| Document Type
|
:
|
BL
|
| Record Number
|
:
|
872882
|
| Main Entry
|
:
|
Kuder, S. Jay
|
| Title & Author
|
:
|
Teaching students with language and communication disabilities /\ S. Jay Kuder, Rowan University.
|
| Edition Statement
|
:
|
Fifth Edition.
|
| Publication Statement
|
:
|
NY, NY :: Pearson,, [2018]
|
| Series Statement
|
:
|
The Pearson Communication Sciences and Disorders series
|
| Page. NO
|
:
|
viii, 326 pages ;; 28 cm
|
| ISBN
|
:
|
0134618882
|
|
|
:
|
: 9780134618883
|
|
|
:
|
0134471881 (Access Card Package)
|
|
|
:
|
0134471962 (eText instant access)
|
|
|
:
|
0134575806
|
|
|
:
|
9780134471884 (Access Card Package)
|
|
|
:
|
9780134471969 (eText instant access)
|
|
|
:
|
9780134575803
|
| Bibliographies/Indexes
|
:
|
Includes bibliographical references (pages 272-300) and index.
|
| Contents
|
:
|
Machine generated contents note: ch. 1 Language and Language Disorders -- Kevin: A Case Study -- Speech, Language, and Communication -- Speech -- Language -- Communication -- Language Disorder -- Summary -- ch. 2 Understanding the Elements of Language -- Phonology -- Morphology -- Syntax -- Semantics -- Pragmatics -- Summary -- ch. 3 Bases of Language Development -- Physical Bases of Language Development -- Speech Production Structures -- Central Nervous System -- Cognitive Bases of Language Development -- Social Bases of Language Development -- Summary -- ch. 4 Language Acquisition Models -- The Behavioral Model -- The Nativist (Syntactic) Model -- The Semantic-Cognitive Model -- The Social Interactionist Model -- Contemporary Models of Language Acquisition -- Information-Processing Model -- Emergentist Model -- Conclusion -- Implications for Language Intervention -- Summary -- ch. 5 Language Development: Birth Through the Preschool Years -- Prelinguistic Development
|
|
|
:
|
Note continued: Assessment -- Instruction -- Najeem: A Case Study -- Summary -- ch. 11 Language and Students with Sensory Disabilities -- Marisol: A Case Study -- Defining Hearing Impairment -- Language Characteristics of Individuals with Hearing Impairment -- Spoken Language -- Semantic Development -- Pragmatic Language -- Manual Language -- Manual Language Versus Spoken Language -- Cochlear Implants and Language Development -- A Teacher's Perspective on Cochlear Implants -- Factors Related to Language Development -- Educational Performance and Methods -- Reading -- Writing -- Educational Methods -- Technological Aids -- Visual Impairment and Language -- Defining Visual Impairment -- Early Development -- Language Characteristics -- Literacy Development -- Implications for Teaching -- Summary -- ch. 12 Language and Students with Neuromotor Disabilities and Traumatic Brain Injury -- Charisse: A Case Study -- Scott: A Case Study -- Neuromotor Disorders -- Cerebral Palsy
|
|
|
:
|
Note continued: Birth to Age 6 Months -- Age 6 Months to 12 Months: The Development of Communicative Intentions -- Emergence of Expressive Language -- Language Development in the Preschool Years -- Stage I (MLU = 1.0 -- 2.0; Age = 12 -- 26 Months) -- Stage II (MLU = 2.0 -- 2.5; Age = 27 -- 30 Months) -- Stage III (MLU = 2.5 -- 3.0; Age = 31 -- 34 Months) -- Stage IV (MLU = 3.0 -- 3.75; Age = 35 -- 40 Months) -- Stage V (MLU = 3.75 -- 4.5; Age = 41 -- 46 Months) -- Learning to Mean: The Development of Semantics -- Learning to Converse: The Development of Pragmatic Language -- Language Development and Emergent Literacy -- Summary -- ch. 6 Language and Literacy in the School Years -- Teacher Perspective: Alternative School Teacher for 9th and 10th Grades -- Language Development in the School Years -- Morphology and Syntax -- Semantics -- Pragmatics -- Metalinguistic Ability -- Implications for Instruction -- Conclusion -- Language Development and Literacy -- Phonemic Awareness and Reading
|
|
|
:
|
Note continued: Danny: A Case Study -- Definitions and Causes of Intellectual Disabilities -- Language and Communication Characteristics -- Early Language Development -- Speech Production and Phonology -- Morphology and Syntax -- Semantics -- Pragmatics -- Conclusion -- Factors Related to Language and Communication Impairments -- Literacy and Students with Intellectual Disabilities -- Teacher Perspective -- Language Instruction for Individuals with Intellectual Disabilities -- Instructional Principles -- Specific Instructional Approaches -- Enhancing Generalization -- Summary -- ch. 9 Language and Students with Autism Spectrum Disorders -- Aaron: A Case Study -- Aiden: A Case Study -- Understanding Autism Spectrum Disorders -- Definition -- Characteristics of Autism Spectrum Disorders -- Causes of Autism -- Language and Literacy of Students with Autism Spectrum Disorders -- Early Language and Communication Development -- Development in Specific Language Domains
|
|
|
:
|
Note continued: Evidence-Based Practice -- Developmental and Functional Approaches -- Structured and Naturalistic Methods -- Research on Intervention Efficacy -- Generalization -- Collaboration -- Summary -- ch. 15 Augmentative and Alternative Communication -- Components of Augmentative and Alternative Communication -- Techniques -- Symbol Systems -- Communication Skills -- Implementing AAC Systems -- Prerequisite Skills -- Preassessment -- Developing an AAC System -- Enhancing Communication -- Integrating AAC Use into General Education Classrooms -- Literacy and AAC -- Outcomes of AAC System Usage -- Summary -- ch. 16 Language, Culture, and English Language Learners -- Gabriel: A Case Study -- Language and Cultural Diversity -- Dialect Differences -- English Language Learners -- Appropriate Assessment -- Recommendations for Assessment -- Instructional Programs -- Instruction for Students with Dialect Differences -- Instruction for English Language Learners
|
|
|
:
|
Note continued: Literacy Instruction for English Language Learners -- Instruction for Students with Language Differences as Well as Language Disorders -- Summary.
