Brookes Publishing | Textbooks, Fall 2018 by Brookes Publishing Co.

K-12 SPECIAL EDUCATION

COMMUNICATION

TEXTBOOKS NEW AND BESTSELLING TEXTS FOR YOUR COURSES!

EARLY CHILDHOOD

Author Index

K-12 Special Education

Communication

Allsopp, David, Teaching Mathematics Meaningfully, Second Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Beukelman, David, Augmentative and Alternative Communication, Fourth Edition . . . . . . . . . . . . . . . . . . . . . . 32

Bambara, Linda, Behavior Support, Third Edition . . . . . . . . . . 11 Batshaw, Mark, Children with Disabilities, Seventh Edition . . . 20

Ganz, Jennifer, Interventions for Individuals with Autism Spectrum Disorder and Complex Communication Needs . . 28

Berkeley, Sheri, Maximizing Effectiveness of Reading Comprehension Instruction in Diverse Classrooms . . . . . . . 16

Koegel, Robert & Lynn, Pivotal Response Treatment for Autism Spectrum Disorders, Second Edition . . . . . . . . . . . . . . . . . . 29

Berninger, Virginia, Dyslexia, Dysgraphia, OWL LD, and Dyscalculia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

McCauley, Rebecca, Treatment of Language Disorders in Children, Second Edition . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Birsh, Judith, Multisensory Teaching of Basic Language Skills, Fourth Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Moeller, Mary Pat, Promoting Language and Literacy in Children who are Deaf or Hard of Hearing . . . . . . . . . . . . . 34

Block, Martin, A Teacher’s Guide to Adapted Physical Education, Fourth Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Nelson, Nickola, SLS Screener for Language & Literacy Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Browder, Diane, More Language Arts, Math, and Science for Students with Severe Disabilities . . . . . . . . . . . . . . . . . . 17

Nelson, Nickola, The TILLS Practice Kit . . . . . . . . . . . . . . . . . . . 26

Carreker, Suzanne, Multisensory Teaching of Basic Language Skills Activity Book, Fourth Edition . . . . . . . . . . . . . . . . . . . . . 3

Collins, Belva, Systematic Instruction for Students with Moderate and Severe Disabilities . . . . . . . . . . . . . . . . . 21

Peña, Elizabeth, Bilingual English–Spanish Assessment™ (BESA™) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Copeland, Susan, Effective Literacy Instruction for Learners with Complex Support Needs, Second Edition . . . . . . . . . . . 5

Prelock, Patricia, Treatment of Autism Spectrum Disorders . . 33

Hougen, Martha

The Fundamentals of Literacy Instruction and Assessment, Pre-K–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Fundamentals of Literacy Instruction and Assessment, 6-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Paul, Rhea Introduction to Clinical Methods in Communication Disorders, Third Edition . . . . . . . . . . . . . . . 31

Yoder, Paul J., Observational Measurement of Behavior, Second Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Early Childhood / Early Intervention

Janney, Rachel, Modifying Schoolwork, Third Edition . . . . . . . 19

Bardige, Betty, Talk to Me, Baby! . . . . . . . . . . . . . . . . . . . . . . . . 44

Johns, Beverley, Your Classroom Guide to Special Education Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Barton, Erin, The Preschool Inclusion Toolbox . . . . . . . . . . . . . 38

King-Sears, Margaret, Collaborative Teaming, Third Edition . 13

Carta, Judith, Multi-Tiered Systems of Support for Young Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Lovin, Lou Ann H., Teaching Mathematics Meaningfully, Second Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Beneke, Sallee, The Project Approach for All Learners . . . . . . 45

Edwards, Nicole, Early Social-Emotional Development . . . . . 37

Mather, Nancy, Learning Disabilities and Challenging Behaviors, Third Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Grisham-Brown, Jennifer, Blended Practices for Teaching Young Children in Inclusive Settings, Second Edition . . . . . 35

Nelson, Loui, Design and Deliver . . . . . . . . . . . . . . . . . . . . . . . . 18

Horn, Eva, Six Steps to Inclusive Preschool Curriculum . . . . . . 39

Orelove, Fred, Educating Students with Severe and Multiple Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Johnson, JoAnn, An Activity-Based Approach to Early Intervention, Fourth Edition . . . . . . . . . . . . . . . . . . . 41

Rapp, Whitney, Teaching Everyone . . . . . . . . . . . . . . . . . . . . . . 22

Pollard-Durodola, Sharolyn, Accelerating Language Skills and Content Knowledge Through Shared Book Reading . . . . . 40

Sevcik, Rose, Communication Interventions for Individuals with Severe Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 van Ingen, Sarah, Teaching Mathematics Meaningfully, Second Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Wehmeyer, Michael, A Comprehensive Guide to Intellectual and Developmental Disabilities, Second Edition . . . . . . . . . 8 2

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Raver, Sharon, Family-Centered Early Intervention . . . . . . . . . 42 Richardson-Gibbs, Anne Marie, Making Preschool Inclusion Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

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K-12 Special Education

Multisensory Teaching of Basic Language Skills Fourth Edition BOOK edited by Judith R. Birsh, Ed.D., CALT-QI (independent literacy consultant), & Suzanne Carreker, Ph.D., CALT-QI (Lexia Learning Systems) ACTIVITY BOOK by Suzanne Carreker, Ph.D., CALT-QI, & Judith R. Birsh, Ed.D., CALT-QI

“This text will be a very useful resource for teacher trainers and for teachers to use within Professional Learning Communities, particularly when accompanied by the activity handbook.” —Stephanie Al Otaiba, Southern Methodist University

With the new fourth editions of this bestselling textbook and activity book, you’ll fully prepare a new generation of educators to use the highly respected multisensory teaching approach to literacy. In the textbook—the most comprehensive text available on multisensory teaching—your students will get timely new information on using multisensory literacy approaches effectively with K–12 students who have dyslexia and other learning disabilities. Updates include: •

New chapters on prekindergarten literacy, executive function, and math learning disabilities

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Content aligned with the 2018 IDA Knowledge and Practice Standards for Teachers of Reading; prepares students for the IDA certification exam

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The latest research in the field

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New insights and guidance on technology

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Online companion materials and resources

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More student-friendly features, including learning objectives, reflection questions, and new case studies

In the activity book, your students will get more than 100 activities that boost their knowledge in all the areas covered in the textbook. The updated edition includes NEW activities on executive function, prekindergarten literacy, and math learning disabilities.

ORDER EXAM COPY BOOK CONTENTS 1. Connecting Research and Practice 2. Structured Literacy Instruction 3. Oral Language Development and Its Relationship to Literacy 4. Pre-Kindergarten Literacy 5. Alphabet Knowledge 6. Teaching Phonemic Awareness 7. Assessment of Reading Skills 8. The Role of Executive Function in Literacy Instruction 9. Teaching Reading 10. Teaching Spelling 11. Multi-Modal Handwriting Instruction for Pencil and Technology Tools 12. Fluency in Learning to Read 13. Math Learning Disabilities 14. The History and Structure of Written English 15. Working with Word Meaning: Vocabulary Instruction 16. Strategies to Improve Reading Comprehension in the Multisensory Classroom 17. Composition 18. Designing the Learning Environment and Planning Multisensory Structured Literacy Lessons 19. Language and Literacy Development Among English Language Learners 20. Instruction for Older Students with a Word-Level Reading Disability 21. Working with High-Functioning Adults with Dyslexia and Other Academic Challenges

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K-12 Special Education

Teaching Mathematics Meaningfully Solutions for Reaching Struggling Learners, Second Edition By David H. Allsopp, Ph.D. (University of South Florida), Lou Ann H. Lovin, Ph.D. (James Madison University), & Sarah van Ingen, Ph.D. (University of South Florida) Unlock math concepts for struggling learners with the expanded new edition of this bestselling text! Filled with invaluable tips, tools, and research-based strategies for Grades K–12, this comprehensive resource fully prepares future teachers to demystify math for a wide range of learners, including students with learning disabilities, ADHD, and mild cognitive disabilities. DISCOVER HOW TO: •

Uncover the barriers to students’ math success and effectively break them down

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Teach the big ideas of math and link them to Common Core State Standards

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Plan and implement student-centered instruction that responds to each learner’s individual needs

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Apply teaching practices for struggling learners within a multitiered system of supports (MTSS)

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Align instructional approaches with NCTM Teaching Practices

• Select assessment practices appropriate for struggling students PRACTICAL MATERIALS: More than a dozen Take Action activities, reproducible planning forms (available in the book and online), and an in-depth case study that walks readers through the Teaching Mathematics Meaningfully process. WHAT’S NEW: •

An updated framework that makes the Teaching Mathematics Meaningfully process clearer and easier

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A clear and convenient summary of each step in the process

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A framework now aligned with Common Core State Standards

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Incorporation of the most current research and recommended practices

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Special focus on response to intervention/multi-tiered systems

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Take Action Activities for application of the concepts and framework

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More information on learning trajectories in mathematics

US$39.95 | Stock #: 75583 | 2018 | 400 pages | 7 x 10 | paperback | ISBN 978-1-59857-558-3

ORDER EXAM COPY CONTENTS 1. Critical Components of Meaningful and Effective Mathematics Instruction for Students with Disabilities and Other Struggling Learners I. IDENTIFY AND UNDERSTAND THE MATHEMATICS 2. The Big Ideas in Mathematics and Why They Are Important 3. Children’s Mathematics: Learning Trajectories II. LEARNING THE NEEDS OF YOUR STUDENTS AND THE IMPORTANCE OF CONTINUOUS ASSESSMENT 4. Barriers to Mathematical Success for Students with Disabilities and Other Struggling Learners 5. Math Assessment and Struggling Learners III. PLAN AND IMPLEMENT RESPONSIVE INSTRUCTION 6. Making Flexible Instructional Decisions 7. Essential Instructional Approaches for Struggling Learners in Mathematics 8. Changing Expectations for Struggling Learners: Integrating the Essential Instructional Approaches with the NCTM Mathematics Teaching Practices 9. Mathematics MTSS/RTI and Research on Mathematics Instruction for Struggling Learners 10. How to Intensify Assessment and Essential Instructional Approaches Within MTSS/RTI 11. Intensifying Math Instruction Across Tiers Within MTSS IV. BRINGING IT ALL TOGETHER 12. The Teaching Mathematics Meaningfully Process APPENDICES A. Take Action Activities B. ARC Assessment Planning Form C. Peer-Tutoring Activity D. Using a Think-Aloud E. Case Study 4

K-12 Special Education

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Effective Literacy Instruction for Learners with Complex Support Needs Second Edition Edited by Susan R. Copeland, Ph.D., BCBAD (University of New Mexico), & Elizabeth B. Keefe, Ph.D. (University of New Mexico) What are today’s best methods for teaching literacy skills to students with complex support needs—including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-todate, evidence-based answers for pre- and in-service educators.

ORDER EXAM COPY CONTENTS I.

THE FOUNDATIONS OF LITERACY AS A HUMAN RIGHT 1. Literacy for All 2. Developing Language and Communication 3. Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction 4. Inclusive Literacy Instruction: State and National Standards and Beyond 5. Creating Accessible, Rich and Engaging Literacy Environments II. EVIDENCE-BASED COMPREHENSIVE LITERACY INSTRUCTION 6. Getting the Point: Comprehension Instruction 7. A Broader Approach to Fluency 8. Words, Glorious Words! 9. What’s the Word? Word Recognition Instruction 10. Conveying Your Message: Writing Instruction 11. Organizing Effective Literacy Instruction: A Framework for Planning III. CREATING OPPORTUNITY AND ACCESS TO LITERACY IN SCHOOL AND BEYOND 12. Adapting Books and Other Literacy Genres 13. Beyond the Common Core: Art, Music, And Creativity in Literacy Learning 14. Literacy Beyond High School 15. Where Do We Go from Here?

Developed by Copeland and Keefe, the experts behind the landmark book Effective Literacy Instruction for Students with Moderate or Severe Disabilities, this thoroughly reimagined follow-up reflects 10 years of ground-breaking research and advances in the field. You’ll discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. You’ll also get the guidance you need to put theory into practice: lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life. Whether used as a text for teachers in training or a guide for practicing educators, this book will help teachers of Grades K–12 increase access to literacy and prepare all learners for successful communication, employment, and community life. WHAT’S NEW: •

New section on literacy as a human right for all learners (the “why” of instruction)

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Chapters on how to design engaging learning environments

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Cutting-edge guidance on today’s assistive technology and augmentative and alternative communication

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A dedicated chapter on how to use national and state standards in designing instruction

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Recommendations for adapting books and other materials to increase all learners’ access

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Chapters on combining literacy and the arts to enhance student engagement

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More on literacy beyond high school, including community-based learning opportunities

Index

$49.95 | Stock #: 50595 | 2018 | 400 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-059-5

| 1-800-638-3775 | www.brookespublishing.com

K-12 Special Education

Your Classroom Guide to Special Education Law By Beverley H. Johns, M.S. (MacMurray College)

“This book is highly recommended for all courses in special education as a text and/or a supplement.” —Cheryl H. Zaccagnini, Ed.D., Associate Professor of Educational Leadership & Special Education, Shippensburg University

When you’re teaching students who have special needs, what are your legal responsibilities? How can you provide appropriate, legally compliant special education services—and avoid pitfalls that could lead to due process hearings and court dates? This interactive quick guide gives your students concise, accessible answers. The antidote to thick, cumbersome legal volumes, this book gives future educators the basics of special education law in an engaging, easy-to-read format. With the jargon-free definitions and reader-friendly descriptions of laws and court cases, they’ll build a storehouse of knowledge they can apply in their own classrooms. And with the thought-provoking activities and real-life scenarios in each chapter, your students will see law-abiding practices in action and put their knowledge to the test so they’re ready to fulfill their important responsibilities. An ideal supplementary text for teachers in training, this guidebook will help future educators adhere to the law as they teach students with disabilities and special health care needs. LEARN YOUR LEGAL RESPONSIBILITIES WHEN: •

collaborating with parents and colleagues to build strong partnerships

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developing and implementing IEPs as part of a team

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supervising students and protecting them from abuse and harm

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conducting behavioral interventions fairly and without bias

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documenting the progress and behavior of students, communication with parents and colleagues, and the results of your students’ IEPs

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monitoring your own behavior both inside and outside school (including on social media)

ORDER EXAM COPY CONTENTS 1. 2.

