Brookes Publishing | Communication and Language Development | Winter 2023

PUBLISHER OF

EXPLORE our new books on multilingualism!

See pages 11-16

COMMUNICATION & LANGUAGE DEVELOPMENT Textbooks | Practical Guides | Screeners & Assessments

www.brookespublishing.com | 1-800-638-3775 |

COMMUNICATION & LANGUAGE ESSENTIALS Explore this catalog for new and bestselling tools, textbooks, and practical guides— all designed to help SLPs and other practitioners advance the communication and language development of every child.

Don’t miss our new booklist on multilingualism! Brookes recently acquired Caslon Publishing’s titles on multilingual language and literacy education. See pages 11-16 for a sampling of these new titles, and visit www.brookespublishing.com/caslon to learn more and explore the full list.

Professors: Order an exam copy! See page 34 for instructions on how to request a copy of a book that’s relevant to your course needs.

Bilingual English–Spanish Assessment™ (BESA™)

By Elizabeth D. Peña, Ph.D., CCC-SLP (University of California), Vera F. Gutiérrez-Clellen, Ph.D., CCC-SLP (San Diego State University), Aquiles Iglesias, Ph.D., CCC-SLP (University of Delaware), Brian A. Goldstein, Ph.D., CCC-SLP (La Salle University), & Lisa M. Bedore, Ph.D., CCC-SLP (Temple University)

“Measures like BESA are critically needed to comprehensively examine the language development of bilingual preschoolers.”

—Sandra Barrueco, The Catholic University of America

HOW BESA WORKS Through a combination of subtests for students and surveys for teachers and parents, BESA reveals the big picture of a young bilingual child’s language development. BESA includes: 3 subtests (in both English and Spanish) that address the key domains of morphosyntax, semantics, and phonology.

2 questionnaires: the Bilingual Input Output Survey (BIOS) and the Inventory to Assess Language Knowledge (ITALK) Pragmatic activity used to establish rapport with the child and give clinicians an idea of how interactive the child will be during the assessment.

LEARN MORE: www.brookespublishing.com/besa 2

When a young bilingual child experiences language difficulties, it can be hard to tell if those challenges are due to a disorder or just limited exposure to the English language. Introduce tomorrow’s clinicians to BESA: the valid, reliable assessment that specifically responds to the needs of young Spanish-English bilingual children. For use with children ages 4 through 6 years who have varying degrees of bilingualism, the Bilingual English–Spanish Assessment (BESA) was developed to •

Identify phonological and/or language impairment in bilingual children and English language learners using a standardized protocol

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Differentiate between a delay in English language acquisition and a true language disorder

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Document children’s speech and language strengths and needs

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Monitor children’s progress in both languages and use the information to make decisions about intervention

BESA KIT (Test Manual, stimulus book, protocols in English and Spanish, BIOS forms, and ITALK forms): INTRODUCTORY PRICE: $550.00 | Stock #: 23112-52797 | 2018 Bilingual English–Spanish Assessment and BESA are trademarks of Paul H. Brookes Publishing Co., Inc.

| 1-800-638-3775 | www.brookespublishing.com

Web-based language screeners for young children

Early identification is the first step to helping young children with language delays get on track for reading proficiency and school success. But how do you find the children who might need extra support?

It’s simple with QUILS™, two game-like, web-based screeners that help you evaluate the language skills of young children—and make sure their progress is appropriate for their age group.

Remote screening guidance for QUILS is available now! Download it here: http://bit.ly/QUILS-Remote

For monolingual English students ages 3 to 6 years, use QUILS™, an expert- developed interactive screener you can administer on a touchscreen tablet or computer. QUILS accurately measures children’s language comprehension skills in three key areas: vocabulary, syntax, and process.

By Roberta Michnick Golinkoff, Ph.D., Jill de Villiers, Ph.D., Kathy Hirsh-Pasek, Ph.D., Aquiles Iglesias, Ph.D., CCC-SLP, & Mary Sweig Wilson, Ph.D., CCC-SLP

US$139.95 | Stock #: 23112-52308 | 2017 Price is for annual subscription

By Aquiles Iglesias, Ph.D., Jill de Villiers, Ph.D., Roberta Michnick Golinkoff, Ph.D., Kathryn Hirsh-Pasek, Ph.D., & Mary Sweig Wilson, Ph.D.

