employment, and community life)

• Ensuring efficient patient–provider communication in medical settings

• Providing communication supports to people with autism spectrum disorder

NEW ONLINE COMPANION MATERIALS include a resource guide to help practitioners and students learn more about AAC, sample responses to chapter study questions, and a sample syllabus.

US$89.95 | Stock #: 53039 | 2020 | 704 pages | 7 x 10 | hardcover | ISBN 978-1-68125-303-9

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SELECTED CONTENTS

SECTION I. PEOPLE WHO REQUIRE AAC

2. AAC Assessment

3. Overview of AAC Intervention

4. Collaborating with Family Members and Other Communication Partners

SECTION II. AAC SYSTEMS

5. Vocabulary Selection and Message Management

6. Representation, Organization, and Layout of AAC Systems

8. Selection and Personalization of AAC Systems

SECTION III. AAC INTERVENTIONS FOR INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES

10. Intervention to Support Communication and Participation of Beginning Communicators

11. Intervention to Build Communicative Competence

12. Literacy Intervention for Individuals with Complex Communication Needs

SECTION IV. AAC INTERVENTIONS FOR INDIVIDUALS WITH ACQUIRED DISABILITIES

14. Individuals with Acquired Physical Conditions

15. AAC Supports for Adults with Severe Aphasia and/or Apraxia of Speech

16. Adults with Degenerative Cognitive and Linguistic Conditions

17. Individuals with Traumatic Brain Injury

18. Patient-Provider Communication in Medical Settings

SECTION V. FINAL THOUGHTS

19. The Importance of Advocacy

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I. FOUNDATIONAL TOPICS

1. Introduction to Systematic Observation and Measurement Contexts

2. Validation of Observational Variables

3. Estimating Stable Measures of Generalized Person Characteristics Through Systematic Observation

4. Designing or Adapting Coding Manuals

5. Coding

6. Common Metrics of Observational Variables

7. Observer Training and Preventing Observer Drift

8. Interobserver Reliability of Observational Variables

II. ADVANCED TOPICS

9. Introduction to Sequential Analysis

10. Research Questions Involving Sequential Associations

11. Generalizability Theory

III. PUTTING IT ALL TOGETHER

12. Summary of Recommendations for Best Practices in Observational Measurement

Observational Measurement of Behavior

Second Edition

By Paul J. Yoder, Ph.D. (Vanderbilt University), Blair P. Lloyd, Ph.D., BCBA-D (Vanderbilt University), & Frank J. Symons, Ph.D. (University of Minnesota)

An essential textbook for anyone preparing to be a researcher, this comprehensive volume introduces graduate students to key principles of observational measurement of behavior. Based on a course the highly respected authors taught at Vanderbilt University and the University of Minnesota, this text delves deeply into a highly effective approach to observational measurement: systematic observation.

Students will master both the theoretical principles of systematic observation and recommended research methods and techniques. They’ll learn from practical examples that illustrate complex concepts, clear explanations of recommended research methods, definitions of key terms, and exercises and assignments that help them practice putting principles into action. Online companion materials include two six-month licenses for proprietary observational software that students can use to complete the exercises and assignments in this book.

Ideal for use in research methodology courses in diverse fields, this fundamental graduate text will prepare future researchers to skillfully collect, summarize, and communicate their observations of children’s behavior.

ONLINE COMPANION MATERIALS: To enhance their courses, instructors will get a full package of online materials, including two six-month licenses for observational software, a media file students can use to practice coding behaviors, a suggested schedule for a semester-long course, exercises for students, and assignments with corresponding grading rubrics.

US$59.95 | Stock #: 52469 | 2018 | 272 pages | 7 x 10 |

THE MUST-READ MEMOIR FROM HOWARD SHANE

In this spellbinding memoir, AAC pioneer Howard Shane tells the story of his first teaching job at the bleak Belchertown State School for people with disabilities. Howard’s belief that everyone can communicate—and the creative, determined steps he takes to unlock his students’ potential—are sure to resonate with every communication professional.