An Introduction to Special Education Law The Parent–Educator Partnership: A Critical Ingredient for Student Success 3. The Importance of the Collaborative Team: Partnering with Peers, Administrators, and Paraprofessionals 4. Basic Principles of the IEP 5. Supervision and Protection of Students 6. Implementing Appropriate Behavioral Interventions 7. Understanding the Importance of Documentation 8. The Rules of Record Keeping and Confidentiality 9. Using the Team to Make Appropriate Decisions: Avoiding Unilateral Action 10. Presenting a Positive Image: Monitoring Yourself Inside and Outside School

PRACTICAL MATERIALS: Fast facts and recurring interactive features make key concepts easy to learn. You’ll get quizzes, “How Would You Rule?” activities, mnemonics of important points to remember, case story comparisons that highlight common mistakes and better approaches, and more. US$27.95 | Stock #: 79710 | 2016 | 176 pages | 7 x 10 | paperback | ISBN 978-1-59857-971-0

K-12 Special Education

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Educating Students with Severe and Multiple Disabilities A Collaborative Approach, Fifth Edition Edited by Fred P. Orelove, Ph.D. (Virginia Commonwealth University), Dick Sobsey, Ed.D. (University of Alberta), and Donna L. Gilles, Ed.D. (Virginia Commonwealth University)

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Designing Collaborative Educational Services Partnering with Parents and Families Educating Students with Physical Disabilities Educating Students with Sensory Disabilities Educating Children with Special Health Care Needs Integrating Health Care in Education Programs Teaching Communication Skills Nutrition and Mealtime Considerations Designing and Adapting the Curriculum Instructing Students with Severe and Multiple Disabilities in Inclusive Classrooms Creating Educational Adaptations, Accommodations, and Modifications Alternate Assessments for Students with Severe and Multiple Disabilities Transition to Adulthood for Youth with Severe and Multiple Disabilities

A cornerstone of special education training for nearly 30 years, this is the definitive textbook for preparing educators, counselors, and other related services professionals to teach children with severe and multiple disabilities in inclusive settings. Now in a revised, thoroughly updated, and streamlined fifth edition, this bestselling volume gives current and future educators the research and practical strategies they need to ensure the best learning outcomes for their students. Presenting a team-based, collaborative approach to education, this comprehensive text includes valuable contributions from respected experts in diverse fields, including fresh voices in special education, physical therapy, occupational therapy, communication, counseling, and pediatrics. WHAT’S NEW: •

New chapters on topics essential to effective practice, such as teaching strategies and transition to adulthood

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Updates based on the latest developments in special education

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Cutting-edge information on assistive technology and understanding challenging behaviors infused throughout the book

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New student-friendly features that enhance learning, such as chapter objectives, key terms, reflection questions, and challenging activities

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Engaging and instructive case stories at the start of each chapter

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New online course materials, including slides that outline key ideas to remember

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Helpful new chapter organization that introduces readers to the diverse needs of students with severe and multiple disabilities and follows up with practical teaching strategies

SELECTED TOPICS COVERED: adaptations, accommodations, and modifications • alternate assessments • assistive technology • collaborative learning strategies • communication skills • curriculum design • IEPs • instructional planning • integration of health care and education programs • nutrition and mealtime considerations • partnerships with parents and families • physical disabilities • sensory disabilities • special health care needs • transition to adulthood US$69.95 | Stock #: 76542 | 2017 | 552 pages | 7 x 10 | paperback | ISBN 978-1-59857-654-2

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K-12 Special Education

A Comprehensive Guide to Intellectual and Developmental Disabilities Second Edition Edited by Michael L. Wehmeyer, Ph.D., Ivan Brown, Ph.D., Maire Percy, Ph.D., Karrie A. Shogren, Ph.D., & Wai Lun Alan Fung, M.D., Sc.D. The trusted core disability textbook gets a comprehensive update in this second edition, now thoroughly revised to include all the critical topics today’s professionals need to know about as they work with people who have disabilities. Brought to you by a new team of world-renowned experts and contributors, this volume fully prepares future educators, social workers, researchers, and clinicians to provide the best services and supports to children and adults across the life span. Tomorrow’s professionals will discover what to do and how to do it as they prepare for their important work, and they’ll refer to this user-friendly compendium year after year for information, insights, and answers. A cornerstone text for any course focused on developmental disabilities. THE IDEAL CORE TEXT FOR DEVELOPMENTAL DISABILITY COURSES:

ORDER EXAM COPY CONTENTS I INTELLECTUAL AND DEVELOPMENTAL DISABILITIES IN TODAY’S CONTEXT II HUMAN DEVELOPMENT III ETIOLOGY AND CONDITIONS IV SUPPORT AND INTERVENTION V INTELLECTUAL AND DEVELOPMENTAL DISABILITIES THROUGH THE LIFE SPAN VI HEALTH VII THE FUTURE

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Broad and deep, with thorough, up-to-date information on intervention, education, family roles, health issues, specific disabilities, and much more

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Life-span-focused, with topics ranging from genetics and development to aging issues

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Multidisciplinary, blending research and personal experiences of more than 70 esteemed authors from diverse fields

WHAT’S NEW: •

New co-editors and contributors

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Immediately applicable, presenting both the facts and practical, real-world advice on meeting the individual needs of people with disabilities

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Student-friendly, with learning objectives, instructive case stories, stimulating questions for reflection, and key Internet resources

New and extensively updated chapters on critical topics, including AAC and technology, autism spectrum disorder, advocacy and self-advocacy, communication challenges, family issues, human development and genetics, legal and ethical considerations, and psychopharmacology

SELECTED TOPICS COVERED: assessment and diagnosis • behavior and mental health • brain plasticity • cerebral palsy • decision-making and consent • direct support professionals • Down syndrome • early development and intervention • education • employment • epilepsy • fetal alcohol spectrum disorder • fragile X syndrome • gender issues in developmental disabilities • international human rights • nutritional considerations • parenting • physical health • service systems and approaches • transition from school to adult life US$99.95 | Stock #: 76023 | 2017 | 784 pages | 8 ½ x 11 | hardcover | ISBN 978-1-59857-602-3

K-12 Special Education

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A Teacher’s Guide to Adapted Physical Education Including Students with Disabilities in Sports and Recreation, 4th edition By Martin E. Block, Ph.D. (University of Virginia in Charlottesville), with invited contributors

ORDER EXAM COPY CONTENTS I. 1. 2. 3.

FOUNDATIONS What is Physical Education? What is Inclusion? A Team Approach to Inclusion in Physical Education

A healthy, active lifestyle for all students: That’s the promise of physical education, and the goal of this comprehensive textbook. Now in a thoroughly updated fourth edition, this text prepares future PE teachers to lead welcoming, inclusive classes where every student participates, makes friends, and learns new skills and values. K–12 physical educators will get cutting-edge research and guidance on inclusive education, concrete strategies for planning and implementing an adapted PE program, and valuable disability-specific information. An essential resource for preparing both general PE teachers and adapted PE teachers, this text will provide a solid foundation for gym classes that meet every student’s needs. INSTRUCTORS: This text includes PowerPoint slides and sample syllabi for using the text in Inclusion in PE or APE classes!

II. INCLUSIVE PRACTICES AND PLANNING 4. Program Planning and Assessment to Facilitate Inclusion in Physical Education 5. Instructional Modifications 6. Curricular Modifications 7. Game Modifications

WHAT’S NEW: •

9 new chapters on teaching students with specific disabilities. These significant new additions make this book an ideal primary text for Adapted Physical Education (APE) courses

III. 8. 9. 10. 11. 12. 13. 14. 15. 16.

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Aligns with key elements from the NASPE standards for general physical education and the Adapted Physical Education National Standards for APE

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More student-friendly features: updated tips and reproducible forms for planning and teaching, chapter objectives, additional resources, and more case studies

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More photos and illustrations throughout the book to emphasize key points

UNDERSTANDING SPECIFIC NEEDS Intellectual Disabilities Learning Disabilities Attention-Deficit/Hyperactivity Disorder Autism Spectrum Disorder Behavior Disorders Hearing Loss Visual Impairments Physical Disabilities Other Health Impairments

IV. Supporting Across Contexts 17. Facilitating Social Acceptance and Inclusion 18. Making Inclusive Physical Education Safe 19. Positive Behavior Support of Children with Challenging Behaviors 20. Including Students with Disabilities in Community-Based Recreation 21. Multicultural Education and Diversity Issues

SELECTED TOPICS COVERED: Program planning and assessment • instructional modifications • curricular modifications • game modifications • autism • intellectual disabilities • learning disabilities • ADHD • behavior disorders • hearing loss • visual impairments • physical disabilities • social acceptance • safety issues • positive behavior support • community-based recreation • diversity issues US$69.95 | Stock #: 76696 | 2016 | 448 pages | 8 ½ x 11 | paperback | ISBN 978-1-59857-669-6

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K-12 Special Education

Dyslexia, Dysgraphia, OWL LD, and Dyscalculia Second Edition By Virginia W. Berninger, Ph.D. (University of Washington), Beverly J. Wolf, M.Ed. (Slingerland® Institute for Literacy)

“This book has it all... from historical perspectives to evidence-based assessment and intervention to current research advances.” —Marcia Henry, Professor Emerita, San Jose State University

How can teachers provide effective instruction for students with learning disabilities while meeting the needs of all students? The NEW edition of this accessible text gives K–12 educators researchbased answers, straight from two highly respected voices in the field. The first teacher training text to cover all four learning disabilities that require differentiated instruction, this book prepares educators to deliver explicit, engaging instruction customized student needs. Critical insights from diverse fields blend with lessons learned from actual teaching experience, making this an ideal preservice text. PREPARE EDUCATORS TO: •

strengthen instruction with current research findings from many fields—including genetics, neuroscience, linguistics, and education

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help all students (including students with specific learning disabilities) develop oral and written language skills and proficiency with math concepts and problem solving

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use differentiated instruction to organize their classrooms, routines, and lesson plans

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meet Common Core State Standards while addressing the learning needs of individual students

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apply an instructional framework that helps students overcome working memory inefficiencies and related problems

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create a positive learning environment

WHAT’S NEW: A timely new chapter on using educational technology • Research Lessons that demystify new findings • Teaching Tips • more on inservice preparation for educators on interdisciplinary school teams • coverage of learning disabilities related to math * recommended practices for meeting Common Core State Standards

ORDER EXAM COPY CONTENTS I TRANSLATION SCIENCE 1. Historical Context for Current Issues in Specific Learning Disabilities 2. Current and Future Directions in Defining and Differentiating Specific Learning Disabilities II TRANSLATING RESEARCH LESSONS INTO TEACHING TIPS FOR DEVELOPING STUDENTS K—12 3. Linking Assessment to Instruction for Handwriting 4. Assessment-Instruction Links for Word Reading/ Spelling and Related Language Processes 5. Assessment-Instruction Links for Listening and Reading Comprehension and Oral and Written Language Expression 6. Assessment-Instruction Links for Math Concepts, Computations, and Problem Solving III SYSTEMS APPROACHES TO SCHOOLS, FAMILIES, AND LEARNERS WITH SPECIFIC LEARNING DISABILITIES 7. Classroom Organizational and Social-Emotional Climate Issues 8. Teaching Across the Content Areas of the Curriculum 9. Systems Approach to Teaching and Learning 10. Co-occurring Specific Learning Disabilities and Twice-Exceptional Students 11. Use of Technology in Teaching IV NEW BEGINNINGS IN TEACHING STUDENTS WITH AND WITHOUT SPECIFIC LEARNING DISABILITIES 12. Preservice and In-Service Professional Development for All Educationally Relevant Disciplines 13. Cross-Disciplinary Communication and Collaboration 14. Free Appropriate Public Education for All Students, with and without Specific Learning Disabilities

US$46.95 | Stock #: 78942 | 2016 | 320 pages | 7 x 10 | paperback | ISBN 978-1-59857-894-2

