| communication devices for nonverbal students: Augmentative and Alternative Communication Intervention , 1993 |
| communication devices for nonverbal students: Augmentative and Alternative Communication David R. Beukelman, Pat Mirenda, 2012 The fourth edition of the foundational, widely adopted AAC textbook Augmentative and Alternative Communication is the definitive introduction to AAC processes, interventions, and technologies that help people best meet their daily communication needs. Future teachers, SLPs, OTs, PTs, and other professionals will prepare for their work in the field with critical new information on advancing literacy skills; conducting effective, culturally appropriate assessment and intervention; selecting AAC vocabulary tailored to individual needs; using new consumer technologies as affordable, nonstigmatizing communication devices; promoting social competence supporting language learning and development; providing effective support to beginning communicators; planning inclusive education services for students with complex communication needs; and improving the communication of people with specific developmental disabilities and acquired disabilities. An essential core text for tomorrow's professionals--and a key reference for in-service practitioners--this fourth edition prepares readers to support the communicative competence of children and adults with a wide range of complex needs. |
| communication devices for nonverbal students: The Picture Exchange Communication System Training Manual Lori Frost, Andy Bondy, 2002-01-01 This book presents an updated description of The Picture Exchange Communication System (PECS). It begins with a discussion of the big picture, or the authors view on the importance of laying the foundation for communication training by systematically structuring the learning environment (be it in the home, community or school). This approach, The Pyramid Approach to Education, embraces the principals of broad-spectrum applied behavior analysis and emphasizes the development of functional communication skills, independent of communication modality. The Pyramid Approach is one of the few approaches that encourages creativity and innovation on the teacher's part through databased decision making. |
| communication devices for nonverbal students: Verbal Behavior B. F. Skinner, 2014-05-26 In 1934, at the age of 30, B. F. Skinner found himself at a dinner sitting next to Professor Alfred North Whitehead. Never one to lose an opportunity to promote behaviorism, Skinner expounded its main tenets to the distinguished philosopher. Whitehead acknowledged that science might account for most of human behavior but he would not include verbal behavior. He ended the discussion with a challenge: Let me see you, he said, account for my behavior as I sit here saying, 'No black scorpion is falling upon this table.' The next morning Skinner began this book. It took him over twenty years to complete. This book extends the laboratory-based principles of selection by consequences to account for what people say, write, gesture, and think. Skinner argues that verbal behavior requires a separate analysis because it does not operate on the environment directly, but rather through the behavior of other people in a verbal community. He illustrates his thesis with examples from literature, the arts, and sciences, as well as from his own verbal behavior and that of his colleagues and children. Perhaps it is because this theoretical work provides a way to approach that most human of human behavior that Skinner ofter called Verbal Behavior his most important work. |
| communication devices for nonverbal students: SmiLE Therapy Karin Schamroth, Emma Lawlor, 2017-07-05 Students with communication difficulties need skills to communicate functionally in everyday situations, without the usual support and protection from home and school. This is a approach to preparing, running and evaluating Smile Therapy, with photocopiable resources. |
| communication devices for nonverbal students: Autism Spectrum Disorders and AAC Pat Mirenda, Teresa Iacono, 2009 The newest edition to the renowned AAC series from the leading authorities on the use of AAC with children and adolescents with autism. |
| communication devices for nonverbal students: Schuyler's Monster Robert Rummel-Hudson, 2008-02-19 Schuyler's Monster is an honest, funny, and heart-wrenching story of a family, and particularly a little girl, who won't give up when faced with a monster that steals her voice but can't crush her spirit. When Schuyler was 18 months old, a question about her lack of speech by her pediatrician set in motion a journey that continues today. When she was diagnosed with Bilateral perisylvian polymicrogyria (an extremely rare neurological disorder caused by a malformation of the brain.), her parents were given a name for the monster that had been stalking them from doctor visit to doctor visit and throughout the search for the correct answer to Schuyler's mystery. Once they knew why she couldn't speak, they needed to determine how to help her learn. They didn't know that Schuyler was going to teach them a thing or two about fearlessness, tenacity, and joy. Schuyler's Monster is more than the memoir of a parent dealing with a child's disability. It is the story of the relationship between a unique and ethereal little girl floating through the world without words, and her earthbound father who struggles with whether or not he is the right dad for the job. It is the story of a family seeking answers to a child's dilemma, but it is also a chronicle of their unique relationships, formed without traditional language against the expectations of a doubting world. It is a story that has equal measure of laughter and tears. Ultimately, it is the tale of a little girl who silently teaches a man filled with self-doubt how to be the father she needs. Schuyler can now communicate through assistive technology, and continues to be the source of her father's inspiration, literary and otherwise. |