US$139.95 | Stock #: 23112-52346 | 2021

3 Engaging interactive items and cartoon illustrations 3 Automatically generated scores and reports 3 Quick and easy—takes just 15−20 minutes 3 No special training required For English–Spanish bilingual children ages 3 to 5 years, now there’s the new QUILS™: ES! Like the QUILS screener, QUILS: ES looks at vocabulary, syntax, and process—but to give a comprehensive picture of the skills of bilingual children, QUILS: ES consists of separate English and Spanish sections.

Normed on bilingual English–Spanish students, it offers a full picture of bilingual language development and is sensitive enough to pinpoint potential language delays and difficulties in bilingual children.

Price is for annual subscription

WATCH A DEMO & GET A FREE TRIAL: http://quilscreener.com 3

www.brookespublishing.com | 1-800-638-3775 |

NEW

Profiles of Early Expressive Phonological Skills™ (PEEPS™)

By A. Lynn Williams, Ph.D. (East Tennessee State University), & Carol Stoel-Gammon, Ph.D. (University of Washington, Seattle) Phonological development is linked with a child’s later success with language and literacy, but tests of early phonological skills are often not sensitive enough for the youngest children. That’s why clinicians need PEEPS™, a comprehensive assessment of early phonological skills developed specifically for toddlers 18–36 months.

Created by leading experts in early phonological development and speech sound disorders, PEEPS helps speech-language pathologists detect speech and language delays early, so children can receive the intervention and support they need to be effective communicators on track for academic achievement.

MANUAL CONTENTS 1.

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Introduction to PEEPS Description of PEEPS Administering PEEPS and Completing the Analysis Analyzing and Interpreting Data PEEPS in Practice: Interpreting Results Through Three Case Studies Summary of PEEPS Data

PEEPS is easy to administer! The Examiner’s Manual guides clinicians step by step through the process, and the kit includes access to a helpful video in which the authors clearly demonstrate how to deliver PEEPS.

Why PEEPS? •

Developmentally appropriate. Unlike similar tools, PEEPS is specially developed to screen young children and uses elicitation techniques and vocabulary words that are appropriate for this population.

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In-depth assessment of an overlooked skill set. Early phonological skills are often not assessed, even though they affect early lexical development. PEEPS is the tool clinicians need to analyze the key components of phonological development, including phonetic inventory, syllable structure, accuracy of consonant production, and error patterns.

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Accurately identifies delays. Because most phonological measures aren’t designed for the young age range, young children may be overidentified as struggling with phonological skills—or a wait-and-see approach is taken with these children, which can delay starting early intervention. PEEPS helps accurately evaluate children struggling with phonological skills, so they can receive support as early as possible.

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Quick, convenient, and flexible. PEEPS gives clinicians a comprehensive picture of early phonological skills in less than 20 minutes. The kit includes the full PEEPS assessment (60 words) and a shorter PEEPS screener (20 words) that helps determine if in-depth testing with the full PEEPS is warranted.

PEEPS Kit (Examiner’s Manual, pack of 10 forms, stimulus board book, drawstring bag for physical stimuli, demo video): $149.95 | Stock #: 23206- 54418 | 2023 | ISBN 978-1-68125-441-8

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| 1-800-638-3775 | www.brookespublishing.com

MacArthur-Bates Communicative Development Inventories (CDIs), Third Edition

NEW

By Virginia A. Marchman, Ph.D. (University of Texas at Dallas), Philip S. Dale, Ph.D. (University of Washington), & Larry Fenson, Ph.D. (San Diego State University in California), with the CDI Advisory Board

Capture parents’ knowledge of their child’s emerging language skills with the new edition of the MacArthur-Bates CDIs! Developed by top language researchers, the CDIs yield valid, reliable information on language development—from children’s early signs of comprehension to their first nonverbal gestures, their first words, and the beginnings of grammar. The CDIs include measures for three age ranges: a Words and Gestures form (ages 8 to 18 months), a Words and Sentences form (ages 16 to 30 months), and the shorter CDI-III (ages 30 to 37 months) that measures expressive vocabulary and grammar.

