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What are today's best interventions for supporting language acquisition and literacy for children who are deaf or hard of hearing (D/HH)?
This comprehensive textbook-and-DVD 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 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. To prepare professionals for decades of effective, evidence-based practice, the included video clips demonstrate how to implement assessments and interventions and work successfully with children and families.
Cutting-edge information on
... audiological assessments and technological interventions for children
... principles and practices for family-centered early intervention
... understanding, supporting, and coaching families
... assessments to identify intervention priorities
... Theory of Mind
... auditory-verbal therapy and phonological interventions
... sign language and sign systems
... use of the internet to deliver intervention services
... elements of supportive early education environments
... approaches for optimizing reading and writing skills
... strategies for promoting social and academic success in integrated classrooms
... and much more
Chapter authors include: Stacy R. Abrams MS, Cheryl L. Broekelmann MA, Catherine Cronin Carotta EdD, Elizabeth B. Cole EdD, Leisha R. Eiten AuD, CCC-A, Cheryl DeConde Johnson EdD, John L. Luckner EdD, Connie Mayer EdD, Kristy Mixan MS, Paula Pittman PhD, Amy McConkey Robbins MS, CCC-SLP, Jane Russell, Marilyn Sass-Lehrer PhD, Jeffrey Simmons MA, Carol Westby PhD, Deboray Wilson-Taber MEd, Alys Young PhD
Mary Pat Moeller, PhD, is the Director of the Center for Childhood Deafness and the Language Development Laboratory at Boys Town National Research Hospital in Omaha, NE. After many years of clinical work in rehabilitative Audiology and early intervention, she obtained a PhD in child language and deafness from the University of Nebraska at Lincoln. Her research interests include mother-child interaction, theory of mind development in children who are deaf and hard of hearing and the study of factors influencing the outcomes of children who are hard of hearing.
David J. Ertmer, PhD, is a professor in speech, language, and hearing sciences at Purdue University in West Lafayette, Indiana. He received a BS from Marquette University, a M. S. from the University of Wisconsin-Milwaukee, and a PhD from Purdue University. His clinical career includes experiences as a school speech pathologist in Wisconsin and Colorado and as a clinical supervisor at Purdue University.
Carol Stoel-Gammon, PhD, is professor emerita in the Department of Speech and Hearing Sciences at the University of Washington, Seattle. She received her doctoral degree in linguistics from Stanford University, and has taught, mentored and carried out research in the area of phonological development and disorders for many years. Her research interests focus on prelinguistic vocal development and early phonological development in children who are typically developing, and speech development of children with autism, cleft palate, Down syndrome, fragile X, childhood apraxia of speech, children who are deaf or hard-of-hearing, and late talkers.
456 pages + DVD. 2016
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