| communication devices for nonverbal students: Lucas the Lion Loves the Tiny Talker(tm) Ryan Rollen, Brittani Rollen, 2018 Lucas the Lion Loves the Tiny Talker is about a young lion cub that has trouble communicating, and utilizes a sound device, the Tiny Talker to help convey his feelings to friends and family.-- |
| communication devices for nonverbal students: Augmentative and Assistive Communication with Children Lesley Mayne, Sharon Rogers, 2020-05-21 This practical resource is designed to help the families and professionals who support children who use augmentative and assistive communication (AAC) to interact with the world around them. The research-based Hear Me into Voice protocol, presented at the American Speech-Language-Hearing Association Annual Convention in 2018, the California Speech-Language Hearing Association Annual Convention in 2017, and the International Society for Augmentative and Alternative Communication Conference in 2016, provides communication partners with a functional knowledge of the child’s communication skills and provides a practical intervention plan to carry forward. Through this protocol and intervention plan, communication partners can engage with the child’s personal voice, through their varying multimodal forms of communication; the child is given the space to grow into a competent and confident communicator. Key features include: Photocopiable and downloadable resources, including the Hear Me into Voice protocol, an AAC report shell template, an AAC report teaching template, and tools including how to make a communication wallet, and a Let’s Chat communication partner tip card template. Guidance for offering AAC intervention sessions, including an intervention plan supported by case studies Practical activities that can be used to engage children with complex communication profiles Engaging and easy to follow, this resource is not only essential for professionals and students looking to support children with complex language needs, but also families looking to understand their child’s unique communication style. |
| communication devices for nonverbal students: Something to Say about My Speech Eden Molineux, 2017-11-03 Macey is a lively little girl who loves adventure and taking the stage! She also has difficulty with her speech. Macey shares her experiences with communication as she enjoys her childhood in the same way her friends do. |
| communication devices for nonverbal students: Ten Things Every Child with Autism Wishes You Knew Ellen Notbohm, 2012 Explores ten important characteristics that provide a window into the hearts and minds of children with autism. |
| communication devices for nonverbal students: Forever Boy Kate Swenson, 2022-04-05 NATIONAL BESTSELLER With her popular blog, Finding Cooper's Voice, Kate Swenson has provided hope and comfort for hundreds of thousands of parents of children with Autism. Now, Kate shares her inspiring story in this powerful memoir about motherhood and unconditional love When Kate Swenson’s son Cooper was diagnosed with severe, nonverbal autism, her world stopped. She had always dreamed of having the perfect family life. She hadn’t signed up for life as a mother raising a child with a disability. At first, Kate experienced the grief of broken dreams. Then she felt the frustration and exhaustion of having to fight for your child in a world that is stacked against them. But through hard work, resilience and personal growth, she would come to learn that Cooper wasn’t the one who needed to change. She was. And it was this transformation that led Kate to acceptance—and ultimately joy. In Forever Boy, Kate shares her inspiring journey with honesty and compassion, offering solace and hope to others on this path and illuminating the strength and perseverance of mothers. |
| communication devices for nonverbal students: The Efficacy of Augmentative and Alternative Communication Ralf W. Schlosser, 2023-02-06 Provides the essential tools for appraising evidence and outlining steps for planning and implementing better efficacy research. This book aims to help researchers and practitioners develop the necessary skills for moving the augmentative and alternative communication field toward evidence-based practice. |
| communication devices for nonverbal students: Special Education in Contemporary Society Richard M. Gargiulo, 2012 Special Education in Contemporary Society: An Introduction to Exceptionality is designed for use by preservice and inservice teachers who will teach students with special needs in the general classroom. The text provides a rare glimpse into the lives of persons with exceptionalities, including their families and teachers. Focusing on human exceptionalities across the life span, the text employs a traditional organization beginning with four foundations chapters that introduce teachers to special education, followed by 10 categorical chapters each on a different disability. Each categorical chapter features sections on transition, cultural diversity, technology, instructional strategies, and family considerations. |