WHAT’S NEW: The third edition of the CDIs includes updated norms, additional tools, and more administration formats and helpful resources.

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Expanded and more representative norms—more than 4,000 new children have been added to the norming dataset for the CDI: Words and Gestures and CDI: Words and Sentences. Norming tables have been statistically adjusted to reflect key U.S. demographic indicators.

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More options for electronic administration of the CDIs, including fillable PDFs and a web-based administration platform, Web-CDI

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New picture-based instructions with easy-to-understand illustrations and examples

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More extensive administration and scoring guidelines

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More on using the CDIs with bilingual and multilingual children An expanded chapter on the CDI-III

Detailed guidelines about choosing the most appropriate CDI forms when several are potentially useful

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Expanded guidelines on the use of CDI short forms, including new statistically-adjusted norms and information on reliability and validity

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More CDI resources available online, including Wordbank, an open repository of CDI data in 38 languages representing more than 84,000 children

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A rapid, valid Computerized Adaptive scale for expressive vocabulary, now available through Web-CDI

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A helpful list of frequently asked questions

Paper Set: paperback User’s Guide, paper forms (25 each) | $139.95 | Stock #: 23206-56993 | 2023 | ISBN 978-1-68125-699-3 Electronic Set: ebook User’s Guide, PDF e-forms | $239.95 | Stock #: 23206-57006 | 2023 | ISBN 978-1-68125-700-6

CONTENTS 1.

The Communicative Development Inventories: Assessing Children’s Communicative Skills via Parent Report 2. Administration, Scoring, and Interpretation 3. Development and Psychometric Properties of the Inventories 4. Clinical and Research Applications of the Inventories 5. Use of The Communicative Development Inventories With Bilingual Children 6. Short Form Versions of The Macarthur-Bates Communicative Development Inventories 7. The CDI-III 8. Online Computerized Adaptive Tests of Children’s Vocabulary (CDI-CAT) 9. Frequently Asked Questions Appendix A: Percentile Tables and Figures for the CDI: Words and Gestures and CDI: Words and Sentences (previously Chapter 5) Appendix B: Percentile Tables and Figures For The CDI Short Forms Appendix C: Percentile Tables and Figures For The CDI-III Appendix D: Background Information Form Appendix E: Child Report Forms Appendix F: Picture-Based Instructions

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www.brookespublishing.com | 1-800-638-3775 |

DISCOVER THE POWER OF Screen and diagnose language and literacy disorders—with just one test kit.

The Test of Integrated Language and Literacy Skills™ (TILLS™) is a groundbreaking assessment that tests oral and written language skills in students ages 6–18 years. Reliable, valid, and comprehensive, The TILLS Examiner’s Kit is the one test kit you need to: IDENTIFY AND DIAGNOSE

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language and literacy disorders, including dyslexia

DOCUMENT

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patterns of relative strengths and weaknesses

TRACK

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changes in language and literacy skills over time

How it works . . .

SCREEN with the SLS

DIAGNOSE with TILLS

First, you’ll identify at-risk students with the evidence-based Student Language Scale (SLS), a quick and easy one-page screener filled out by the teacher, parent, and student. Complete in less than five minutes, the SLS helps you gather input about a struggling student’s strengths and needs and determine whether they need further assessment.

After the SLS helps you identify children at risk for a language/ literacy disorder, use TILLS for diagnosis. Through 15 subtests, you’ll assess and compare the full range of students’ oral and written language and literacy skills. The resulting scores and the powerful, at-a-glance TILLS Profile help you identify and track a student’s strengths and weaknesses—information you’ll use as you develop customized interventions.

LEARN ABOUT SLS: You can also use the SLS as a standalone screener­—see www. brookespublishing. com to learn more!

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POWERFUL TILLS PROFILES give you an at-a-glance understanding of student strengths and needs.

| 1-800-638-3775 | www.brookespublishing.com

ORDER THE

EXAMINER’S KIT

By Nickola Nelson, Ph.D., CCC-SLP, Elena Plante, Ph.D., CCC-SLP, Nancy Helm-Estabrooks, Sc.D., CCC-SLP, & Gillian Hotz, Ph.D., CCC-SLP EXAMINER'S KIT PRICE: US$599.95 Stock #: 23112-55323 | 2016

(Includes 1 Examiner’s Manual, 1 Stimulus Book, 1 Set of Tele-TILLS Instructions, 25 Examiner Record Forms, 1 Technical Manual, 1 Quick Start Guide, 1 Examiner’s Practice Workbook, 25 Student Response Forms, 50 Student Language Scales, 1 USB drive of digital audio files, and 1 tote bag.)

www.tillstest.com

Kit now includes Tele-TILLS materials!