K-12 Special Education

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Behavior Support Fourth Edition By Linda Bambara, Ed.D. (Lehigh University), Rachel Janney, Ph.D. (independent scholar and consultant), Martha E. Snell, Ph.D., (University of Virginia), with invited contributors

“A great resource for teachers and colleagues who are invested in effectively educating students with learning and behavior problems in inclusive settings.” —Tim Knoster, Bloomsburg University

ORDER EXAM COPY SELECTED CONTENTS POSITIVE BEHAVIOR SUPPORT 1. Three-tiered Model of School-wide Systems for Student Support 3. Core Features and Principles of Positive Behavior Support 4. Positive Behavior Support Teams SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT 6. A Safe and Responsive School Climate 7. School-wide Unified Discipline Approach 8. Active Development of Social and Emotional Competencies 9. Bully Prevention in Positive Behavior Support CLASS-WIDE AND SELECTED INTERVENTIONS 11. Class-wide Interventions 12. Team Facilitation of Selected Interventions 13. Identifying Students of Selected Interventions 15. Simple Functional Behavioral Assessment 16. Adopting and Implementing Selected Intervention 17. Monitoring, Evaluating, and Sustaining Selected Interventions INDIVIDUALIZED POSITIVE BEHAVIOR SUPPORT: CONDUCTING A FUNCTIONAL BEHAVIORAL ASSESSMENT 19. 1: Identify the Problem(s) and Decide on Priorities 20. 2: Plan and Conduct the Functional Behavioral Assessment (FBA) DESIGNING, USING, AND EVALUATING INDIVIDUALIZED POSITIVE BEHAVIOR SUPPORTS 21. Design an Individualized Positive Behavior Support Plan 22. Implement, Monitor, and Evaluate the PBS Plan

Appendix A: Blank Forms Appendix B: Resources on Behavioral Support

The revised and expanded edition of a popular book trusted in classrooms across the country, Behavior Support is your students’ guide to implementing effective positive behavior support (PBS)—both in the classroom and across an entire school. Future teachers will get explicit, strategies for implementing the three tiers of PBS: universal, school-wide interventions; selected interventions with students exhibiting risk behaviors; and specialized interventions with students who need intensive, individualized help. Packed with strategies, forms, and up-to-date research on multi-tiered systems of support, this practical text will help tomorrow’s teachers support positive changes in students’ behavior. STRATEGIES FOR HELPING STUDENTS: •

Stop challenging behavior before it starts

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Improve communication, social, and self-control skills

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Form positive, respectful relationships with classmates, teachers, and other community members

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Take a more active part in their school, classroom, and community

WHAT’S NEW: More research and strategies on key topics, including bullying prevention, safe and responsive school climates, functional assessment, and individual student interventions. You’ll also get more explicit step-by-step instructions, new case examples, tips on sustaining PBS, redesigned forms, and focusing questions for each chapter that highlight key takeaways. US$34.95 | Stock #: 78867 | 2015 | 224 pages | 7 x 10 | paperback | ISBN: 978-1-59857-886-7

| 1-800-638-3775 | www.brookespublishing.com

K-12 Special Education

Learning Disabilities and Challenging Behaviors Using the Building Blocks Model to Guide Intervention and Classroom Management, Third Edition By Nancy Mather, Ph.D., (University of Arizona), Sam Goldstein, Ph.D., (University of Utah), Katie Eklund, Ph.D. (University of Arizona)

“Rich content and resources . . . a must read!” —Perspectives on Language and Literacy (praise for the second edition)

Why do students in Grades K–12 struggle with social and academic skills, and how can teachers help them develop the competence and confidence they need to succeed? Teach practical answers with the new edition of this bestselling text, a staple of teacher training since 2001. It’s structured like the popular previous editions: a detailed questionnaire pinpoints each student’s individual strengths and needs, and an updated version of the highly effective Building Blocks model helps educators target 12 school success factors with proven strategies and guidelines they can use right away. HELP STUDENTS MASTER 12 BUILDING BLOCKS OF LEARNING: • Self-Regulation

• Memory

• Behavior

• Motor

• Emotions

• Automaticity/Efficiency

• Resilience

• Verbal

• Phonological

• Nonverbal

• Orthographic

•

Executive Functions

WHAT’S NEW: New in–depth information on today’s most critical topics, including school climate, multi -tiered systems of support (MTSS), positive behavior interventions and supports (PBIS), social emotional learning, and student—teacher interactions. US$64.95 | Stock #: 78362 | 2015 | 568 pages | 8.5 x 11 | paperback | ISBN: 978-1-59857-836-2

ORDER EXAM COPY CONTENTS SECTION I INTRODUCTION 1. The Building Blocks of Learning

Appendix: Building Blocks Questionnaire

2. 3.

Theoretical Foundations The Learning Environment

SECTION II FOUNDATIONAL BLOCKS 4. Self-Regulation 5. Behavior 6. Emotions

Appendix A: Anxiety Disorders Appendix B: Depressive Disorders Appendix C: Disorders of Trauma and Stress

Strategies to Promote Resilience with Robert Brooks

SECTION III PROCESSING BLOCKS 8. Learning Disabilities and the Processing Blocks

Appendix A: Phonological Awareness Skills Screener (Pass) Appendix B: The Relationship between Speech Sounds and Spelling Development

Instruction for the Processing Blocks

Appendix: Fry’s 600 Instant Words

SECTION IV CONCEPTUAL BLOCKS 10. The Conceptual Blocks

Appendix A: Additional Strategies for Test Taking Appendix B: Instructional Accommodations Survey Appendix C: iPad Apps for Visual Imagery, Note-Taking, Time Management, and Test Taking Instruction

11. Instruction for the Conceptual Blocks

Appendix A: Synonyms for Words that Children Commonly Use in Writing Appendix B: IPad Apps for Reading, Spelling, and Writing Instruction

SECTION V CONCLUSION 12. The Classroom Environment as a Microcosm of the World

K-12 Special Education

www.brookespublishing.com | 1-800-638-3775 |

Collaborative Teaming Third Edition By Margaret E. King-Sears, Ph.D. (George Mason University), Rachel Janney, Ph.D. (independent scholar and consultant), Martha E. Snell, Ph.D. (University of Virginia)

“A significant and comprehensive text about cuttingedge collaborative teaming practices grounded firmly in the latest research.” —Elizabeth Erwin, Montclair State University

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6.

Overview of Collaborative Teaming Building Team Structure Learning Teamwork Skills Problem Solving and Action Planning Collaborative Consultation Collaborative Teaching

Collaborative teaming is the glue that holds an inclusive school together. But most educators don’t get explicit training on teamwork skills—and that’s why future educators need the new third edition of this popular how-to book. Packed with practical tips, tools, and vignettes, Collaborative Teaming shows preservice educators how to work together effectively to support students with disabilities in inclusive classrooms. This reader-friendly guide will get everyone on board with collaborative teaming and reveal fresh ways to improve the academic progress and behavior of all students. GET TEACHERS READY TO: •

Master multiple types of teaming, from co-teaching to collaborative consultation

•

Clearly define a team’s purpose and focus

WHAT’S NEW:

•

Establish trust and consistent communication among team members

•

How teaming relates to schoolwide initiatives like PBIS and RTI

•

Schedule and facilitate productive team meetings

•

Make sound decisions by consensus

•

Expanded chapter on co-teaching

•

Solve problems and create action plans as a team

•

New chapter on collaborative consultation

•

Use teamwork to increase the participation of all students

•

Ensure positive interactions with families

•

More strategies for effective communication and conflict resolution

•

Insights on using today’s technology to collaborate

•

New vignettes featuring students with a wide range of disabilities

•

Helpful “focusing questions” in each chapter—perfect for use in courses and book clubs

PRACTICAL MATERIALS: Activities that help teachers reflect on and apply the strategies; vignettes that show strategies in action; reproducible forms and checklists for conducting meetings, co-teaching effectively, and more. (For easy printing, full-size forms will now be available for download when you purchase the book.) US$36.95 | Stock #: 76566 | 2015 | 192 pages | 7 x 10 | paperback | ISBN: 978-1-59857-656-6

| 1-800-638-3775 | www.brookespublishing.com

K-12 Special Education

The Fundamentals of Literacy Instruction and Assessment, Pre-K–6 By Martha Hougen, Ph.D. (College and Career Readiness Initiative: English/Language Arts Faculty Collaborative), Susan M. Smartt, Ph.D. (Vanderbilt University), with invited contributors

“The evidence-based, practical suggestions and resources will enhance your knowledge and help you provide student-focused, high quality instruction and productive practice.” —Vicki Gibson, Chairman/CEO, Gibson Hasbrouck & Associates

For future literacy teachers, nothing’s more important than the first core text that builds their foundation for classroom success. That’s why every preservice teacher should start with this introductory reading textbook, ideal for teaching fundamental literacy skills to students in pre-K–6. Expertly organized and student-friendly, this practical text makes complex material easy to learn with case studies and classroom examples, scripted demonstrations of lessons, in-class exercises, chapter objectives, glossary terms, engaging photos, and short summaries of key information. And each chapter includes sample assignments ideal for tutors or student teachers, so they can immediately translate their knowledge into effective instruction. THE IDEAL CORE LITERACY TEXTBOOK FOR PRE-K–GRADE 6: •

Covers every key element of reading: oral language, phonemic awareness, phonics, alphabetic principle, vocabulary, fluency, comprehension, handwriting, spelling, and writing

•

Fully explains the Common Core State Standards and links them explicitly with each key reading component

•

Highlights best assessment practices for each reading component and makes clear connections between assessment and effective instruction

•

Weaves RTI guidance throughout

•

Includes guidance on teaching struggling students and English language learners

•

Prepares educators for the real world of teaching, with ready-touse tips on addressing all the elements of reading instruction in their allotted classroom time

•

Examines legislation, including the reauthorization of the Early and Secondary Education Act (ESEA), and what it means for classroom instruction

US$66.95 | Stock #: 72056 | 2012 | 320 pages | 8.5 x 11 | hardcover | ISBN: 978-1-59857-205-6

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

Becoming an Effective Literacy Teacher The Essential Components of Literacy Instruction Oral Language and Listening Skills Development in Early Childhood Phonological Awareness: A Critical Foundation for Beginning Reading Effective Phonics Instruction Beginning Handwriting, Spelling, and Composition Instruction The Common Core State Standards and Text Complexity Reading Fluency Assessment and Instruction What’s Important to Know about Words of Written Language Vocabulary Growth, Assessment, and Instruction Comprehension, Grades K–3 Comprehension, Grades 4–6 Strategic and Meaningful Writing Instruction for Elementary Students Disciplinary Literacy Current Laws, Policies, Initiatives, Common Core State Standards, and Response to Intervention Putting It All Together in Your Classroom 10 Tips for Becoming an Effective Teacher

K-12 Special Education

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Fundamentals of Literacy Instruction and Assessment, 6-12 By Martha Hougen, Ph.D. (College and Career Readiness Initiative: English/Language Arts Faculty Collaborative), with invited contributors

“Offers beginning teachers both breadth and depth in preparation to teach both literacy skills and disciplinary content.” —Karen Harris, Mary Lou Fulton Teachers College, Arizona State University

ORDER EXAM COPY CONTENTS I INTRODUCTION TO LITERACY ASSESSMENT AND INSTRUCTION, GRADES 6–12 1. Teaching Literacy and Content 2. Social and Emotional Consequences of Reading Disability 3. Features of Effective Instruction 4. Academic Vocabulary Development: Meaningful, Memorable, and Morphological 5. Fluency Development for the Older Student 6. “Now It Makes Sense!”: Best Practices for Reading Comprehension 7. Learning to Write and Writing to Learn 8. Understanding the New Demands for Text Complexity in American Secondary Schools II DISCIPLINARY LITERACY 9. The What and Why of Disciplinary Literacy 10. Disciplinary Literacy in English/Language Arts Classes 11. Teaching Disciplinary Literacy in History Classes 12. Teaching Students to Read and Write in Science 13. Reading and Writing as a Mathematician 14. Literacy in the Arts III TIMELY TOPICS 15. Teaching Adolescent English Language Learners 16. Response to Intervention and Multi-tiered Systems for Support in Secondary Schools 17. Microblogging: An Example of Using Technology to Increase Engagement and Achievement 18. Current Laws, Policies, and Initiatives 19. Ten Tips for Becoming an Effective Teacher

Appendix A Formative Assessment Strategies Appendix B Helpful Web Sites Appendix C Sample Lesson Plans and Instructional Tools Appendix D Glossary P

Prepare future educators to strengthen the literacy skills of students in Grades 6–12 with this introductory reading textbook, based on the latest research, the Common Core State Standards, and recommended instructional practices. The perfect first text on adolescent literacy, this expertly organized volume covers all the fundamentals of how reading and writing skills develop in older students and how to teach literacy within key academic content areas: language arts, math, science, and history. More than 20 of today’s top authorities give educators the solid, practical background knowledge they’ll need for the rest of their careers, as they shape the next generation of confident readers and writers. GET TEACHERS READY TO: •