| communication devices for nonverbal students: Aided Augmentative Communication for Individuals with Autism Spectrum Disorders Jennifer B. Ganz, 2016-09-03 Just as autism is a continuum of disorders, it is associated with a broad range of neurodevelopmental, social, and communication deficits. For individuals with autism spectrum disorders (ASD), augmentative and alternative communication (AAC) has a major impact on their daily lives, often reducing the occurrence of challenging behaviors. Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is a practical guide to the field, offering readers a solid grounding in ASD, related complex communication needs (CCN), and AAC, especially visual and computer-based technologies. Widely used interventions and tools in AAC are reviewed—not just how they work, but why they work—to aid practitioners in choosing those most suited to individual clients or students. Issues in evaluation for aided AAC and debates concerning its usability round out the coverage. Readers come away with a deeper understanding of the centrality of communication for clients with ASD and the many possibilities for intervention. Key areas of coverage include: AAC and assessment of people with ASD and CCN. Interdisciplinary issues and collaboration in assessment and treatment. AAC intervention mediated by natural communication partners. Functional communication training with AAC. The controversy surrounding facilitated communication. Sign language versus AAC. Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is an essential resource for clinicians/practitioners, researchers, and graduate students in such fields as child and school psychology, speech pathology, language education, developmental psychology, behavior therapy, and educational technology. |
| communication devices for nonverbal students: Creating a Win-Win IEP for Students with Autism Beth Fouse, 1999 This book is a must-read for every parent or educator who participates in the IEP process. Dr. Fouse takes readers through the entire range of a child-centered educational process, from the initial stages of identification and diagnosis to full implementation and monitoring of the individualized education program. She walks you through the process of setting goals and objectives, getting the most out of IEP meetings, determining proper placement, requesting assistive technology, and much more. She explains laws that you will need to know inside and out, such as the Individuals with Disabilities Education Act, Section 504, Americans with Disabilities Act, and FERPA. Finally, she lists some common mistakes that schools and parents often make, and gives great advice on how to avoid conflicts. |
| communication devices for nonverbal students: AAC Strategies for Individuals with Moderate to Severe Disabilities Susan S. Johnston, 2012 |
| communication devices for nonverbal students: Augmentative and Alternative Communication: Engagement and Participation Erna Alant, 2016-12-30 Augmentative and Alternative Communication: Engagement and Participationreexamines the basic components of human communication based on the development of meaning between two people and provides a new theoretical framework for integrating the use of Augmentative and Alternative Communication (AAC) strategies into interpersonal interactions. As such, it is an indispensable resource for speech-language pathologists, special education practitioners, and researchers in AAC, as well as for instructors and graduate students in the fields of speech and hearing sciences and special education. The book employs a creative synthesis of engagement (personal involvement) and participation (exchanges) to describe meaning-making and social closeness between partners. This process allows for the acknowledgment of different levels of shared meaning and outlines a novel approach to assessment and intervention. The book also describes the importance of integrating relational (interaction-oriented) as well as instrumental (goal-oriented) communication functions as essential in maintaining on-going relationships. Most resources in AAC tend to emphasize strategies for enhancing participation, rather than strategies associated with the development of engagement (being with) to enhance communication between communication partners. In contrast, this text uses interactions between users of AAC and their communication partners as a basis to explore the creative synthesis between engagement and participation to provide clinical guidelines for assessment and intervention in both interpersonal and classroom contexts. Key features: A novel theoretical approach focused on engagement and participation as core components in AAC interventionEmphasis on empathic listening skills of both communication partner and user of AAC strategies to facilitate engagement (emotional resonance) between themGuidance for teachers on the benefits of a meaning-based approach to communication in the classroomApplication of empathic listening strategies to people with dementia to address an increasing need for care of patients with Alzheimer disease by caregivers and family membersIntegration of social media and face-to-face interactions as central to developing relationships in AAC interactions |