|
|
|
:
|
Note continued: Other Neuromotor Disorders -- Implications for Intervention -- Traumatic Brain Injury and Language -- Outcomes of Traumatic Brain Injury -- Language Characteristics -- Intervention -- Summary -- ch. 13 Language Assessment and Instruction in the Classroom -- Teacher Perspective -- Parent Perspective -- Language Assessment in the Classroom -- Classroom-Based Observation -- Language Elicitation Tasks -- Ecological Assessment -- Universal Screening -- Summary -- Language Instruction in the Classroom -- Enhancing Classroom Interaction -- Preschool Classrooms -- Elementary Classrooms -- Secondary Classrooms -- Instruction for Students with Significant Disabilities -- Teaching Specific Language Skills -- Summary -- ch. 14 Intensive Language and Communication Assessment and Instruction -- Sarah: A Case Study -- Intensive Assessment -- What to Assess -- Methods of Language Assessment -- Informal Procedures: Language Sampling -- Intensive Language Instruction
|
|
|
:
|
Note continued: Summary -- Factors Related to Language and Communication in Autism -- Literacy and Autism Spectrum Disorders -- Intervention for Language and Communication Impairments -- Applied Behavior Analysis Approaches -- Picture Exchange Communication System -- Pivotal-Response Model -- Auditory Training -- Facilitated Communication -- Making Instructional Decisions -- Teacher Perspective on Teaching a Child with Autism -- Case Study: CA -- Autism Intervention Case -- Summary -- ch. 10 Language and Students with Emotional and Behavioral Disorders -- Najeem: A Case Study -- Defining the Population -- Evidence for Language and Communication Difficulties -- Emotional and Behavioral Problems in Children with Speech and Language Disorders -- Language and Communication Difficulties in Children with Emotional and Behavioral Disorders -- Conclusion -- Literacy and Students with Emotional and Behavioral Disorders -- Literacy Instruction -- Assessment and Instruction
|
|
|
:
|
Note continued: Syntactic Skills and Reading -- Semantic Skills and Reading -- Narrative Skills -- Instructional Implications -- Summary -- ch. 7 Language, Students with Learning Disabilities, and Students with Attention Deficit Hyperactivity Disorder -- Keisha W.: A Case Study -- Defining Learning Disabilities and Attention Deficit Hyperactivity Disorder -- Language, Learning Disabilities, and Attention Deficit Hyperactivity Disorder -- Phonology -- Morphology -- Syntax -- Semantics -- Pragmatics -- Metalinguistic Skills -- Language and Attention Deficit Hyperactivity Disorder -- Teacher Perspective: Students with Reading Disabilities -- Impact of Language Impairments -- Instruction for Language-Learning Disabilities -- Enhancing Phonological Awareness -- Mnemonic Strategies -- Cognitive Learning Strategies -- Technological Applications -- James: A Case Study -- Summary -- ch. 8 Language and Students with Intellectual Disabilities -- Karen: A Case Study
|
| Subject
|
:
|
Children with disabilities-- Education-- United States.
|
| Subject
|
:
|
Communicative disorders in children-- United States.
|
| Subject
|
:
|
Language arts-- United States.
|
| Subject
|
:
|
Language disorders in children-- United States.
|
| Subject
|
:
|
Children with disabilities-- Education.
|
| Subject
|
:
|
Communicative disorders in children.
|
| Subject
|
:
|
Language arts.
|
| Subject
|
:
|
Language disorders in children.
|
| Subject
|
:
|
United States.
|
| Dewey Classification
|
:
|
371.91/4
|
| LC Classification
|
:
|
LC4028.K83 2018
|