By Howard C. Shane, Ph.D. (Boston Children’s Hospital,

Harvard Medical School)

US$29.95 | Stock #: 55156 | 2022 | 264 pages | 6 x 9 | paperback | ISBN 978-1-68125-515-6

Introduction to Clinical Methods in Communication Disorders

Fourth Edition

Edited by Rhea Paul, Ph.D., CCC-SLP (Sacred Heart University), & Elizabeth Schoen Simmons, M.S., CCC-SLP (Sacred Heart University)

Fully updated and revised based on the 2020 ASHA standards and recent AAA standards, the new edition of this bestseller is the core textbook for all students in clinical methods courses—and a reliable reference for practicing SLPs and audiologists. Leading authority Rhea Paul and newly minted research scholar Elizabeth Schoen Simmons bring together more than 20 academics and clinicians for a state-of-the-art guide to contemporary evidence-based practice. Covering a broad range of disorders and developmental levels, this text sets emerging professionals on the path toward mastering all the fundamentals of practice, from conducting effective assessment and intervention to ensuring that practices are family-centered and culturally inclusive. Tomorrow’s clinicians will use this foundational textbook to guide their professional decision-making and provide the best possible services for people with communication disorders.

WHAT’S NEW:

• New chapter on using principles of observation to gather accurate, valid data in clinical settings and more deeply understand clinical processes and procedures

• Expanded information on intervention principles, with case studies highlighting practical applications and an emphasis on evidencebased practice

• More on counseling in communication disorders, clinical documentation, relationships with supervisors, and single-case experimental design

• Updated information on technology in clinical practice

• New emphasis on automated analysis of communication samples

• Chapters on clinical competence and family-centered practice by renowned experts

• New student-friendly text features, such as learning objectives, study questions, and problem-solving questions

• Case studies and clinical examples throughout

• Reflects most recent ASHA and AAA standards

WITH NEW FACULTY MATERIALS, including a test bank for each chapter and suggested projects that professors can assign students to practice the principles outlined in each chapter.

1. Introduction to Clinical Practice in Communication Disorders

2. Ethical Practice in Communication Disorders

3. Evidence-Based Decision Making in Communication Assessment and Intervention

4. Principles of Communication Assessment

5. Communication Sampling Procedures

6. Communication Intervention: Principles and Procedures

7. Professional Communication: Effective Counseling Techniques and Clinical Documentation Strategies

8. Public Policies Affecting Clinical Practice

9. Clinical Service Delivery and Work Settings

10. Issues of Cultural and Linguistic Diversity

11. Technology and Communication Disorders

12. Family-Centered Practice

13. Principles of Clinical Observation

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TILLS™ Practice Kit for use with the Test of Integrated Language and Literacy Skills™

By Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D.

KIT COMPONENTS

Note: Trainees each should purchase a Practice Kit for use in their coursework or TILLS training session. Instructors should have their own Practice Kit, and they may request a desk copy of the Examiner’s Manual (as it is not included in the Practice Kit).

Examiner’s Practice Workbook: More than 100 pages of exercises on subtest administration, scoring TILLS, and interpreting results, plus a tutorial to help you master T-unit division.

Practice Kit Downloads: The audio files and normative data tables needed to complete the scoring of the exercises in the Examiner’s Practice Workbook (downloaded with a special code that is provided to the purchaser).

Examiner Record Form (pack of 3): Two forms to work through the exercises in the Workbook for students of different ages, plus an extra copy of the form for additional practice.

Quick Start Guide: A laminated trifold quick-reference guide to administration and scoring, perfect to take with you when using TILLS on the job and as a quick reference for trainees.

These convenient Practice Kits include the materials needed for training and practice sessions with the Test of Integrated Language & Literacy Skills™ (TILLS™), a test valid and reliable for assessing oral and written language skills in students ages 6–18 years. The TILLSTM Practice Kit gives you and your trainees access to essential materials for learning about TILLS and, in the process, about standardized testing in general.

The TILLS Practice Kits are ideal for use in preservice higher education courses and inservice trainings. They can help you introduce TILLS to aspiring or experienced professionals—and give them the practice they need to use TILLS and perform individualized assessment with confidence in future work settings.

THE TILLS PRACTICE KITS ARE USED TO:

• Give trainees a complete overview of TILLS. Introduce the TILLS subtests and the three purposes of the assessment: identifying language/literacy disorders, documenting relative strengths and weaknesses, and tracking changes over time.

