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Evidence-Based Practices for Supporting Individuals with Autism Spectrum Disorder
2022Laura C. Chezan (Editor), Katie Wolfe (Editor), and Erik Drasgow (Editor)
This book provides resources for the identification, selection, implementation, and evaluation of evidence-based practices to promote positive outcomes for learners with autism spectrum disorder (ASD) across the lifespan and to enhance their quality of life. The decision-making process for identifying and selecting evidence-based practices to address the academic, behavioral, and social needs of this population of learners is discussed, followed by a systematic description of the implementation and evaluation of evidence-based practices within the context of ongoing assessment and data-based decision making. The authors present evidence-based training models for solving the common dilemmas of selecting, implementing, and evaluating evidence-based practices. Finally, the book underlines the importance of developing collaborative partnerships with families and other professionals to better address the needs of learners with autism spectrum disorder. [Amazon.com]
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The Oxford Handbook of Aphasia and Language Disorders
2017Anastasia M. Raymer (Editor) and Leslie J. Gonzalez Rothi (Editor)
What is immediately clear when meeting individuals with acquired brain damage is that the patterns of communication impairments vary in remarkable ways among these individuals. Aphasia and related communication disorders, while devastating life events for individuals who acquire brain damage, provide lessons of considerable interest to many clinicians and researchers trying to understand the brain's neurological and psychological complexity and develop methods to facilitate optimum recovery of lost language and communication functions following brain damage. The Oxford Handbook of Aphasia and Language Disorders weaves theoretical and neurological foundations with rational, motivated clinical approaches to assessment, diagnosis, and intervention for aphasia and related communication disorders. The contributing authors, experienced clinicians and scientists with strong backgrounds in neurological and cognitive neuropsychological theories, bridge theory to clinical practice, reviewing the extant literature in each aphasia syndrome while exploring implications for guiding clinical decision-making. … [From Amazon.com]
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Guide to Studying Spanish in Spain: Everything You Need to Know to Experience Studying Spanish in Spain
2016Sharon Judge
Have you always dreamed of studying Spanish in Spain but found you didn’t know where to go, what school to choose, or what courses to take? ? Do you have a teenager who wants to spend a gap year or summer studying Spanish in Spain? This up-to-date guide will help you decide whether, where, and how to choose the city you wish to study in, as well as the school, the specific course, the type of accommodations, and other aspects of your trip. You’ll be able to avoid some pitfalls and cope with others, giving you the confidence you need to select the best Spanish school in Spain. [From Amazon.com]
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Developing Early Comprehension: Laying the Foundation for Reading Success
2015Andrea DeBruin-Parecki (Editor), Anne Van Kleeck (Editor), and Sabra Gear (Editor)
How does early comprehension develop in young children, and how can we better prepare preschoolers to become successful readers? This important volume compiles today's best research on the often-overlooked topic of prereader comprehension: what we know about it now, and what we need to know to build a stronger foundation for children's future reading skills. More than two dozen literacy experts clearly describe theoretical models of early comprehension, demystify current research, recommend effective practices for boosting comprehension, and identify critical research priorities for the near future. An essential text and reference for reading specialists, program administrators, SLPs, preservice professionals, and researchers, this volume is key to helping children develop the early comprehension skills that support later reading success. [From Amazon.com]
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Family-Centered Early Intervention: Supporting Infants and Toddlers in Natural Environments
2015Sharon A. Raver (Editor) and Dana C. Childress (Editor)
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… [From Amazon.com]
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Early Childhood Special Education - 0 to 8 Years: Strategies for Positive Outcomes
2009Sharon A. Raver
Featuring the application of evidence-based strategies, ecological and family-based approaches, effective learning, and the use of responsive cultural/linguistic practices, Early Childhood Education (0-8 Years): Strategies for Positive Outcomes, prepares students for all the professional knowledge and skill competencies they need to promote optimal development in infant and toddlers (0-3), preschoolers (3-5), and primary-aged (6-8) children with special needs. Using real-life case studies to illustrate recommended practices, the book clearly presents disability characteristics, assessment practices, and easy-to-implement interventions for inclusive and special education settings, while giving students all the resources they need to master and apply the material… {From Amazon.com]
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Intervention Strategies for Infants and Toddlers with Special Needs: A Team Approach
1999Sharon A. Raver
This book features contributions from leading professionals who have extensive experience with children who have special needs -- birth to three years of age. Extremely practical in approach, it contains "recommended practices" in early intervention that are easy to implement for serving young children and their families. Presents foundations for infant and toddler intervention and explores the importance of teamwork in early intervention. Surveys intervention strategies for developmental domains -- neuromotor development, cognitive development, and social and communication development. Considers intervention strategies for medical contexts -- for the neonatal period and for medically fragile/complex infants and toddlers. Discusses intervention with infants and toddlers who are at-risk, have multiple or severe disabilities, hearing impairment, or visual impairment. Explains how to collaborate with families and how to develop an Individualized Family Service Plan. For interventionists, educators, and families who are dealing with young children with special needs. [From Amazon.com]
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Assistive Technology for Young Children with Disabilities: A Guide for Providing Family-Centered Services
1998Sharon Lesar Judge (Editor) and Howard P. Parette (Editor)
Assistive technology is increasingly important in improving disabled children's mobility, language, and learning--enabling them to function independently and take advantage of schooling and social opportunities. The authors here explore considerations involved in evaluating children's needs, selecting and prescribing devices, and training children, families, and teachers to use the technology.
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Strategies for Teaching Students With Mild to Severe Mental Retardation
1993Robert A. Gable (Editor) and Robert F. Warren (Editor)
Special education teaching has advanced greatly over the last few decades in line with a more progressive social and educational policy. This book highlights the need for the continuation of effective instruction for students with mild to severe mental retardation alongside instructional research into this field. The case studies included are examined from both an empirical research perspective and a field orientated, practical viewpoint and the book is divided into two sections, the first dealing with mild disabilities and the second with more severe levels of mental retardation. [From Amazon.com]
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Strategies for Teaching At-Risk and Handicapped Infants and Toddlers: A Transdisciplinary Approach
1991Sharon A. Raver
The purpose of this book is to provide information about effectively using a transdisciplinary team approach to increasing developmental growth in infants and toddlers who are at risk for or who have disabilities. The intended audience is family members and early interventionists who provide services to children who have special needs from birth to three years of age.
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Assessing Students With Special Needs: A Sourcebook for Analyzing and Correcting Errors in Academics
1990Robert A. Gable (Editor) and Jo Mary Hendrickson (Editor)
This step-by-step guide to informal, classroom-based assessment of students with special needs offers a comprehensive presentation of error analysis procedures. The book deals with the following topics in 10 chapters: (1) an overview of traditional academic assessment; (2) enhancing the learning of handicapped preschoolers; (3) errors and error analysis in arithmetic, reading, handwriting, spelling, and written language (Chapters 3-7); (4) computer-based assessment and error analysis; (5) content area skill assessment; and (6) strategies for integrating error analysis and instruction. [From Amzaon.com]
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Instructional Materials for Exceptional Children: Selection, Management and Adaptation
1980Joseph J. Stowitschek, Robert A. Gable, and Jo Mary Hendrickson
The book discusses the problems besettling special education research and reviews various instructional materials used for special needs students.
A gallery of books by faculty in the Department of Communication Disorders and Special Education, College of Education, Old Dominion University.
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