Teach the fundamental components of literacy, with special emphasis on fluency, vocabulary, and comprehension

•

Address the Common Core State Standards

•

Prepare students for college and career by teaching literacy in content areas

•

Differentiate instruction for struggling students and English language learners

•

Implement the highly effective RTI model and other multi-tiered systems of support

•

Apply evidence-based instructional strategies in the classroom

•

Use current legislation to inform classroom instruction

STUDENT-FRIENDLY FEATURES: Practical sample lesson plans for use in tutoring and student teaching, classroom examples illustrating recommended practices, helpful chapter objectives and summaries, in-class exercises and homework assignments, an appendix of formative assessment strategies. US$66.95 | Stock #: 73596 | 2015 | 320 pages | 8.5 x 11 | hardcover | ISBN: 978-1-59857-359-6

| 1-800-638-3775 | www.brookespublishing.com

K-12 Special Education

Maximizing Effectiveness of Reading Comprehension Instruction in Diverse Classrooms By Sheri Berkeley, Ph.D. (George Mason University), Ana Taboada Barber, Ph.D. (George Mason University) With 8 million students in Grades 4–12 struggling to read on grade level, effective comprehension instruction is a top priority for middle and high school teachers. This teacher-friendly supplemental textbook fully prepares future educators to help all students “read to learn.” With a strong emphasis on teaching a wide variety of struggling readers, this concise introductory text gives educators research-based knowledge on reading comprehension and the practical instructional techniques they need to explicitly teach comprehension skills. The ideal foundational text on comprehension, this accessible volume equips teachers with the critical background knowledge they need to strengthen every reader’s confidence and competence. GET TEACHERS READY TO: •

Understand why some students struggle with comprehension

•

Improve the comprehension skills of students with learning disabilities and English language learners

•

Understand how basic reading skills affect comprehension and are addressed at the secondary level

•

Modify texts and provide accommodations when necessary

•

Identify pitfalls to common instructional practices and plan ways to differentiate for a wide range of learners

•

Explicitly teach key vocabulary words students need to know to be better readers

•

Help students connect new information to their existing knowledge as they read

•

Plan instruction appropriate for the type of text being used

•

Teach students how to read strategically and monitor their own comprehension

•

Get students motivated and engaged

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6. 7. 8.

What Is Comprehension? Basic Reading Skills Teach Vocabulary Teach to Activate Students’ Prior Knowledge and Help Them Make Connections Teach Students to Ask and Answer Questions Teach Students to Recognize Text Structure Teach Students to Read Strategically and Monitor Their Comprehension Motivation and the Struggling Reader

TEACHER-FRIENDLY FEATURES: Vignettes that model instructional techniques, “Dig Deeper” features with research-based enrichment information, “Practical Applications” features with supplemental information and resources. US$34.95 | Stock #: 73060 | 2015 | 168 pages | 7 x 10 | paperback | ISBN: 978-1-59857-306-0

K-12 Special Education

www.brookespublishing.com | 1-800-638-3775 |

More Language Arts, Math, and Science for Students with Severe Disabilities By Diane M. Browder, Ph.D. (University of North Carolina at Charlotte), Fred Spooner, Ph.D. (University of North Carolina at Charlotte), with invited contributors

“Will completely change how students with significant cognitive disabilities are educated. It is clearly the book for the next generation of teachers.” —Pamela Gent, Professor of Special Education, Clarion University

ORDER EXAM COPY CONTENTS I 1. 2. 3.

GREATER ACCESS TO GENERAL CURRICULUM More Content, More Learning, More Inclusion Embedded Instruction in Inclusive Settings Common Core State Standards Primer for Special Educators

II 4. 5. 6. 7.

TEACHING COMMON CORE LANGUAGE ARTS Passage Comprehension and Read-Alouds Reading for Students Who Are Nonverbal Comprehensive Beginning Reading Teaching Written Expression to Students with Moderate to Severe Disabilities

III TEACHING COMMON CORE MATHEMATICS AND TEACHING SCIENCE 8. Beginning Numeracy Skills 9. Teaching Grade-Aligned Math Skills 10. Science as Inquiry 11. 11 Teaching Science Concepts IV ALIGNMENT OF CURRICULUM, INSTRUCTION, AND ASSESSMENT 12. The Curriculum, Instruction, and Assessment Pieces of the Student Achievement Puzzle 13. Promoting Learning in General Education for All Students 14. What We Know and Need to Know About Teaching Academic Skills

How can tomorrow’s educators teach academic content to students with moderate and severe developmental disabilities—while helping all students meet Common Core State Standards? This text has answers for future K–12 teachers, straight from 37 experts in special and general education. A follow-up to the landmark bestseller Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities, this important text prepares teachers to ensure more inclusion, more advanced academic content, and more meaningful learning for their students. Teachers will have the research and recommended practices they need to identify and deliver grade-aligned instructional content—leading to more opportunities and better quality of life for students with severe disabilities. PREPARE TEACHERS TO: •

Skillfully adapt lessons in language arts, math, and science for students with disabilities

•

Align instruction with common core state standards

•

Select target skills and goals

•

Differentiate instruction using appropriate supports

•

Balance academic goals and functional skills

•

Make the most of effective instructional procedures such as peer tutoring, cooperative learning, and co-teaching

•

Maintain high expectations for student achievement

•

Promote generalization by embedding instruction into ongoing classroom activities

•

Assess students’ progress and make adjustments to instruction

PRACTICAL MATERIALS: Detailed vignettes based on the authors’ real-life experiences, teaching examples and guidelines that illustrate recommended practices, helpful figures and tables, resource lists, and suggestions for incorporating technology into teaching and learning. 17

US$54.95 | Stock #: 73176 | 2014 | 328 pages | 7 x 10 | paperback | ISBN: 978-1-59857-317-6

| 1-800-638-3775 | www.brookespublishing.com

K-12 Special Education

Design and Deliver Planning and Teaching Using Universal Design for Learning By Loui Lord Nelson, Ph.D. (Boston College and CAST)

“Dr. Nelson’s clear descriptions and vivid examples will help teachers not only better understand the theory of UDL, but also use it with confidence in their classrooms.” —Rachel Janney, coauthor of Teachers’ Guides to Inclusive Practices series

Universal Design for Learning (UDL) is the best way to teach all students effectively— but how can teachers hit the ground running with UDL once they’re in their classrooms? Answers are in this vibrant, research-based text, created by seasoned teacher and www.brookespublishing. former UDL Coordinator Loui Lord Nelson. com/nelson-videos Future K-12 educators will learn how to use the three key principles of UDL—Engagement, Representation, and Action & Expression—to present information in multiple ways and meet the needs of diverse learners. Written in first person, like a face-to-face talk with a passionate educator, the book gives tomorrow’s teachers a reader-friendly UDL primer and a practical framework for implementation, with detailed guidelines on lesson planning and checkpoints that help them stay on track. VIDEOS INCLUDED ONLINE! Watch 16 short clips with UDL tips from experienced educators:

HOW TO USE UDL PRINCIPLES TO HELP STUDENTS: •

Sharpen executive function skills, such as goal-setting and strategy development

•

Improve comprehension and information processing

•

Stay engaged during lessons and overcome distractions

•

Communicate effectively using multiple tools, including both high and low/no technology options

•

Develop self-regulation and self-assessment skills

•

Sustain effort and persistence

•

Increase autonomy

•

Show what they know through flexible, individualized assessment options

ORDER EXAM COPY CONTENTS I INTRODUCING UNIVERSAL DESIGN FOR LEARNING 1. Introducing Universal Design for Learning 2. The Vocabulary and Myths of Universal Design for Learning II THE PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING 4. Engagement 5. Representation 6. Action and Expression III FROM PLANNING TO PRACTICE 7. Designing with Learning in Mind 8. The Goal and the Lesson

K-12 Special Education

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Modifying Schoolwork Third Edition By Rachel Janney, Ph.D. (independent scholar and consultant), Martha E. Snell, Ph.D., (University of Virginia)

“A significant addition to the field’s research-based inclusive education resources. It provides practical strategies, . . . for school personnel and educators who want to make inclusive education a reality rather than just an ideal.” —Martha Thurlow, Director of the National Center on Educational Outcomes

ORDER EXAM COPY CONTENTS 1. 2. 3. 4.

Inclusive Education: The Big Picture Curricular and Instructional Practices that Promote the Inclusion and Success of All Students A Model for Creating Individualized Adaptations and Supports Planning, Implementing, and Evaluating Individualized Adaptations and Supports for Students with Extensive Needs Including All Students in Instruction in Core Curriculum Areas Appendix A: Blank Forms Appendix B: Resources on Creating Effective Inclusive Schools and Designing Schoolwork for Inclusive Classrooms

Your students will keep and use this quick, practical, ready-to-use guidance on teaching all students—and making appropriate modifications for kids who need extra support. This third edition of the bestselling book in the Teachers’ Guides to Inclusive Practices series gives future teachers a clear and concrete plan for K-12 inclusion. Packed with field-tested strategies, case studies, and planning tools, this hands-on guide will show preservice teachers how to deliver effective universal instruction in core content areas and create customized adaptations and flexible supports for students with diverse needs and abilities. The next generation of teachers will learn what really works in inclusion, and they’ll discover how to seamlessly weave in modifications while encouraging each student’s sense of belonging. NEW TO THIS EDITION: •

Practical guidance on implementing Universal Design for Learning

•

Content aligns clearly with an RTI framework, with strategies spanning from whole-class instruction to highly individualized adaptations

•

More on working with students with significant disabilities and complex learning needs—one of the biggest challenges of inclusion

•

Easy-to-print forms that help teachers plan individualized supports and adaptations, available at www.brookespublishing.com

•

Helpful “focusing questions” at the start of each chapter—perfect for preservice study and teacher book club discussions

•

New stories from teachers and parents that spotlight real-world challenges and successes

INCLUDES PRINTABLE PLANNING TOOLS: •

Team Roles and Responsibilities Checklist

• Program-at-a-Glance

•

Student Profile

•

General Assessment of Classroom Activities

•

Program Planning Matrix

•

Individualized Adaptations and Support Plan

US$36.95 | Stock #: 72933 | 2013 | 224 pages | 7 x 10 | paperback | ISBN: 978-1-59857-293-3

| 1-800-638-3775 | www.brookespublishing.com

K-12 Special Education

Children with Disabilities Seventh Edition By Mark L. Batshaw, M.D. (Children’s National Medical Center, George Washington University), Nancy J. Roizen, M.D. (University Hospital’s Rainbow Babies and Children’s Hospital in Cleveland), Gaetano R. Lotrecchiano, Ed.D., Ph.D. (George Washington University), with invited contributors

“A gem . . . clear, concise, and well written.” —Heidi Feldman, Stanford University School of Medicine

Comprehensive, authoritative information from the most respected experts: For 30 years, that’s what Children with Disabilities has given the thousands of students, faculty, and professionals who rely on it. In this seventh edition, the internationally respected editors bring together a who’s who of contributors—both seasoned experts and fresh voices—for a definitive compendium of information about developmental, clinical, family, education, and intervention issues.

ORDER EXAM COPY

Student-friendly features include concise and accessible chapters, a helpful glossary, chapter overviews, case studies that bring key concepts to life, extensive cross-referencing to make information easy to find, and resource lists for every topic. And with the complete package of multimedia instructor materials, instructors will use this textbook effectively in their courses and prepare students for years of successful practice. An unparalleled text from the leading voices in the disability field, Children with Disabilities is the cornerstone resource future professionals will keep year after year to support their important work with children and families. US$82.95 | Stock #: 71943 | 2013 | 904 pages | 7 x 10 | hardcover | ISBN: 978-1-59857-194-3

CONTENTS I. 1. 2. 3. 4. 5. 6. 7.

AS LIFE BEGINS Genetics and Developmental Disabilities Fetal Development Environmental Toxicants and Neurocognitive Development Birth Defects and Prenatal Diagnosis Newborn Screening The First Weeks of Life Premature and Small-for-Dates Infants

II. THE DEVELOPING CHILD 8. Nutrition and Children with Disabilities 9. Feeding and Its Disorders 10. Hearing and Deafness 11. Vision and Visual Impairment 12. The Brain and Nervous System 13. Muscles, Bones, and Nerves 14. Patterns in Development and Disability 15. Diagnosing Developmental Disabilities 16. Understanding and Using Neurocognitive Assessments

III. DEVELOPMENTAL DISABILITIES 17. Developmental Delay and Intellectual Disability 18. Down Syndrome (Trisomy 21) 19. Inborn Errors of Metabolism 20. Speech and Language Disorders 21. Autism Spectrum Disorders 22. Attention Deficits and Hyperactivity 23. Specific Learning Disabilities 24. Cerebral Palsy 25. Neural Tube Defects 26. Traumatic Brain Injury 27. Epilepsy 28. The New Face of Developmental Disabilities 29. Behavioral and Psychiatric Disorders in Children with Disabilities

IV. INTERVENTIONS, FAMILIES, AND OUTCOMES 30. Early Intervention 31. Special Education Services 32. Behavior Principles, Assessment, and Therapy 33. Occupational and Physical Therapy 34. Physical Activity, Exercise, and Sports 35. Oral Health Care 36. Assistive Technology 37. Caring and Coping 38. Complementary and Alternative Therapies 39. Ethical Considerations 40. Future Expectations 41. Health Care Delivery Systems and Financing Issues

K-12 Special Education

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Systematic Instruction for Students with Moderate and Severe Disabilities By Belva C. Collins, Ed.D. (University of Kentucky), with invited contributors

“Exactly what a methods textbook should be . . . does an excellent job of covering systematic instructional procedures and provides clear and detailed examples of implementation.” —Kevin M. Ayres, Ph.D., BCBA-D, The University of Georgia

ORDER EXAM COPY CONTENTS 1.