• Familiarize trainees with the 15 TILLS subtests. With the included Examiner’s Practice Workbook, TILLS trainees will work through practice exercises for each subtest that prepare them for successful administration of the TILLS and other standardized tests.

• Provide concrete examples of standardized testing principles. Beyond testing with TILLS, the materials of the Practice Kit can be used to emphasize assessment principles in general, such as using start rules, establishing basals and ceilings, and using standardized instruction and scoring procedures with fidelity.

• Provide scoring practice. Using the Examiner’s Practice Workbook and downloadable audio files, TILLS trainees will practice scoring and interpreting all subtests, with extra instructional material and practice examples for the Written Expression subtest.

With this thorough introduction to a landmark language and literacy assessment, pre- and inservice professionals will be ready to use TILLS to enhance their future work in schools, clinics, and private practice.

US$49.95 | Stock #: 51981 | 2016 | Shrink-wrapped | ISBN 978-1-68125-198-1

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Promoting Speech, Language, and Literacy in Children Who Are Deaf or Hard of Hearing

Edited by Mary Pat Moeller, Ph.D. (Boys Town National Research Hospital), David J. Ertmer, Ph.D. (Purdue University), & Carol Stoel-Gammon, Ph.D. (University of Washington, Seattle)

Includes DVD of interventions in action!

What are the best interventions for supporting language acquisition and literacy for children who are deaf or hard of hearing (D/ HH)? This comprehensive textbook-andDVD set brings the answers to life for tomorrow’s speech-language pathologists, audiologists, and educators. A vital addition to the respected Communication and Language Intervention (CLI) series, this important volume enlisted more than a dozen experts to present evidence-based intervention approaches, spanning the critical early years of language development through the complex reading and writing challenges of the school years.

Chapters cover a continuum of available communication approaches—from auditory-focused to visually-focused to simultaneous use of speech and sign—while encouraging the use of individualized interventions to meet each child’s needs. To prepare professionals for decades of effective, evidence-based practice, the included video clips demonstrate how to implement assessments and interventions and work successfully with children and families.

ESSENTIAL INFORMATION ON:

• audiological assessments and technological interventions for children

• principles and practices for family-centered early intervention

• understanding, supporting, and coaching families

• assessments to identify intervention priorities

• Theory of Mind

• auditory-verbal therapy and phonological interventions

• sign language and sign systems

• use of the internet to deliver intervention services

• elements of supportive early education environments

• approaches for optimizing reading and writing skills

• strategies for promoting social and academic success in integrated classrooms

• and much more

US$64.95 | Stock #: 77334 | 2016 | 456 pages | 7 x 10 | paperback with DVD | ISBN 978-1-59857-733-4

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1. Promoting Language and Literacy Development in Children Who are Deaf or Hard of Hearing: An Introduction

I. FOUNDATIONS OF INTERVENTION

2. Audiological Interventions for Infants and Preschoolers

3. Supporting Families

II. EARLY CHILDHOOD INTERVENTIONS

4. Family-Centered Early Intervention: Principles, Practices, and Supporting Research

5. Family-Centered Early Intervention: Supporting Spoken Language Development in Infants and Young Children

6. Sign Language, Sign Systems, and Other Visual Modalities

7. Auditory-Verbal Therapy: A Conversational Competence Approach

8. Phonological Development and Intervention Approaches for Children Who are Deaf or Hard of Hearing

9. Supportive Early Childhood Practices and Learning Environments

10. Internet Therapy: Providing Listening and Spoken Language Intervention to Children Who are Deaf or Hard of Hearing

III. LANGUAGE AND LITERACY IN THE SCHOOL YEARS

11. Reading the World: Supporting Theory of Mind Development in Deaf or Hard-of-Hearing Students

12. Models for Facilitating Literacy Development

13. Teaching Writing: Principles into Practice

14. Educational Advocacy Across the Curriculum

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I. CORE UNDERSTANDINGS

1. All Children Can Learn to Read and Write: A Theoretical Rationale

2. Establishing the Environment for Successful Literacy Learning

II. BUILDING A FOUNDATION

3. Alphabet Knowledge and Phonological Awareness

4. Emergent Reading

5. Emergent Writing

III. LEARNING TO READ AND WRITE

6. Comprehensive Literacy Instruction: A ResearchBased Framework

7. Reading Comprehension and Vocabulary Instruction

8. Self-Directed Reading: Supporting Motivation and Fluency

9. Writing

10. Decoding, Word Identification, and Spelling

IV. IMPLEMENTATION

11. Using Assistive Technology Effectively to Support Literacy

12. Organizing and Delivering Effective Instruction

Comprehensive Literacy for All Teaching Children with Significant Disabilities to Read and Write