TILLS can be reliably administered using distance technology with the Tele-TILLS materials, now included in the Examiner's Kit. Existing customers can purchase Tele-TILLS materials here: http://bit.ly/Tele-TILLS

“With TILLS, I can give one assessment and get a wealth of information rather than giving multiple assessments.“ —Audrey Adams, M.A., Reading Specialist

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Efficiently assess both oral AND written language skills Diagnose language and literacy disorders accurately

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Ensure accurate reporting with free, easy-to-use report writing templates Save time—experienced clinicians can administer TILLS in 90 minutes or less

Test of Integrated Language & Literacy Skills™ and TILLS™ are trademarks of Paul H. Brookes Publishing Co. The contents of TILLS were developed under Grant No. R324A100354 from the Institute of Education Sciences of the U.S. Department of Edu­cation. Those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

www.brookespublishing.com | 1-800-638-3775 |

Dual Language Development & Disorders A Handbook on Bilingualism and Second Language Learning, Third Edition

By Johanne Paradis, Ph.D. (University of Alberta), Fred Genesee, Ph.D. (McGill University), & Martha B. Crago, Ph.D. (McGill University) Prepare SLPs and educators to support the growing population of dual language learners with the third edition of this bestselling textbook, developed by three influential experts on bilingual language development and aligned with Head Start guidelines on cultural and linguistic responsiveness.

CONTENTS I. FOUNDATIONS 1. Introduction 2. The Language–Culture Connection 3. The Language–Neurocognition Connection II. UNDERSTANDING BILINGUAL AND SECOND LANGUAGE DEVELOPMENT 4. Language Development in Simultaneous Bilingual Children 5. Code-Mixing in Bilingual Development 6. Second Language Development in Children 7. Heritage Language Development in Children 8. Language Development in InternationallyAdopted Children 9. Schooling in a Second Language III. DUAL LANGUAGE AND DISORDERS 10. Language and Communication Disorders in Bilingual Children Appendix: The Normal Curve and Related Concepts 11. Reading Difficulties in Bilingual Children

Updated with the latest research and recommended practices, this book gives a broad audience of future professionals the clear and comprehensive information they need to promote positive outcomes for young dual language learners and make informed decisions about assessment and intervention when a disorder is present. Readers will get up-to-date guidance on a wide range of key topics, including recognizing the typical stages of second language learning, supporting development in both languages, distinguishing a language delay from a disorder, planning culturally appropriate interventions, addressing reading disorders in bilingual children, and more. New and enhanced student-friendly features make this edition even more engaging and practical, and a robust new package of online support materials will help faculty members use the book effectively in their courses.

With the foundational knowledge in this state-of-the-art textbook—also a valuable resource for in-practice SLPs and educators—professionals will be ready to help young dual language learners thrive, both at home and in the classroom.

WHAT’S NEW: • • •

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New chapter on supporting heritage language development in children with immigration backgrounds Important updates throughout the book on best practices and recent research findings from the field Updated student-friendly features, including learning outcomes at the start of each chapter, tables and figures that illustrate key concepts and research, and Voices from the Field text boxes Two downloadable parent questionnaires to help SLPs gather critical information when working with culturally and linguistically diverse children New online companion materials: discussion questions and class activities for each chapter, plus a final integrative course project

US$49.95 | Stock #: 23112-54067 | 2021 | 400 pages | 7 x 10 | paperback | ISBN 978-1-68125-406-7

| 1-800-638-3775 | www.brookespublishing.com

Bilingual Language Development & Disorders in Spanish–English Speakers Third Edition

Edited by Brian Goldstein, Ph.D., CCC-SLP (University of St. Augustine for Health Sciences) Dual language learners are the fastest-growing segment of the U.S. student population, and the majority speak Spanish as a first language. This graduate-level textbook—now in its third edition—gives future speech-language pathologists the comprehensive knowledge they need to work effectively with Spanish–English bilingual children and support their language development.