| communication devices for nonverbal students: Carly's Voice Arthur Fleischmann, 2012-03-27 In this international bestseller, father and advocate for Autism awareness Arthur Fleischmann blends his daughter Carly’s own words with his story of getting to know his remarkable daughter—after years of believing that she was unable to understand or communicate with him. At the age of two, Carly Fleischmann was diagnosed with severe autism and an oral motor condition that prevented her from speaking. Doctors predicted that she would never intellectually develop beyond the abilities of a small child. Carly remained largely unreachable through the years. Then, at the age of ten, she had a breakthrough. While working with her devoted therapists, Carly reached over to their laptop and typed “HELP TEETH HURT,” much to everyone’s astonishment. Although Carly still struggles with all the symptoms of autism, she now has regular, witty, and profound conversations on the computer with her family and her many thousands of supporters online. One of the first books to explore firsthand the challenges of living with autism, Carly’s Voice brings readers inside a once-secret world in the company of an inspiring young woman who has found her voice and her mission |
| communication devices for nonverbal students: Exemplary Practices for Beginning Communicators Joe Reichle, David R. Beukelman, Janice Catherine Light, 2002 US, Canadian, and Irish specialists in augmentative and alternative communications (AAC) in a number of fields offer advice to practitioners on developing communication with people suffering from congenital disabilities for whom normal vocal speech is impossible or difficult. They emphasize the impo |
| communication devices for nonverbal students: Technology and the Treatment of Children with Autism Spectrum Disorder Teresa A. Cardon, 2015-08-11 This volume analyzes recent technological breakthroughs in aiding children with autism spectrum disorder (ASD). Chapters offer practical guidance in such areas as assessment, treatment planning, and collaborative intervention. The book also presents findings on hardware and software innovations and emphasizes their effectiveness in clinical practices that are targeted to specific cognitive, social, academic and motor skill areas. In addition, it describes promising new deficit-reducing and skill-enhancing technologies on the horizon. Featured topics include: Developing and supporting the writing skills of individuals with ASD through assistive technologies. The ways in which visual organizers may support executive function, abstract language comprehension and social learning. Do-as-I’m-doing situations involving video modeling and autism. The use of technology to facilitate personal, social and vocational skills in youth with ASD. Evidence-based instruction for students with ASD. The use of mobile technology to support community engagement and independence. Technology and Treatment of Children with Autism Spectrum Disorder is an essential resource for clinicians and related professionals as well as researchers and graduate students across such disciplines as child and school psychology, rehabilitation medicine, educational technology, occupational therapy, speech pathology and social work. |
| communication devices for nonverbal students: Augmentative and Alternative Communication Filip Loncke, 2020-10-09 Augmentative and Alternative Communication: Models and Applications, Second Edition describes augmentative and alternative communication (AAC) comprehensively and offers a framework for understanding how AAC intervention can be used in the process of communication. This textbook is intended to serve as the primary text for graduate-level courses in augmentative and alternative communication in speech-language pathology programs. It also serves as an essential resource for practicing clinicians. AAC is used by an ever-growing group of individuals of all ages, each with their own personal and communication needs. The book presents the various AAC interventions and teaches the prospective clinician which intervention may be effective depending on the needs, condition, and prognosis of the client. The text details how communication is shaped by internal and external factors and how communication affects social functioning. New to the Second Edition: * A revised introductory chapter reflecting recent changes in the field * Thoroughly updated chapters on technology, vocabulary, and assessment * Reorganization of the chapters for a more natural flow of information * New and revised artwork throughout including images, tables, and charts * New and expanded case studies covering different types of communicators, their needs, and AAC solutions Expanded coverage on the following topics: * The debate on core vocabulary and discussion of best practices * Perspectives and views from AAC users * Ethics in AAC service delivery * Research issues |
| communication devices for nonverbal students: Creating Inclusive Learning Environments for Young Children Clarissa Willis, 2009 This accessible, reader-friendly resource provides important information and helpful strategies for preschool and kindergarden teachers in inclusive environments who have little or no training in special education and assisting students with special needs. |