By Karen Erickson, Ph.D. (University of North Carolina at Chapel Hill), & David Koppenhaver, Ph.D. (Appalachian State University)

Literacy improves lives—and with the right instruction and supports, all students can learn to read and write. That’s the core belief behind this book, an essential guide to providing comprehensive, high-quality literacy instruction to students with significant disabilities.

Drawing on decades of classroom experience, the authors present their own innovative model for teaching students with a wide range of significant disabilities to read and write print in grades preK–12 and beyond. Foundational teaching principles blend with concrete strategies, step-by-step guidance, and specific activities, making this textbook a complete blueprint for helping students acquire critical literacy skills they’ll use inside and outside the classroom.

• Discover 10 success factors for helping students with significant disabilities become literate

• Prepare to teach emergent readers and writers skillfully, with evidence-based strategies for shared and independent reading, early writing instruction, and alphabetic and phonological awareness

• Learn how to help students acquire conventional literacy skills, with adaptable strategies for teaching reading comprehension, vocabulary, writing, decoding, and spelling

• Get ready to organize and deliver comprehensive literacy instruction in a variety of settings, both inside and outside of school

• See how to use assistive technology effectively to support reading, writing, and communication

• Learn tips on how to engage and motivate students and make literacy instruction meaningful to their everyday lives

PRACTICAL MATERIALS: Sample teaching scenarios and dialogues, how-to strategies, and downloadable resources, including sample lessons, a quick-guide to key literacy terms, lesson sequences, and flowcharts to guide instruction.

US$39.95 | Stock #: 76573 | 2020 | 264 pages | 7 x 10 | paperback | ISBN 978-1-59857-657-3

Speech to Print Language Essentials for Teachers, Third Edition

BOOK by Louisa Cook Moats, Ed.D. (Moats Associates Consulting, Inc.)

WORKBOOK by

Louisa Cook Moats, Ed.D., & Bruce Lyons Rosow, Ed.D. (Windham Central Supervisory Union)

For two decades, the Speech to Print book and workbook have been bestselling resources on explicit, high-quality literacy instruction. Now the third editions are here, updated for today’s K–12 educators.

THE BOOK: Filling a critical gap in teacher preparation courses, Speech to Print supplies in-depth knowledge of the structure and function of language— fundamentals your students will need to deliver successful structured literacy instruction. Renowned literacy expert Louisa Cook Moats gives future teachers comprehensive and accessible information on the underpinnings of language instruction, plus case studies, activities, recommended teaching principles, and analysis of real-world student work samples.

WHAT’S NEW:

• New and expanded practical content on the how of language and reading instruction

• New and updated chapter exercises

• New faculty support materials, including chapter quizzes, a sample syllabus/course outline, PowerPoints, and PDF handouts for selected concepts

• More on key topics like program and curricula selection, frameworks for instructional planning, and problem solving when students are slow to respond to intervention

• More accessible, undergraduate-friendly tone and structure

THE WORKBOOK: The ideal companion to the third edition of the bestselling Speech to Print text, this workbook helps teachers practice their skills and prepare to deliver high-quality reading instruction.

WHAT’S NEW:

• More than 30 new exercises not found in the Speech to Print textbook

• Extensive new content and exercises addressing syntax and semantics

• New chapter quizzes to reinforce teachers’ knowledge of language building blocks

• Exercises that provide models and tips for teaching select concepts to students

• A new final course exam

Bilingual English–Spanish Assessment™ (BESA™)

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HOW BESA WORKS

Through a combination of subtests for students and surveys for teachers and parents, BESA reveals the big picture of a young bilingual child’s language development. BESA includes:

3 subtests (in both English and Spanish) that address the key domains of morphosyntax, semantics, and phonology.

2 questionnaires: the Bilingual Input Output Survey (BIOS) and the Inventory to Assess Language Knowledge (ITALK)

Pragmatic activity used to establish rapport with the child and give clinicians an idea of how interactive the child will be during the assessment.