Using Effective Practices to Teach Students with Moderate and Severe Disabilities 2. Developing Data Sheets and Collecting Baseline Data 3. Using Graduated Guidance, Most-to-Least Prompting, and System of Least Prompts Procedures 4. Using Time Delay and Simultaneous Prompting Procedures 5. Increasing the Efficiency of Instruction through the Addition of Nontargeted Information and through Instruction in Small Group Formats 6. Using Naturalistic Language Strategies 7. Facilitating Maintenance and Generalization 8. Teaching Functional Core Content 9. Working with Peers, Paraprofessionals, and Staff 10. Setting Up Instructional Schedules and Classroom Environments 11. Teaching with Technology Appendix A. Procedural Flowcharts

Appendix B. Blank Data Collection Sheets Appendix C. Resources from the Professional Literature Appendix D. Glossary

To ensure the best outcomes for students with moderate and severe disabilities, K–12 educators need to understand what constitutes good instructional practices and how to apply them in any classroom, with any curriculum. All the how-to guidance they need is in this accessible text on systematic instruction, a highly effective teaching approach rooted in applied behavior analysis. Developed by a seasoned educator who has trained thousands of teachers, this one-of-a-kind textbook fully prepares teachers to use systematic instruction procedures to link core content with critical life skills. FUTURE EDUCATORS WILL LEARN HOW TO: •

Collect accurate screening and baseline data before instruction

•

Effectively use specific systematic instruction procedures

•

Make instruction more efficient by weaving non-targeted information into lessons

•

Improve students’ communication skills through naturalistic language strategies

•

Expertly organize and deliver small-group systematic instruction

•

Enhance instruction with assistive technology

•

Plan successful instructional schedules for students across settings and teachers

•

Maximize instruction time by involving peers, paraprofessionals, and service delivery personnel

•

Help students maintain new skills and generalize them to other settings

PRACTICAL MATERIALS: Sample lesson plans, chapter objectives, reflection questions, a glossary, and 20 blank data collection sheets and quick step-by-step charts of instruction procedures. 21

US$49.95 | Stock #: 71936 | 2012 | 232 pages | 8.5 x 11 | paperback | ISBN: 978-159857-193-6

| 1-800-638-3775 | www.brookespublishing.com

K-12 Special Education

Teaching Everyone An Introduction to Inclusive Education By Whitney H. Rapp, Ph.D. (St. John Fisher College), & Katrina L. Arndt, Ph.D. (St. John Fisher College)

“How refreshing! An introductory text to special education that addresses the process of education rather than focusing predominantly on specific disability labels.” —Jacki Anderson, California State University East Bay

The new generation of teachers needs a new kind of special education textbook— one that focuses on children, not labels. Teaching Everyone is the text that fully prepares teachers to see past disability labels and work with all students’ individual needs and strengths, readying K–12 teachers to work effectively within today’s schools and meet the learning needs of a wide range of students. A foundational text for tomorrow’s teachers, this important volume will help usher in an era of truly inclusive classrooms where all children learn and thrive.

INSTRUCTOR MATERIALS AVAILABLE ONLINE! Enhance your courses with student activities, discussion starters, instructor notes, Power Point slides, and more.

PREPARE YOUR STUDENTS TO: •

Align their teaching with the Council for Exceptional Children (CEC) Initial Content Standards. Each chapter clearly explains how the content helps students meet specific standards.

•

Discover a truly progressive, inclusive approach to education. This text reveals how to stop relying on labels to access supports for students—and work with each child as an individual.

•

Get comprehensive information in one volume, for a fraction of the cost of similar textbooks.

•

Learn effective teaching strategies for major academic content areas, including reading, writing, science, math, and social studies.

•

Get a deep and personal understanding of student and teacher perspectives with case studies and narratives from teachers and people with disabilities.

US$72.95 | Stock #: 72124 | 2012 | 400 pages | 8.5 x 11 | paperback | ISBN: 978-1-59857-212-4

ORDER EXAM COPY CONTENTS I. WHY DOES TEACHING EVERYONE MATTER? THE HISTORY OF SPECIAL EDUCATION 1. Construction of Ability and Disability, Intersections of Ability, Race, and Gender 2. History of Special Education 3. Special Education Law and Legislation II. WHAT DOES TEACHING EVERYONE MEAN? THE EDUCATOR’S ROLE AND CITIZENSHIP IN THE CLASSROOM 1. Early Intervention 2. Child and Adolescent Development 3. Classroom Management 4. Differentiation 5. Universal Design for Learning 6. Assessment 7. Collaboration 8. Transition from High School to Adult Life III. HOW WILL I TEACH EVERYONE? INSTRUCTIONAL STRATEGIES BY CONTENT AREA 1. Management Strategies for All Students 2. Reading Strategies for All Students 3. Writing Strategies for All Students 4. Social Studies Strategies for All Students 5. Math Strategies for All Students 6. Science Strategies for All Students 7. Social and Communication Strategies for All Students 8. Working with Special Area Teachers and Related Service Professionals

Appendix: Resources for Comprehensive Teaching

K-12 Special Education

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Communication Interventions for Individuals with Severe Disabilities Exploring Research Challenges and Opportunities Edited by Rose A. Sevcik, Ph.D. (Georgia State University), & MaryAnn Romski, Ph.D. (Georgia State University)

ORDER EXAM COPY CONTENTS 1. 2. 3.

5. 6.

What Is the State of the Evidence? Prelinguistic Communication Intervention for Young Children with Intellectual Disabilities Challenging Behavior and Communicative Alternatives Research on Communication Intervention for Children Who Are Deafblind Are We There Yet? Targeted and Phenotypic Communication Interventions for Children with Down Syndrome or Autism Spectrum Disorder Augmented Language Interventions for Children with Severe Disabilities Parents as Partners in Effective Communication Intervention Putting It Together

Shaped by a conference of The National Joint Committee on the Communication Needs of Persons with Severe Disabilities (NJC),* this interdisciplinary book includes contributions from more than 30 top scholars from diverse fields, including psychology, special education, and speech-language pathology. Each chapter gives readers a brief summary of research studies on a key intervention topic, insights on research design and measurement challenges, thoughts on future advances, and real-world clinical and educational recommendations. Essential for preservice communication professionals, this book offers powerful insights about today’s interventions—and sets a clear agenda for tomorrow’s research. TOPICS COVERED: •

assessment and measurement of communication and language skills in individuals with severe intellectual disabilities

Behavioral Heterogeneity in People with Severe Intellectual Disabilities: Integrating Single-Case and Group Designs to Develop Effective Interventions 9. Randomized Controlled Trials 10. Boxed in by Small Sample Size? Some Ways Out of the Box

•

challenging behavior and communicative alternatives

•

prelinguistic communication intervention for young children with intellectual disabilities

•

interventions for children who are deafblind

11. Recent Innovations in the Assessment of Auditory Discrimination Abilities in Individuals with Intellectual Disabilities Who Are Nonspeaking 12. The Role of Cultural, Ethnic, and Linguistic Differences 13. Measuring Communication and Language Skills in Individuals with Severe Intellectual Disabilities 14. Where does Social Validity Measurement Fit into Identifying and Developing Evidence-Based Practices? 15. Section Discussion Summary 16. Communication Interventions for Individuals with Severe Disabilities: Research and Practice Gaps, Opportunities, and Future Directions

•

augmented language interventions for children with severe disabilities

•

the role of cultural, ethnic, and linguistic differences

•

parents as partners in communication intervention

•

targeted and phenotypic communication interventions for children with Down syndrome or ASD

•

and more

7. 8.

What does the latest research tell us about communication interventions for people with severe disabilities? Give your students the knowledge they need with this authoritative research volume, which investigates the effectiveness of today’s communication interventions, synthesizes evidence from current studies, and identifies urgent research directions for the future.

| 1-800-638-3775 | www.brookespublishing.com

Communication 24

Bilingual English–Spanish Assessment™ (BESA™) By 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

ORDER EXAM COPY 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.

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

LEARN MORE: www.brookespublishing.com/besa

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.

Communication

www.brookespublishing.com | 1-800-638-3775 |

SLS Screener for Language & Literacy Disorders By Nickola Wolf Nelson, Ph.D., CCC-SLP, BCS-CL, Barbara M. Howes, Ph.D., LMSW, & Michele A. Anderson, Ph.D., CCC-SLP

“The SLS is an incisive, elegant screening tool to guide the recommendation for in-depth language and literacy assessment.” —Sue Ellen Krause, Krause Speech & Language Services

ORDER EXAM COPY

Introduce future SLPs and educators to the Student Language Scale (SLS), a new way to reliably screen students ages 6–18 years for language and literacy disorders, including dyslexia. For use on its own or with the Test of Integrated Language and Literacy Skills™ (TILLS™), the SLS is a quick, cost-effective way to see how students are performing on academic tasks as compared to their same-age peers. Use the SLS to •

screen for language/literacy disorders by gathering teachers’ and parents’ ratings of students

SEE PAGE 26 to learn about the TILLS Practice Kits, the ideal way to give trainees access to essential materials for learning about TILLS and standardized testing in general.

•

gather input about a struggling student’s strengths and needs from multiple sources

•

enhance home–school communication by gaining new insight into

WATCH THE SLS WEBINAR! In just 30 minutes, SLS co-developer Michele A. Anderson shows you How to Screen for Language/ Literacy Disorders—Including Dyslexia—with the SLS.

•

the student’s performance and the parent’s perspective, whether or not everyone agrees and whether or not there are concerns

LEARN MORE: www.brookespublishing.com/slsa

Whether used with an entire classroom or with individual students, the SLS is the tool you need to quickly gather valuable information about strengths and needs—and plan next steps for students at risk for disorders. WHY USE THE SLS? •

Expert-developed. The SLS developers are highly respected for their test-building skills and evidence-based work in the fields of language and literacy assessment and school social work.

•

Fast and easy. The three-part SLS can be completed in just three minutes or less. Administration and scoring is simple—a pencil and paper are all you need.

•

Strong sensitivity and specificity. Sensitivity of the SLS to risk of language/literacy disorder is .90 for teachers and .85 for parents, and specificity (correct identification of typical learners) is .90 for teachers and .83 for parents.

•

Cost effective. The SLS helps you screen effectively at a lower cost than comparable tools on the market.

SLS Kit (one SLS User’s Manual, one gummed tablet of 50 TILLS™ Student Language Scale forms, one SLS Quick Start Guide with basic instructions on administering and scoring.) INTRODUCTORY PRICE: $79.95 | Stock #: 52711 | 2018

| 1-800-638-3775 | www.brookespublishing.com

Communication 26

TILLS™ Practice Kit for use with the Test of Integrated Language and Literacy Skills™ By Nickola Wolf Nelson, Ph.D., CCC-SLP (Western Michigan University), Elena Plante, Ph.D., CCC-SLP (University of Arizona), Nancy Helm-Estabrooks, Sc.D., CCC-SLP (Western Carolina University), and Gillian Hotz, Ph.D., CCC-SLP (University of Miami Miller School of Medicine) 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 TILLS™ 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.

ORDER EXAM COPY 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.

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

Communication

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Observational Measurement of Behavior Second Edition BBy 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.

ORDER EXAM COPY CONTENTS 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 Glossary Index About the Online Companion Materials

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—including special education, communication sciences, psychology, and social work—this fundamental graduate text will prepare future researchers to skillfully collect, summarize, and communicate their observations of children’s behavior. STUDENTS WILL: •

Fully understand key methods of observational research and measurement

•

Get comprehensive information on both foundational and advanced topics

•

Learn from real-world examples based on the authors’ experience

•

Apply specific recommendations for effective techniques and best practices

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 | paperback | ISBN 978-1-68125-246-9

| 1-800-638-3775 | www.brookespublishing.com

Communication 28

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, the newest 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

ORDER EXAM COPY CONTENTS 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 6. High-Tech Aided AAC 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 11. Naturalistic Developmental Behavioral Interventions 12. Parent- and Peer-Mediated Interventions 13. Visual and Environmental Supports 14. Conclusions and Directions for Future Research

| 1-800-638-3775 | www.brookespublishing.com

Communication 29

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 during play dates and other social interactions

•

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. US$49.95 | Stock #: 52964 | October 2018 | 304 pages | 7 x 10 | paperback | ISBN 978-1-68125-296-4

ORDER EXAM COPY CONTENTS SECTION 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 SECTION II BEGINNING STAGES: EARLY INTERVENTION 4. Intervention for Infants and Young Toddlers 5. Teaching First Words 6. Expanding Friendship Opportunities for Children with ASD SECTION III CHILDHOOD: TREATMENT OPTIONS AT HOME AND AT SCHOOL 7. Parent Education in Pivotal Response Treatment 8. Inclusive Education 9. Motivational Academics SECTION 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 SECTION V ADULTHOOD: HIGHER EDUCATION AND EMPLOYMENT 13. Improving Outcomes in Higher Education for Adults with ASD 14. Supporting Individuals with ASD in Employment Settings

Communication

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Treatment of Language Disorders in Children Second Edition Edited by Rebecca J. McCauley, Ph.D., Marc E. Fey, Ph.D., CCC-SLP, & Ronald B. Gillam, Ph.D.