| communication devices for nonverbal students: Communication Problems in Autism Eric Schopler, Gary B. Mesibov, 2013-03-09 The North Carolina State Legislature's mandate to Division TEACCH has three major components. First, to provide the most up-to-date and cost effective services possible for families with autistic or similar language impaired children; second, to conduct research aimed toward the better under standing of such devastating disorders; and third, to provide training for the professionals needed to pursue these goals. One element in achieving these aims is to hold annual conferences on topics of special importance to the under standing and treatment of autism and similar disorders. In addition to training professionals and parents on the most recent de velopments in each conference topic, we are publishing a series, Current Issues in Autism, based on these conferences. These books are not, however, simply the published proceedings of the conference papers. Instead, some chapters are expanded conference presentations, whereas others come from national and in ternational experts whose work is beyond the scope of the conference, but es sential in our attempt at comprehensive coverage of the conference theme. These volumes are intended to provide the most current knowledge and profes sional practice available to us at the time. |
| communication devices for nonverbal students: Making Decisions about Diverse Learners Fern Aefsky, 2000 First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company. |
| communication devices for nonverbal students: A Collaborative Approach to Transition Planning for Students with Disabilities JoAnn M. Rae, 2024-06-01 A Collaborative Approach to Transition Planning for Students with Disabilities is designed to inform aspiring special education teachers, special education teams, transition planning specialists and school administrators about the complex process of transition planning and to meet the transition requirements of special education legislation. Author Dr. JoAnn Rae has been in the field of special education for 34 years, in service as a special education teacher, special education administrator, teacher certification supervisor and as college faculty. The framework she outlines is specially designed to advance students’ involvement and participation in their lives, not only in the presence of the most severe sensory and intellectual disabilities, but also in the case of multiple disabilities. Unique scenarios not typically seen in other textbooks, such as IEP team disagreements, students with terminal illnesses, students with ill or overworked parents or students living in poverty are also explored. The text also includes: Descriptions of research-based practices to maximize students’ self-determination, autonomy, goal setting and ability to have successful life experiences Opportunities to integrate knowledge with practice by providing strategies that relate to the real-life difficulties students and transition planning specialists may encounter Easy-to-replicate communication tools, such as letters to students and parents, as examples to enhance collaboration Methods for teachers to effectively promote and increase student involvement and collaboration by using structured and interactive interviews A Collaborative Approach to Transition Planning for Students with Disabilities reflects the universal challenges that teachers, families and finally, the students themselves face, as they progress through school with a disability. For students with disabilities, the key component to successful transition planning is creating a collaborative atmosphere that allows them to be successful. This book promises to serve as an essential resource to all who are dedicated to that goal. |
| communication devices for nonverbal students: The Reason I Jump Naoki Higashida, 2013-08-27 “One of the most remarkable books I’ve ever read. It’s truly moving, eye-opening, incredibly vivid.”—Jon Stewart, The Daily Show NAMED ONE OF THE BEST BOOKS OF THE YEAR BY NPR • The Wall Street Journal • Bloomberg Business • Bookish FINALIST FOR THE BOOKS FOR A BETTER LIFE FIRST BOOK AWARD • NEW YORK TIMES BESTSELLER You’ve never read a book like The Reason I Jump. Written by Naoki Higashida, a very smart, very self-aware, and very charming thirteen-year-old boy with autism, it is a one-of-a-kind memoir that demonstrates how an autistic mind thinks, feels, perceives, and responds in ways few of us can imagine. Parents and family members who never thought they could get inside the head of their autistic loved one at last have a way to break through to the curious, subtle, and complex life within. Using an alphabet grid to painstakingly construct words, sentences, and thoughts that he is unable to speak out loud, Naoki answers even the most delicate questions that people want to know. Questions such as: “Why do people with autism talk so loudly and weirdly?” “Why do you line up your toy cars and blocks?” “Why don’t you make eye contact when you’re talking?” and “What’s the reason you jump?” (Naoki’s answer: “When I’m jumping, it’s as if my feelings are going upward to the sky.”) With disarming honesty and a generous heart, Naoki shares his unique point of view on not only autism but life itself. His insights—into the mystery of words, the wonders of laughter, and the elusiveness of memory—are so startling, so strange, and so powerful that you will never look at the world the same way again. In his introduction, bestselling novelist David Mitchell writes that Naoki’s words allowed him to feel, for the first time, as if his own autistic child was explaining what was happening in his mind. “It is no exaggeration to say that The Reason I Jump allowed me to round a corner in our relationship.” This translation was a labor of love by David and his wife, KA Yoshida, so they’d be able to share that feeling with friends, the wider autism community, and beyond. Naoki’s book, in its beauty, truthfulness, and simplicity, is a gift to be shared. Praise for The Reason I Jump “This is an intimate book, one that brings readers right into an autistic mind.”