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Acquired Brain Injury
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CONTENTS
1 . What Is the State of the Evidence? 2. Prelinguistic Communication Intervention for Young Children with Intellectual Disabilities 3. Challenging Behavior and Communicative Alternatives 4. Research on Communication Intervention for Children Who Are Deafblind 5. Are We There Yet? Targeted and Phenotypic Communication Interventions for Children with Down Syndrome or Autism Spectrum Disorder 6. Augmented Language Interventions for Children with Severe Disabilities 7. Parents as Partners in Effective Communication Intervention 8. Putting It Together 9. Behavioral Heterogeneity in People with Severe Intellectual Disabilities: Integrating Single-Case and Group Designs to Develop Effective Interventions 10. Randomized Controlled Trials 11 . Boxed in by Small Sample Size? Some Ways Out of the Box 12. Recent Innovations in the Assessment of Auditory Discrimination Abilities in Individuals with Intellectual Disabilities Who Are Nonspeaking 13. The Role of Cultural, Ethnic, and Linguistic Differences 14. Measuring Communication and Language Skills in Individuals with Severe Intellectual Disabilities 15. Where does Social Validity Measurement Fit into Identifying and Developing Evidence-Based Practices? 16. Section Discussion Summary: State of the Evidence 17. Communication Interventions for Individuals with Severe Disabilities: Research and Practice Gaps, Opportunities, and Future Directions
Edited by Rose A. Sevcik, Ph.D. (Georgia State University), & MaryAnn Romski, Ph.D. (Georgia State University)
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.
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 • challenging behavior and communicative alternatives • prelinguistic communication intervention for young children with intellectual disabilities • interventions for children who are deafblind • 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