“Comprehensive and superbly readable.” —Chris Dollaghan, Ph.D., CCC-SLP, School of Behavioral and Brain Sciences, University of Texas at Dallasa

ORDER EXAM COPY CONTENTS 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

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 (on the included DVD and available online); case studies; learning activities that challenge students to apply their new knowledge WITH NEW CHAPTERS ON: Print-Referencing Interventions • Language Intervention for SchoolAge 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) US$74.95 | Stock #: 79796 | 2017 | 552 pages | 7 x 10 | paperback w/ DVD | ISBN 978-1-59857-979-6

Communication 31

| 1-800-638-3775 | www.brookespublishing.com

Introduction to Clinical Methods in Communication Disorders, Third Edition Edited by Rhea Paul, Ph.D., CCC-SLP (Sacred Heart University)

“A valuable text for students . . . will help students go beyond understanding of the content to application of the information.” —A. Lynn Williams, East Tennessee State University

The bestselling core textbook on communication disorders is better than ever with this third edition, thoroughly revised and based on updated ASHA standards. Covering a broad range of disorders and developmental levels, this text gives future professionals up-to-date guidance on evidence-based practice from more than 20 academics and working clinicians. Preservice SLPs and audiologists will get a comprehensive guide to contemporary clinical practice—one they’ll use for the rest of their careers to provide the best possible services for people with communication disorders. ALL THE LATEST ON: •

Implementing evidence-based practice to improve client outcomes

•

Aligning everyday practice with the ASHA code of ethics

•

Collecting communication samples

•

Conducting effective assessment and implementing interventions

•

Understanding public policies that affect clinical practice

•

Ensuring sensitive and efficient clinical communications, including counseling clients, documenting findings, and recording treatment outcomes

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Delivering services skillfully across settings, including homes, hospitals, and schools

•

Working with families from diverse cultural and linguistic backgrounds

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Providing successful family-centered services

•

Making sound decisions about assistive technology

WHAT’S NEW: New chapters on assessment, the role of research in clinical practice, communication sampling procedures, and cultural diversity • Updated ASHA standards • Coverage of new legislation and regulations • New bases of evidence for the intervention chapter • Updated clinical communication chapter with more coverage of electronic records and HIPAA compliance • Expanded service delivery chapter that discusses the emerging roles of SLPs and AUDs US$54.95 | Stock #: 72865 | 2014 | 432 pages | 7 x 10 | paperback | ISBN: 978-1-59857-286-5

ORDER EXAM COPY CONTENTS 1. Introduction to Clinical Practice in Communication Disorders

Appendix 1A 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology Appendix 1B 2012 Standards and Implementation Procedures for the Certificate of Clinical Competence in Audiology

2. Ethical Practice in Communication Disorders

Appendix 2A ASHA Code of Ethics (ASHA, 2010) Appendix 2B American Academy of Audiology Code of Ethics

3. Evidence-Based Decision Making in Communication Intervention 4. Principles of Communication Assessment 5. Communication Sampling Procedures 6. Communication Intervention: Principles and Procedures 7. Interviewing, Counseling, and Clinical Communication 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. Research in Clinical Practice: Procedures for Development of Single-Case Experimental Designs

Communication

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Augmentative and Alternative Communication Supporting Children and Adults with Complex Communication Needs, 4th Edition By David R. Beukelman, Ph.D (University of Nebraska-Lincoln), Pat Mirenda, Ph.D., BCBA-D (University of British Columbia), with invited contributors

“A tour-de-force . . . has my strongest possible endorsement.” —Joe Reichle, Ph.D., University of Minnesota

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.

Augmentative and Alternative Communication Processes Message Management: Vocabulary, Small Talk, and Narratives Symbols and Rate Enhancement Alternative Access Principles of Assessment Assessment of Specific Capabilities Principles of Decision Making, Intervention, and Evaluation Augmentative and Alternative Communication Issues for People with Developmental Disabilities Supporting Participation and Communication for Beginning Communicators Language Development and Intervention: Challenges, Supports, and Instructional Approaches Instruction to Support Linguistic and Social Competence Literacy Intervention for Individuals with Complex Communication Needs Educational Inclusion of Students with Complex Communication Needs Adults with Acquired Physical Conditions Adults with Severe Aphasia and Apraxia of Speech Adults with Degenerative Cognitive and Linguistic Disorders Individuals with Traumatic Brain Injury Augmentative and Alternative Communication in Intensive, Acute, and Long-Term Acute Medical Settings

A trusted, widely adopted graduate-level text on communication disorders and AAC, this is an ideal core textbook for SLPs, OTs, PTs, teachers, and other professionals in clinical and educational settings. Future professionals will get a thorough overview of communication and AAC issues for people with specific developmental disabilities (including cerebral palsy, intellectual disability, and autism) and acquired disabilities (such as aphasia, traumatic brain injury, and degenerative cognitive and linguistic disorders). Helpful photos, figures, and reproducible forms equip students with the knowledge and tools they need to ensure the best possible outcomes for the people they work with. CRITICAL INFORMATION ON: •

Advancing literacy skills

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Conducting effective, culturally appropriate assessments and interventions

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Selecting AAC vocabulary tailored to individual needs

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Using new consumer technologies as non-stigmatizing communication devices

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Understanding types of symbols and how individuals use them

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Promoting social competence

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Supporting language learning and development

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Providing effective support to beginning communicators

•

Planning inclusive education for students with complex communication needs

WHAT’S NEW: New literacy chapter • Extensive updates reflecting current consumer technology • Helpful end-of-chapter study questions • Updated resource sections and glossary • All the latest research and best practices in every chapter US$84.95 | Stock #: 71967 | 2013 | 616 pages | 7 x 10 | hardcover | ISBN: 978-1-59857-196-7

| 1-800-638-3775 | www.brookespublishing.com

Communication 33

Treatment of Autism Spectrum Disorders Evidence-Based Intervention Strategies for Communication and Social Interactions Edited by Patricia A. Prelock, Ph.D. (University of Vermont), & Rebecca J. McCauley, Ph.D. (The Ohio State University)

“A valuable resource . . . full of strategies for those with very few support needs to those with the greatest support needs.” —Lynn Koegel, University of California, Santa Barbara

“[A] gem of a book . . . An instant classic, to carry in our pockets and to introduce to every student in the field.” —Ami Klin, Marcus Autism Center, Children’s Healthcare of Atlanta Georgia Research Alliance

For SLPs preparing to work with children Includes DVD of video who have autism spectrum disorders, selectclips that show the ing effective interventions for communicainterventions in action! tion and social challenges is critically important. This accessible textbook gives SLPs the in-depth knowledge they need to evaluate, choose, and apply today’s best interventions for communication and social interactions. With contributions from 25 top autism experts across multiple disciplines, this student-friendly text gives SLPs a thorough introduction to 12 widely used evidence-based interventions (see Contents.) To help readers find the information they need and compare interventions easily, each chapter clearly lays out key details on each intervention’s theoretical and empirical basis, practical requirements, components, applications for both children and adults, and considerations for children from diverse cultural and linguistic backgrounds. Brief, illustrative video clips and case studies show the interventions in action, and helpful learning activities prepare SLPs to make sound decisions in scenarios they’re likely to encounter in the field. With this practical, expertly organized textbook, tomorrow’s SLPs will expertly choose and apply interventions that improve the communication and social skills of people with autism spectrum disorders.

ORDER EXAM COPY CONTENTS 1. Introduction to Treatment of Autism Spectrum Disorders 2. Reader’s Guide 3. Augmentative and Alternative Communication Strategies: Manual Signs, Picture Communication, and Speech-Generating Devices 4. Elementary Behavioral Intervention Strategies: Discrete Trial Instruction, Differential Reinforcement, and Shaping 5. An Introduction to the Developmental, Individual-Difference, Relationship-Based (DIR) Model and Its Application to Children with Autism Spectrum Disorder 6. Functional Communication Training: Treating Challenging Behavior 7. Joint Attention Intervention for Children with Autism 8. Implementing Enhanced Milieu Teaching with Children Who Have Autism Spectrum Disorders 9. Early Social Interaction Project 10. Peer-Mediated Support Interventions 11. Picture Exchange Communication System (PECS) 12. Pivotal Response Treatment 13. Social Stories™ 14. Video Modeling Applications for Persons with Autism 15. Future Directions

US$66.95 | Stock #: 70533 | 2012 | 448 pages | 7 x 10 | paperback w/DVD | ISBN: 978-1-59857-053-3

Communication

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Promoting Language and Literacy in Children who are Deaf or Hard of Hearing 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), with invited contributors

“Provides much-needed state of the art information and strategies for facilitating spoken language and listening in young children.” —Marilyn Sass-Lehrer, Professor, Gallaudet University, Washington D.C.

ORDER EXAM COPY CONTENTS 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 34

What are today’s best interventions for supIncludes DVD of porting language acquisition and literacy video clips that show for children who are deaf or hard of hearing interventions in action! (D/HH)? This comprehensive textbook-andDVD set brings the answers to life for tomorrow’s speech-language pathologists, audiologists, and educators. The newest 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 and video clips 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. CRITICAL INFORMATION ON: •

Audiological assessments and technological interventions for children

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Principles and practices for family-centered early intervention

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Understanding, supporting, and coaching families

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Assessments to identify intervention priorities

•

Theory of Mind

•

Auditory-verbal therapy and phonological interventions

•

Sign language and sign systems

•

and more (see Contents)

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

| 1-800-638-3775 | www.brookespublishing.com

Early Childhood/Early Intervention

Blended Practices for Teaching Young Children in Inclusive Settings Second Edition By Jennifer Grisham-Brown, Ed.D. (University of Kentucky), & Mary Louise Hemmeter, Ph.D. (Vanderbilt University), with Kristie PrettiFrontczak, Ph.D. & invited contributors As more and more early childhood settings implement inclusive practices, teachers need to blend special and general education techniques to help all children learn. They’ll find out how with the new edition of this bestselling text, which combines today’s best practices for teaching young children with and without disabilities into one comprehensive approach. Ideal for current and future early childhood educators working with children from ages 2 to 5, this comprehensive text provides explicit guidance on developing a successful curriculum framework, working effectively with families and other team members, tailoring instruction to each child’s individual needs, and embedding learning opportunities that address all children’s goals. Teachers will learn from the field’s most current research, and they’ll get a full continuum of strategies for teaching young children with diverse abilities. Practical information on authentic assessment and data-driven decision-making is also woven throughout the book. WHAT’S NEW •

Focus on how to implement multi-tiered systems of support (MTSS)

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New chapters on applying blended practices in specific content areas: language, literacy, social-emotional skills, and math

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The latest on state and federal funding initiatives for early childhood —and how to maintain quality practices that align

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More guidance on determining the scope and sequence of what to teach children

•

Current recommendations from key professional organizations like NAEYC and DEC, and their implications for teachers

ORDER EXAM COPY CONTENTS I. SETTING THE STAGE FOR BLENDED PRACTICES 1. Introduction to Blended Practices 2. Curriculum Framework as a Model of Blended Practices 3. Identifying Outcomes for Children in Blended Early Childhood Classrooms 4. Recommended Instructional Practices II. 5. 6. 7.

TIERED INSTRUCTION Universal Instructional Practices Focused Instructional Strategies Systematic Instructional Practices

III. SPECIAL CONSIDERATIONS IN THE APPLICATION OF BLENDED PRACTICES 8. The Team Process of Planning, Implementing, and Revising Instruction 9. Blended Practices for Promoting Social-Emotional Development in Young Children 10. Blended Practices for Promoting Literacy Skills 11. Promoting the Language and Literacy Skills in Dual Language Learners 12. Blended Practices for Promoting Early Math Skills

USER-FRIENDLY FEATURES: Includes visual aids and sample forms, vignettes and practical examples that illustrate key concepts and guiding principles, helpful summaries for each chapter, case studies, and learning activities that challenge students to test and expand their knowledge. US$44.95 | Stock #: 76689 | 2017 | 384 pages | 7 x 10 | paperback | ISBN 978-1-59857-668-9

Early Childhood/Early Intervention

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Multi-Tiered Systems of Support for Young Children Driving Change in Early Education Edited by Judith J. Carta, Ph.D. (University of Kansas), & Robin Miller Young, Ed.D. (Northern Illinois University) Multi-Tiered Systems of Support (MTSS)—a framework focused on designing services and supports to meet the needs of all students— can help strengthen school readiness and improve young children’s social and academic outcomes before they start kindergarten. With this evidence-based text, you’ll prepare future education professionals to design, implement, and monitor successful MTSS for children ages 3–5 across environments, including classrooms, programs, districts, and at the state level.