LEARN MORE: www.brookespublishing.com/besa

Elizabeth D. Peña, Ph.D., CCC-SLP (University of California), Vera F. Gutiérrez-Clellen, Ph.D., CCC-SLP (San Diego State University), Aquiles Iglesias, Ph.D., CCC-SLP (University of Delaware), Brian A. Goldstein, Ph.D., CCC-SLP (La Salle University), & Lisa M. Bedore, Ph.D., CCC-SLP (Temple University)

“Measures like BESA are critically needed to comprehensively examine the language development of bilingual preschoolers.”

—Sandra Barrueco, The Catholic University of America

When a young bilingual child experiences language difficulties, it can be hard to tell if those challenges are due to a disorder or just limited exposure to the English language. Introduce tomorrow’s clinicians to BESA: the valid, reliable assessment that specifically responds to the needs of young Spanish-English bilingual children. For use with children ages 4 through 6 years who have varying degrees of bilingualism, the Bilingual English–Spanish Assessment (BESA) was developed to

• Identify phonological and/or language impairment in bilingual children and English language learners using a standardized protocol

• Differentiate between a delay in English language acquisition and a true language disorder

• Document children’s speech and language strengths and needs

• Monitor children’s progress in both languages and use the information to make decisions about intervention

BESA BENEFITS:

• Valid and reliable

• Culturally and linguistically appropriate

• Helps gauge progress in both languages

• Flexible and convenient—use each BESA component independently or combine them as part of an assessment battery

BESA KIT (Test Manual, stimulus book, protocols in English and Spanish, BIOS forms, and ITALK forms): INTRODUCTORY PRICE: $550.00 | Stock #: 52797 | 2018

Bilingual English–Spanish Assessment and BESA are trademarks of Paul H. Brookes Publishing Co., Inc.

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Biliterate Writing from the Start

The Literacy Squared Approach to Asset-Based Writing Instruction

By Sandra Butvilofsky, Ph.D., Kathy Escamilla, Ph.D., & Susan Hopewell, Ph.D. (all from the University of Colorado–Boulder)

Developed by highly respected experts through nearly two decades of research, this book prepares bilingual educators to use the Literacy Squared model to design effective writing instruction that places Spanish and English side by side. Focusing on emerging bilinguals in Grades K–5, this research-based textbook walks future educators through every step of planning and implementing biliterate writing instruction and monitoring student progress. Preservice educators will learn proven strategies for teaching writing in tandem with other language arts skills, and they’ll get an invaluable Literacy Squared Writing Rubric to help them assess children’s developing writing in both Spanish and English.

A must for all bilingual educators, this book prepares readers to deliver high-quality bilingual writing instruction—starting from the earliest years of school.

YOUR STUDENTS WILL:

• Discover how an asset-based approach to biliterate writing helps students’ skills flourish in both languages

• Make cross-language connections to help students connect what they know in one language with what they’re learning in another

• Learn how and why explicit teaching of oracy enhances writing development in both Spanish and English

• Learn about a highly effective strategy for helping students develop cross-language metalinguistic awareness

• Get practical, grade-specific guidance for nurturing biliterate writing in kindergarten, Grades 1–2, and Grades 3–5

• Link writing standards to Social Justice Standards to help students problem solve, think critically, and advocate for positive change

PRACTICAL MATERIALS: In each chapter, Key Terms, Guiding Questions, and Reflection and Action Questions help readers retain important points and put their new knowledge into practice. Educators will also get sample biliteracy units, student work examples, and lessons from real classrooms to guide their writing instruction.

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1. Literacy Squared, and Why We Need to Focus on Biliterate Writing

2. The Role of Oracy and Writing in Teaching Foundational Skills

3. TheDictado Method for Writing Instruction

4. Nurturing Biliteracy in Emerging Writers in Kindergarten

5. Cultivating Biliterate Writing in Grades 1 and 2

6. Developing Biliteracy via Genre Studies in Grades 3–5: Biography

7. Furthering Biliteracy via Genre Studies in Grades 3–5: Social Justice

Questions for Reflection and Action

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ORDER ONLINE at www.brookespublishing.com

CALL 1-800-638-3775

MAIL or FAX the order form at https://bit.ly/BPubOrder

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