—Chicago Tribune (Editor’s Choice) “Amazing times a million.”—Whoopi Goldberg, People “The Reason I Jump is a Rosetta stone. . . . This book takes about ninety minutes to read, and it will stretch your vision of what it is to be human.”—Andrew Solomon, The Times (U.K.) “Extraordinary, moving, and jeweled with epiphanies.”—The Boston Globe “Small but profound . . . [Higashida’s] startling, moving insights offer a rare look inside the autistic mind.”—Parade |
| communication devices for nonverbal students: Exceptional Children Ronald L. Taylor, Les Sternberg, 2012-12-06 Exceptional Children: Integrating Research and Teaching provides a com prehensive introduction to the constantly changing area of special educa tion. The book is research-based, and its title reflects our opinion regarding the important link between research and classroom practice. There is one feature of Exceptional Children: Integrating Research and Teaching that warrants attention and perhaps justification; it was written specifically to address the graduate student or sophisticated undergraduate student mar ket. As such, the book is written at a higher level and with a greater concept density than typical introductory special education texts. We feel that this type of book is very much needed and will be received favorably by the special education community. There are also several unique features of Exceptional Children: Integrat ing Research and Teaching that we feel will be quite valuable. First, we have emphasized the area of teaching practices and not simply included basic facts about definitions, characteristics, and causes. Although some intro ductory texts include information about teaching considerations, that area is not discussed as in depth as it is in our text. We feel that it is important that readers not only understand the educational needs of exceptional chil dren, but also can identify the best educational practices to meet those needs. |
| communication devices for nonverbal students: Communicative Competence for Individuals who Use AAC Janice Catherine Light, David R. Beukelman, Joe Reichle, 2003 Relevant for children and adults at all stages of communication development, this work should be of use to rehabilitation professionals who work with AAC users. It covers linguistic competence, operational competence, social competence, and strategic competence. |
| communication devices for nonverbal students: The Verbal Behavior Approach Mary Lynch Barbera, 2007-05-15 The Verbal Behavior (VB) approach is a form of Applied Behavior Analysis (ABA), that is based on B.F. Skinner's analysis of verbal behavior and works particularly well with children with minimal or no speech abilities. In this book Dr. Mary Lynch Barbera draws on her own experiences as a Board Certified Behavior Analyst and also as a parent of a child with autism to explain VB and how to use it. This step-by-step guide provides an abundance of information about how to help children develop better language and speaking skills, and also explains how to teach non-vocal children to use sign language. An entire chapter focuses on ways to reduce problem behavior, and there is also useful information on teaching toileting and other important self-help skills, that would benefit any child. This book will enable parents and professionals unfamiliar with the principles of ABA and VB to get started immediately using the Verbal Behavior approach to teach children with autism and related disorders. |
| communication devices for nonverbal students: Intelligent Techniques and Applications in Science and Technology Subhojit Dawn, Valentina Emilia Balas, Anna Esposito, Sadhan Gope, 2020-03-02 This book provides innovative ideas on achieving sustainable development and using green technologies to conserve our ecosystem. Innovation is the successful exploitation of a new idea. Through innovation, we can achieve MORE while using LESS. Innovations in science & technology will not only help mankind as a whole, but also contribute to the economic growth of individual countries. It is essential that the global problem of environmental degradation be addressed immediately, and thus, we need to rethink the concept of sustainable development. Indeed, new environmentally friendly technologies are fundamental to attaining sustainable development. The book shares a wealth of innovative green technological ideas on how to preserve and improve the quality of the environment, and how to establish a more resource-efficient and sustainable society. The book provides an interdisciplinary approach to addressing various technical issues and capitalizing on advances in computing & optimization for scientific & technological development, smart information, communication, bio-monitoring, smart cities, food quality assessment, waste management, environmental aspects, alternative energies, sustainable infrastructure development, etc. In short, it offers valuable information and insights for budding engineers, researchers, upcoming young minds and industry professionals, promoting awareness for recent advances in the various fields mentioned above. |