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

11. 12. 13.

Introduction to Multi-Tiered Systems of Support in Early Education Leadership Practices to Design and Operationalize MTSS Frameworks for Young Children Employing Implementation Science to Transition Early Childhood Systems into MTSS Using Data-Based Decision Making to Improve Learning Outcomes for All Children Developing and Sustaining High-Quality Tier 1 Early Literacy and Language Practices Designing and Implementing Tier 2 Instructional Support in Early Literacy and Language Designing and Implementing Tier 2 Instructional Supports to Promote Social-Emotional Outcomes Creating and Providing Tier 3 Instructional Support Meeting the Needs of Young Dual Language Learners in Multi-Tiered Systems of Support Meeting the Needs of Young Children with Disabilities in a Blended ECE and ECSE MultiTiered Systems of Support Scaling Up Multi-Tiered Systems of Support Engaging Families in Multi-Tiered Systems of Support The Path Forward for Multi-Tiered Systems of Support in Early Education

Filled with the wisdom and research findings of more than 25 experts, this book brings tomorrow’s educators foundational information about MTSS and its benefits, plus concrete guidance on creating a tiered system to help all learners reach their potential. Practical tools (reproducible and available online) help with key steps of MTSS implementation, and six videos enhance your students’ application of important concepts covered in the book. A visionary textbook for tomorrow’s professionals, this book will help early childhood education leaders usher in big-picture change that will benefit all young learners. LEARN HOW TO: • • • • • • • • •

Shift into MTSS with shared leadership and Implementation Science (IS) strategies Set up a successful system of data-based decision making Identify children needing targeted or intensive interventions Deliver evidence-based primary, secondary, and tertiary programming Provide effective instruction in key areas, including language and social-emotional skills Meet the needs of dual language learners and children with disabilities Engage families in designing and delivering services and supports Scale up MTSS implementation to broaden impact throughout system levels Evaluate your MTSS model’s strengths and identify areas for improvement

PRACTICAL TOOLS AND RESOURCES: A Stage-Based Active Implementation Planning Tool * Language Exposure Evaluation Report * Self-Assessment of Family Engagement Practices * Home-School Plan * Tune-Up Checklist * Six videos on key MTSS concepts * and more 36

| 1-800-638-3775 | www.brookespublishing.com

Early Childhood/Early Intervention

Early Social-Emotional Development Your Guide to Promoting Children’s Positive Behavior By Nicole M. Edwards, Ph.D. (Rowan University) Behavior is one of the biggest and most pressing challenges faced by early childhood educators and providers. Find research-based guidance and strategies in this essential textbook for professionals preparing to work with children from birth to 5. Your students will start with a comprehensive, reader-friendly overview of early growth and learning across developmental domains, with special emphasis on the components of emotional development and the environmental factors that influence it. Then students will learn the guiding principles for nurturing social-emotional development, aligned with the positive behavioral interventions and supports (PBIS) framework and the Pyramid Model. Concrete examples of specific, research-based strategies prepare future professionals to put the principles into action and improve child outcomes in both center- and home-based settings. A keystone of professional preparation for preservice early childhood providers, this book will help your students work effectively with children, families, and colleagues to foster social-emotional growth in the critical early years. DISCOVER HOW TO: •

Apply evidence-based universal prevention strategies to proactively support social-emotional growth

•

Collect data and use tailored secondary behavior strategies with children who have more intensive challenges

•

Collaborate with families and share concerns sensitively

•

Overcome roadblocks to PBIS through team communication and consistency

•

Encourage mindfulness in yourself and parental caregivers

•

Ensure that providers, caregivers, agencies, and other stakeholders work together and share accountability

•

Engage in ongoing reflection to improve your self-efficacy and confidence

ORDER EXAM COPY CONTENTS SECTION I OVERVIEW: EARLY SOCIAL-EMOTIONAL DEVELOPMENT AND INTERVENTION 1. The Impact of Early Social-Emotional Development 2. Environmental Influences and the Educator’s Role SECTION II: SUPPORTING SOCIAL-EMOTIONAL GROWTH 3. Guiding Principles 4. Strategies Supporting Social-Emotional Growth SECTION III: WE CAN’T DO IT ALONE: ANTICIPATING AND OVERCOMING OBSTACLES 5. Potential Roadblocks to Implementing PBIS 6. Effective Family–Provider Communication 7. Next Steps for Sustaining Healthy Social-Emotional Development

PRACTICAL MATERIALS: Sample scenarios that show how to apply strategies, textboxes on collaborating with families, quotes from parents and educators, reflection questions, supplemental exercises, and access to a list of useful web-based resources US$34.95 | Stock #: 51929 | 2018 | 224 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-192-9

Early Childhood/Early Intervention

www.brookespublishing.com | 1-800-638-3775 |

The Preschool Inclusion Toolbox How to Build and Lead a High-Quality Program By Erin E. Barton, Ph.D., BCBA-D (Vanderbilt University’s Peabody College), & Barbara J. Smith, Ph.D. (University of Colorado Denver), with invited contributors

“All the essential components teams need to conduct comprehensive training.” —Peg Hughes, Ph.D., San Jose State University

ORDER EXAM COPY CONTENTS INTRODUCTION Appendix Ia: Fact Sheet of Research on Preschool Inclusion

Appedix Ib: IDEA Provisions Supporting Preschool Inclusion Appendix Ic: NAEYC/DEC Inclusion Position Statement Appendix Id: Lifelong Experiences with Inclusion: A Personal Story

SECTION I: LAYING THE GROUNDWORK FOR PRESCHOOL INCLUSION 1. What is Quality Inclusion? 2. Preschool Inclusion Challenges and Solutions 3. Creating Policies and Procedures that Support Preschool Inclusion

Appendix 3a: Spotlight on Discourse, Values, and Professional Ethics Appendix 3b: Sample of an Issue Brief Appendix 3c: Template of an Issue Brief Appendix 3d: Example Inclusion Research Brief

SECTION II: EVIDENCE-BASED PRACTICES THAT SUPPORT PRESCHOOL INCLUSION 4. Administrative Support: Effective Professional Development for High-Quality Preschool Inclusion 5. Evidence-Based Practices for Successful Inclusion SECTION III: MAKING PRESCHOOL INCLUSION HAPPEN 6. Measuring the Quality of Inclusive Classrooms 7. Making Individualized Child Placement Decisions 8. Bringing It All Together

Inclusion is clearly related to better outcomes for young children— but reports from the US Department of Education show the practice has grown by just 5% over the past 27 years. This is the how-to book your students will need to step up the progress of early childhood inclusion through big-picture, systems-level change. Shaped by feedback from a nationwide survey of IDEA Part B Preschool Coordinators and local school district leaders who shared their real-life inclusion challenges, this is every preservice professional’s comprehensive toolbox of problem-solving tips, evidence-based practices, and practical checklists and handouts. Your students will learn how to overcome the challenges to inclusive preschool programs and create a solid action plan for building and maintaining a successful program. GET THE TOOLS YOU NEED TO: •

solve common challenges to inclusion

•

establish a strong inclusion team to make collaborative decisions

•

implement an action plan for inclusion—and measure its effects

•

increase access, participation, and supports for children with disabilities

•

help teachers use evidence-based practices like RTI and differentiated instruction

•

develop effective teacher professional development practices

•

make sound decisions about placement for each individual child

PRACTICAL MATERIALS: Reproducible planning forms and tools; more than 100 PowerPoint slides to help structure professional development events; tips and lessons from effective school reform efforts across the country; application and reflection questions for independent study and coursework. US$37.95 | Stock #: 76672 | 2015 | 216 pages | 8 ½ x 11 | paperback | ISBN 978-1-59857-667-2

| 1-800-638-3775 | www.brookespublishing.com

Early Childhood/Early Intervention

Six Steps to Inclusive Preschool Curriculum A UDL-Based Framework for Children’s School Success By Eva M. Horn, Ph.D. (University of Kansas), Susan B. Palmer, Ph.D. (University of Kansas), Gretchen D. Butera, Ph.D. (Indiana University Bloomington), & Joan A. Lieber, Ph.D. (University of Maryland), with invited contributors

“An indispensable roadmap for individuals seeking to provide an evidence-based approach for designing curriculum.” —Judith Carta, University of Kansas

ORDER EXAM COPY

How can inclusive early educators plan and deThe perfect liver challenging instructions to help all young companion to the learners succeed in kindergarten? This guide Sandall & Schwartz has authoritative answers for your students, Building Blocks model from some of today’s most renowned names in early childhood education. Presenting the Children’s School Success+ (CSS+) framework for building a UDL-based plan for inclusive preschool instruction, this book is a powerful tool for using an existing curriculum to address each child’s unique learning needs. Through practical, evidence-based strategies and guidelines, preservice teachers will discover how to equalize access to curriculum content while giving learners multiple ways to access and possess new knowledge.

I. 1. 2. 3.

LAYING THE FOUNDATION Introduction The CSS+ Curriculum Planning Framework Foundations of Components of Challenging Curriculum

Appendix 3A: Curriculum Content Checklist

LEARN HOW TO

5. Foundations of Universal Design for Learning

•

Identify a developmentally appropriate scope and sequence for your students’ learning objectives

6. Foundations of Differentiation and Individualization Appendix 6A: Matrix Development Checklist

•

Ensure a coherent, engaging curriculum that continuously builds on the knowledge and skills your students acquire

•

Develop UDL-based activity plans that support every child’s learning

•

Use differentiation and individualization strategies for students who need extra supports

•

Select and implement successful progress monitoring strategies

•

Work and play well with your colleagues

•

Engage in partnership with families to support their children’s success

PRACTICAL MATERIALS: Your students will get a wealth of downloadable online resources for implementing the framework, plus specific tips and strategies on addressing key topics such as behavior, classroom organization, and collaboration with families. Readers will also see the framework in action, with recurring vignettes in diverse early childhood settings. US$39.95 | Stock #: 77549 | 2016 | 256 pages | 8 ½ x 11 | paperback | ISBN 978-1-59857-754-9

CONTENTS

4. Integration of Challenging Curriculum Content Appendix 4A: Example Activity Set, Theme-All About Me

Appendix 4B: Small and Large Group Activity Plan Form Appendix 4C: Literacy Activity Plan Form Appendix 5A: UDL Guiding Questions

Appendix 6B: ELO Activity Matrix Appendix 6C: ELO At-A-Glance Form

7. Components of Progress Monitoring Appendix 7A: Decision-Making Checklist for Class-wide

Progress Appendix 7B: Goal Attainment Scaling Form

II. IMPLEMENTATION: KEY ELEMENTS FOR SUPPORTING CHILDRENS’ SCHOOL SUCCESS 8. Organization of the Learning Environment Appendix 8A: Example Activity Set, Theme-Let’s Explore Our World

9. Addressing Challenging Behaviors 10. Adults Working and Playing Well Together Appendix 10A: Collaboration Planning Form

Appendix 10B: Improvement and Action Planning Form

11. Connecting with Families to Support Children’s School Success 12. Summing it Up–The CSS+ Curriculum Framework

Early Childhood/Early Intervention

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Accelerating Language Skills and Content Knowledge Through Shared Book Reading By Sharolyn Pollard-Durodola, Ed.D. (University of Denver), Jorge Gonzalez, Ph.D. (Texas A&M University), Deborah C. Simmons, Ph.D. (Texas A&M University), Leslie Simmons, M.Ed. (Texas A&M University)

“An ideal curriculum supplement for preservice teacher education . . . thoroughly ‘user friendly’ throughout.” —Midwest Book Review

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5.