| communication devices for nonverbal students: Childhood Developmental Language Disorders: Role of Inclusion, Families, and Professionals Katsarou, Dimitra, 2023-11-28 The fields of neurolinguistics and psycholinguistics often lack comprehensive resources that address the diverse range of developmental language disorders while also providing insights into effective treatments and special education approaches. Many existing books focus on specific disorders or groups of disorders, leaving a gap in knowledge and understanding for academic scholars and professionals seeking a broader perspective. This limitation hampers efforts to support individuals with developmental language disorders and integrate them into schools and society. Childhood Developmental Language Disorders: Role of Inclusion, Families, and Professionals is a groundbreaking book offers a holistic and inclusive approach to developmental language disorders. This edited volume covers a wide range of disorders and provides insights into linguistic approaches, treatment methods, and special education practices. It serves as a comprehensive resource that equips academic scholars, educators, clinicians, therapists, and parents with the knowledge and strategies needed to address developmental language disorders effectively. With chapters authored by experts in the field, the book explores topics such as psycholinguistics, neurolinguistics, etiology, differential diagnosis, genetic syndromes, dyslexia, autism, aphasias, stuttering, psychological problems and language, developmental psychopathology, cognitive and linguistic profiles, special education, therapy, inclusion, and the roles of schools, families, and caregivers. |
| communication devices for nonverbal students: Autism Spectrum Disorder Christopher J. McDougle, 2016 The Primer on Autism Spectrum Disorder provides a quick yet comprehensive overview of clinically-relevant topics related to autism spectrum disorder (ASD) for the medical or mental health student, trainee, or recent graduate who seeks efficient learning. Aspects of diagnosis, etiology, treatment and care delivery systems are covered by leading experts. Clinical vignettes, highlighted Key Points, and illustrative photos, figures and tables are used to enhance the learning experience for the reader. |
| communication devices for nonverbal students: Inclusion Strategies and Interventions Toby J. Karten, 2011-12-01 Inclusion means more than just preparing students to pass standardized tests and increasing academic levels. In inclusive classrooms, students with special educational needs are treated as integral members of the general education environment. Gain strategies to offer the academic, social, emotional, and behavioral benefits that allow all students to achieve their highest potential. |
| communication devices for nonverbal students: HCI International 2020 - Posters Constantine Stephanidis, Margherita Antona, 2020-07-15 The three-volume set CCIS 1224, CCIS 1225, and CCIS 1226 contains the extended abstracts of the posters presented during the 21st International Conference on Human-Computer Interaction, HCII 2020, which took place in Copenhagen, Denmark, in July 2020.* HCII 2020 received a total of 6326 submissions, of which 1439 papers and 238 posters were accepted for publication in the pre-conference proceedings after a careful reviewing process. The 238 papers presented in these three volumes are organized in topical sections as follows: Part I: design and evaluation methods and tools; user characteristics, requirements and preferences; multimodal and natural interaction; recognizing human psychological states; user experience studies; human perception and cognition. -AI in HCI. Part II: virtual, augmented and mixed reality; virtual humans and motion modelling and tracking; learning technology. Part III: universal access, accessibility and design for the elderly; smartphones, social media and human behavior; interacting with cultural heritage; human-vehicle interaction; transport, safety and crisis management; security, privacy and trust; product and service design. *The conference was held virtually due to the COVID-19 pandemic. The chapter “Developing an Interactive Tabletop Mediated Activity to Induce Collaboration by Implementing Design Considerations Based on Cooperative Learning Principles” is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. |
| communication devices for nonverbal students: Recent Advances in Assistive Technologies to Support Children with Developmental Disorders Silton, Nava R., 2015-05-31 The greatest advantage of modern technology is its ability to improve the lives of all. In particular, new technologies have the potential to greatly mitigate cognitive, motor, and social impairments stemming from genetic or environmental factors. Recent Advances in Assistive Technologies to Support Children with Developmental Disorders raises awareness of disabled children and what can be done to help them grow and develop alongside their peers. Bringing together personal experiences with academic investigation, this book is an essential reference for doctors, pediatricians, pre- and primary school educators, and scientists working to enhance the impact assistive technologies have on the youngest members of society. |