Shared Book Reading Research and Content Learning Design and Development of the WORLD Shared Book Reading Approach Aligning Vocabulary Instruction with Content Standards and Objectives Creating Multiple Exposures to Words and Connected Concepts Opportunities to Dialogue: Word and World Connections Instruction in Practice: Teaching Strategies in Action

6. Appendix A: Instructional Unit Planner

Appendix B: Lesson Design Figures

7. What Lies Ahead: Inspiring a Paradigm Shift in Thinking and Teaching

Prepare the next generation of teachers to Aligns with the Head make the most of shared reading with this acStart Early Learning cessible textbook, a complete guide to buildFramework Outcomes ing vocabulary-rich science and social studies lessons and discussions around storybooks and informational texts. This concise book presents the authors’ proven, empirically based “Project WORLD” (Words of Oral Reading and Language Development) framework for integrating shared book reading into the classroom. Offering both big-picture curriculum design principles and specific instructional strategies, this text gives future teachers the know-how they need to accelerate language skills, vocabulary development, and science and social studies content knowledge. GET TEACHERS READY TO: •

Use the most effective shared book reading practices

•

Align vocabulary instruction with content standards and objectives

•

Stimulate and expand children’s oral language abilities via interactive book discussions

•

Choose their own books and vocabulary words to teach

•

Design lesson plans that get results

•

Advance learning with proven teaching techniques, such as multiple exposures to words and connected concepts and strategies

•

Successfully teach both English language learners and native English speakers

PRACTICAL MATERIALS: A step-by-step Shared Book Reading Instructional Unit Planner, sample vocabulary words with child-friendly definitions, classroom vignettes with embedded instructional techniques and suggestions, examples of storybooks and informational texts paired by science or social studies themes, and tools to support content vocabulary instruction. 40

US$34.95 | Stock #: 72575 | 2015 | 192 pages | 7 x 10 | paperback | ISBN: 978-1-59857-257-5

| 1-800-638-3775 | www.brookespublishing.com

Early Childhood/Early Intervention

An Activity-Based Approach to Early Intervention Fourth Edition By JoAnn (JJ) Johnson, Ph.D. (Saint Cloud State University), Naomi L. Rahn, Ph.D. (West Virginia University), & Diane Bricker, Ph.D. (Professor Emerita, University of Oregon)

“An outstanding resource . . . Everything you need for the practical application of ABI is included.” —Jane Squires, Ph.D., University of Oregon

Teach the nuts and bolts of activity-based intervention (ABI), the trusted, child-directed approach for young children birth to 5. With the fourth edition of this classic textbook—expanded by 30% with practical new content—your students will discover how to embed learning opportunities in everyday activities to help children acquire and generalize functional skills and reach their developmental goals. Future professionals will get a comprehensive introduction to the benefits, challenges, and foundations of ABI, and they’ll find in-depth guidance on how to apply this popular approach with children in center- and home-based programs. Case stories, examples, and sample forms throughout clarify important points and procedures. PREPARE FUTURE PROFESSIONALS TO: •

Implement ABI in multiple settings with diverse groups of young children, including kids with disabilities and those at risk

•

Create multiple learning opportunities within young children’s natural routines and interactions

•

Seamlessly link screening, assessment, goal development, intervention, and evaluation

•

Develop individualized IFSP and IEP goals

•

Observe children before and after intervention to determine next steps

•

Understand and address the challenges of establishing evidencebased practices

•

Work as a team with other professionals and families

WHAT’S NEW: •

New chapters on conducting high-quality child observations, applying ABI in centers and in homes, and using ABI with children who have significant disabilities

•

Expanded information on key topics, including training paraprofessionals on ABI and keeping families involved

•

Updated course companion website with PowerPoint slides, study questions, and application activities

US$49.95 | Stock #: 78010 | 2015 | 368 pages | 7 x 10 | paperback | ISBN 978-1-59857-801-0

ORDER EXAM COPY CONTENTS I. A COMPREHENSIVE SYSTEMS APPROACH AND THE FIELD OF EARLY INTERVENTION/EARLY CHILDHOOD SPECIAL EDUCATION 1. Purpose and Overview 2. History and Contemporary Status Of Early Intervention/Early Childhood Special Education Programs 3. Comprehensive Linked System Framework for Service Delivery with Young Children II. CONCEPTUAL FRAMEWORK FOR ABI 4. Description of Activity-Based Intervention 5. Conceptual Foundations for Activity-Based Intervention 6. Organizational Structure of Activity-Based Intervention

Appendix 6: Blank Forms

7. Issues Associated with the use of Activity-Based Intervention 8. The Challenges of Intervention Research and the Empirical Bases for an Activity-Based Approach III. APPLICATION OF ABI 9. Observation Skills

Appendix 9: Blank Forms

10. Activity-Based Intervention in Center-Based Programs 11. Activity-Based Intervention and Home-Based Programs 12. Using Activity-Based Intervention with Children Who Have Significant Impairments 13. Activity-Based Intervention and the Team

Appendix 13: Considerations for Paraprofessionals in Programs Using Activity-Based Intervention

14. Early Intervention/Early Childhood Special Education Intervention and Future Accommodations

Early Childhood/Early Intervention

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Family-Centered Early Intervention By Sharon A. Raver, Ph.D (Old Dominion University), Dana C. Childress M.Ed. (Virginia’s early intervention professional development team), with invited contributors

”An excellent text for both university students and entry-level and experienced early intervention practitioners . . . a true example of research to practice.” —Rachel Moyer-Trimyer, IDEA Part C Specialist, Texas Early Childhood Intervention; lecturer at The University of Texas at Austin

ORDER EXAM COPY CONTENTS I. FOUNDATIONS OF EARLY INTERVENTION 1. Early Education and Intervention for Children from Birth to Three 2. Collaboration and Teamwork with Families and Professionals II. SUPPORTING FAMILIES IN NATURAL ENVIRONMENTS 3. The Individualized Family Service Plan Process 4. Implementing Intervention in Daily Routines, Activities and Settings III. ENHANCING INFANT AND TODDLER DEVELOPMENT AND PARTICIPATION 5. Developing Positive Social-Emotional and Communication Skills 6. Acquisition and Use of Knowledge and Skills 7. Using Appropriate Behaviors to Meet Needs IV. 8. 9. 10.

SUPPORTING CHILDREN WITH DIVERSE ABILITIES Infants and Toddlers with Autism Spectrum Disorder Infants and Toddlers with Sensory Disabilities Infants and Toddlers with Cognitive and/or Motor Disabilities

A must for future early interventionists, this introductory text prepares professionals to support infants and toddlers with special needs and their families—and address the OSEP child outcomes so critical to a program’s success. Focusing on the specific needs and challenges of children from birth to three, the book gathers more than a dozen expert contributors with proven expertise in helping children who have or are at risk for developmental delays. Early interventionists will learn recommended practices for family-centered, evidence-based intervention and team collaboration, knowledge they’ll use for the rest of their careers to ensure the best possible outcomes for infants and young children. Aligned with DEC recommended practices and CEC standards!

LEARN THE FOUNDATIONS OF: •

Addressing the three OSEP Child Outcome Indicators: positive social-emotional skills, acquisition and use of knowledge and skills, and using appropriate behaviors to meet needs

•

Developing and implementing IFSPs

•

Weaving intervention services into a family’s established routines

•

Empowering parents to successfully guide and support their child’s development

•

Conducting interventions that support motor, cognitive, socialemotional, communication, and adaptive skills

•

Making the most of natural learning opportunities in natural environments

•

Working in effective teams with professionals from diverse disciplines

•

Meeting the specific needs of children with all disabilities and/ or risk areas, including autism, sensory disabilities, and cognitive and/or motor disabilities

STUDENT-FRIENDLY FEATURES: ”Best Practice Highlights” with specific intervention suggestions, helpful discussion questions, case studies in each chapter that illustrate the recommended strategies. 42

US$42.95 | Stock #: 75699 | 2015 | 312 pages | 7 x 10 | paperback | ISBN: 978-1-59857-569-9

| 1-800-638-3775 | www.brookespublishing.com

Early Childhood/Early Intervention

Making Preschool Inclusion Work Strategies for Supporting Children, Teachers, and Programs By Anne Marie Richardson-Gibbs, M.A. (El Monte City School District), M. Diane Klein, Ph.D., CCC-SLP (California State University, Los Angeles) with invited contributors

“A much-needed resource for training professionals in the key differences between successful inclusion and having children with disabilities just ‘being there.’“ —Maurine Ballard-Rosa, Professor, Early Childhood Special Education (ECSE), California State University, Sacramento

This comprehensive textbook gives future education professionals a thorough introduction to inclusion supports: evidence-based practices and strategies that help children with disabilities fully participate in preschool classrooms. With a strong emphasis on collaboration among all members of the education team, this text leads tomorrow’s educators step by step through every aspect of successful preschool inclusion, from designing an effective program to preparing all children for a smooth transition to kindergarten.

ORDER EXAM COPY CONTENTS

•

Planning and delivering creative, cost-effective inclusion services

1. An Introduction to Preschool Inclusion Support Practices 2. Models of Inclusion Support 3. Getting Started: Administrative and Leadership Strategies for Building Inclusive Preschool Programs 4. Preparing for the Individualized Education Program and Working with Families 5. Problem Solving and Conflict Resolution

•

Successfully using today’s best models to implement inclusion supports, such as itinerant teaching, consultation, and co-teaching

Appendix 5A: Two Case Studies—Jonny and Brandon

6. 7.

•

Preparing for and conducting an effective IEP meeting

•

Solving problems and managing conflict

•

Applying universal design for learning principles to instruction

Strategies that Support the Needs of All Learners Disability-Specific Challenges and Strategies in Inclusive Preschool Programs Positive Behavior Supports: Preventing and Managing Difficult Behavior Preparing for Kindergarten: Adaptations and Supports Across the Curriculum

•

Using teaching strategies that engage and support all children

•

Addressing the needs and challenges commonly associated with specific disabilities

•

Preventing and managing challenging behavior

•

Supporting kindergarten readiness and ensuring a smooth transition between programs

EVIDENCE-BASED GUIDANCE ON:

8. 9.

Early Childhood/Early Intervention

www.brookespublishing.com | 1-800-638-3775 |

Talk to Me, Baby! How You Can Support Young Children’s Language Development, Second Edition By Betty S. Bardige, Ed.D.

“A significant contribution to the field of early childhood and language development . . . beautifully integrated theory, research and practice.” —Billie Enz, Arizona State University (praise for the first edition)

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6. 7.

The Power of Play Talk Baby Babbles First Words, First Stories Off Like a Rocket What Will They Think of Next? From Language to Literacy Building Language-Supporting Communities

With Thirty Million Words and other early language initiatives making headlines, the message is clear: Talking to young children matters. But how adults talk to children makes a big difference—and this friendly, down-to-earth text shows preservice professionals how to engage with kids in ways that directly support their language skills. Developed by celebrated early education expert Betty Bardige, the second edition of this warm and wise book takes your students on a fascinating tour through six stages in a child’s language development—starting with baby babbles and ending with kindergarten literacy skills. Critical new research and updates enhance every chapter, and an invaluable toolbox of downloadable resources will help future professionals put the strategies into practice. DISCOVER HOW TO •

learn the language of pretend play and storytelling

• INCLUDES DOWNLOADABLE, PRINTABLE HANDOUTS IN ENGLISH AND SPANISH:

include children in conversations—even when they’re too young to talk

•

respond to the questions children ask and the stories they tell

•

The Power of Play Talk

•

Baby Babbles

boost language skills with fun games and activities that build on children’s natural curiosity

•

First Words, First Stories

•

select playful, age-appropriate books, songs, and poems

•

Off Like a Rocket

•

engage children of diverse backgrounds and temperaments

•

What Will They Think of Next?

•

From Language to Literacy

explore the language challenges children might encounter and how to help them

•

help bilingual children develop skills in both languages

WHAT’S NEW: Strategies based on up-to-date research; expanded focus on developing toddlers’ language skills; and new emphasis on supporting children from low-income families. Your students will also get a practical collection of downloadable resources: updated study guides for each chapter and handouts in English and Spanish. 44

US$29.95 | Stock #: 79208 | 2016 | 336 pages | 6 x 9 | paperback | ISBN 978-1-59857-920-8

| 1-800-638-3775 | www.brookespublishing.com

Early Childhood/Early Intervention

The Project Approach for All Learners A Hands-On Guide for Inclusive Early Childhood Classrooms By Sallee J. Beneke, Ph.D. (St. Ambrose University), Michaelene M. Ostrosky, Ph.D. (University of Illinois at Urbana-Champaign), & Lilian G. Katz, Ph.D. (University of Illinois at Urbana-Champaign) A proven and popular teaching method, the Project Approach engages the natural curiosity of children through in-depth investigations of topics that capture their interest. Now there’s a guidebook that shows future educators how use this child-centered approach to reach and teach all learners in their early childhood classroom—regardless of background or ability. Developed by a team of experts that includes Project Approach leader Lilian G. Katz, this book is a complete guide to implementing project-based learning in inclusive early childhood classrooms. Future teachers will discover how to support diverse groups of children as they study realworld topics that fascinate them, play detective with peers to find answers to questions, and show what they’ve learned in interesting and creative ways. Teachers will also get practical, startto-finish guidance on how to apply the Project Approach, including a complete package of training materials, examples of successful projects from real inclusive classrooms, and a Project Approach Implementation Checklist that helps educators use the approach effectively.

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6.

Getting Started with the Project Approach Defining the Role of the Teacher Implementing with Fidelity Supporting the Investigation Representing and Sharing Project Work Sustaining the Project Approach

LEARN HOW TO: •

Use the Project Approach in combination with universal design for learning (UDL) strategies

TRAINING & IMPLEMENTATION MATERIALS:

•

Choose a compelling project topic that encourages hands-on learning in inclusive settings

•

Teach children effective strategies for investigating the topic and conducting research

•

Build on children’s natural motivation by actively engaging and listening to them

•

Make the most of each child’s individual strengths and expertise during project work

Your students will master each step of the Project Approach with the comprehensive package of supplementary materials, including the Project Approach Implementation Checklist, 37 video clips that illustrate key concepts, 22 PowerPoint presentations on important elements of the Project Approach, and six sets of training materials that correspond with each chapter. Supplementary materials are available online to purchasers of the book.

•

Support children in representing their learning through displays and presentations

•

Offer accommodations and supports that meet diverse learning needs