| communication devices for nonverbal students: Thinking Person's Guide to Autism Jennifer Byde Myers, Shannon Des Roches Rosa, Liz Ditz, Emily Willingham, 2011 Thinking Person's Guide to Autism (TPGA) is the resource we wish we'd had when autism first became part of our lives: a one-stop source for carefully curated, evidence-based information from autistics, autism parents, and autism professionals. |
| communication devices for nonverbal students: Physical Education for Children with Moderate to Severe Disabilities Michelle Grenier, Lauren J. Lieberman, 2017-10-23 For students with moderate to severe disabilities, instruction in physical education can be a challenge. Many teachers struggle with understanding these students’ complex needs, selecting appropriate content, and finding ways to motivate these students. While many educators consider the social aspects of inclusion a priority, the authors in this text stress active engagement with the curriculum and the use of grade-level outcomes to adapt learning for students with a range of abilities. One thing is certain: The keys to making physical education a positive learning experience are the physical education teachers and adapted physical education teachers who work with these students. This text is for you! Edited by experienced educators with expertise in general and adapted physical education programming, Physical Education for Children With Moderate to Severe Disabilities will serve as a valuable resource: • Offers comprehensive strategies for instruction, assessment, communication, collaborative practices, peer supports, and effective use of paraeducators • Describes unique equipment modifications and alternative programming suggestions • Includes sample lesson plans and assessments that you can use as is or use as models to create your own • Is applicable for children with moderate to severe disabilities in general physical education classes and self-contained PE environments Physical Education for Children With Moderate to Severe Disabilities was written by a team of higher education professionals, practicing physical educators, and adapted PE teachers. These contributors combine to bring a rich diversity and a variety of perspectives that ensure the content is relevant to all teachers. Through this comprehensive text, you will be able to make sure you are complying with the legal requirements associated with the Individuals with Disabilities Education Improvement Act and the Every Student Succeeds Act, which require that children with disabilities be given the same opportunities for meaningful physical education as other children. The text is organized into three parts. Part I provides foundational information on key adapted physical education issues, including Universal Design for Learning, collaborative processes, assessment strategies, communication practices, and how to use peer tutors and paraeducators in physical education. Part II helps you acquire the skills you need to teach students with disabilities. The five chapters in this section will help you understand sensory integration theory, develop foundational skills, put your plan into action, and understand your role and the paraeducator’s role in disability sport. You’ll also learn how to establish and assess disability sport, how to program for and assess students in aquatics, and how to help students transition to recreational opportunities in the community. In Part III, you receive a blueprint for implementing successful activities at all levels. Included are team sports and target games (track and field, basketball, golf, bowling, and more) as well as lifetime activities (bicycling, tennis, personal fitness planning, and more). The result is a resource that provides all the information and guidance you need to deliver appropriate physical education to children with moderate to severe disabilities. The book will inspire you to consider the unlimited avenues for participation in sport and physical activity for all your students—even those with the most severe disabilities. |
| communication devices for nonverbal students: Pointing Pictures Keri Andrews, 2019-11-15 Pointing Pictures is a compact visual aid for understanding words and expressing ideas. It is perfect for adults and children with communication disorders serving as a simple and easy-to-use reference with visual category tabs and clear colorful pictures. |
| communication devices for nonverbal students: Focus on Nonverbal Communication Research Finley R. Lewis, 2007 Often defined as communication without words, non-verbal communication (NVC) refers to all aspects of a message which are not conveyed by the literal meaning of words. Both written and spoken communication can be nonverbal. The main types of NVC are chronemics, kinesics, paralinguistics, proxemics and semiotics. Culture, gender and social status influence non-verbal communication. NVC also includes object communication and haptics or touch. Paralinguistic mechanisms include intonation, stress, rate of speech, and pauses or hesitations; non-linguistic behaviours include gestures, facial expressions, and body language, among others. This book brings forth new and important research in this field. |
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