Aligned with current best practices and updated with the latest research and new chapters on critical topics, this book prepares SLPs for practice with cutting-edge information on language development and disorders of Spanish–English bilingual children. More than 25 leading researchers compile the high-level knowledge SLPs need to understand the complexity of language development in bilingual children, distinguish language differences from disorders accurately, and conduct effective assessment and intervention. An essential graduate text that will also be a trusted reference for practicing professionals, this third edition gives current and future SLPs a broad, deep, and nuanced understanding of communication development and disorders in Spanish–English bilingual children.

NEW CHAPTERS ON: the human right to communicate in more than one language • development of speech perception and production in bilingual preverbal infants • culturally and linguistically responsive approaches to language intervention UPDATED INFORMATION ON: bilingual language development of English learners • bilingualism and the child socialization process ▪ bilingual lexical development, assessment, and intervention • semantic development • grammatical impairments • morphosyntactic development • cross-linguistic influence and code-switching • oral narrative language skills and disorders • first language loss and attrition • literacy learning • the intersection of language and academics • speech sound development and disorders • fluency • professional development practices

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The Human Right to Communicate in More Than One Language Bilingual Language Development of English Learners Bilingual Language Acquisition and the Child Socialization Process Development of Speech Perception and Production in Bilingual Preverbal Infants Cross-Linguistic Influence and Code-Switching Bilingual Lexical Development, Assessment, and Intervention Semantic Development in Spanish–English Bilinguals Morphosyntactic Development Spanish Child Heritage Speakers Grammatical Impairments in Spanish–English Bilingual Children The Development of Oral Narrative Language Skills and Disorders in Spanish-English Bilingual Children Literacy Language and the Educational Setting Speech Sound Development and Disorders Fluency Culturally and Linguistically Responsive Approaches to Language Intervention Professional Development Practices and Content for Professionals Working with Preschool Dual Language Learners

US$54.95 | Stock #: 23112-53992 | 2022 | 456 pages | 7 x 10 | paperback | ISBN 978-1-68125-399-2

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www.brookespublishing.com | 1-800-638-3775 |

Literacy Foundations for English Learners A Comprehensive Guide to Evidence-Based Instruction

Edited by Elsa Cárdenas-Hagan, Ed.D., CCC-SLP, CDT, CALT, QI (University of Houston) More than 5 million English learners attend U.S. public schools—and yet fewer than 3% of teachers are certified to work with them.* Fill that gap in teacher education with this comprehensive textbook, an evidence-based guide to providing English learners in Pre-K– Grade 6 with explicit, systematic instruction on language and literacy fundamentals.

CONTENTS SECTION I: INTRODUCTION TO ENGLISH LEARNERS, LANGUAGE, AND LITERACY 1. Teaching Literacy Skills to English Learners 2. Language and Literacy Development 3. Components of Literacy Instruction for English Learners SECTION II: THE COMPONENTS OF LITERACY AND ENGLISH LEARNERS 4. Phonological Awareness Development Among English Learners 5. Phonics Development among English Learners 6. Reading Fluency among English Learners 7. Vocabulary Instruction among English Learners 8. Reading Comprehension among English Learners 9. Spelling Development among English Learners 10. Written Language among English Learners Appendix: Using Technology to Adapt and Enhance Instruction for English Learners

Aligned with IDA’s Knowledge and Practice Standards, this book prepares current and future educators to teach English learners the key components on language and literacy, as described in the Report of the National Literacy Panel for Language Minority Children and Youth. For each component, teachers will get a dedicated chapter with research-based insights on how to teach English learners, guidance on making connections across languages when teaching that component, and ready-to-use principles and strategies for instruction. Learning objectives, study questions, and extended application activities help educators grow their knowledge and apply it in their classrooms.

PREPARE TEACHERS TO: •

Enter their classroom with a full understanding of the language and literacy development of English learners

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Teach English learners key components of language and literacy: phonological awareness, phonics, vocabulary, fluency, comprehension, spelling, and writing skills

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Apply insights from current, reliable research on how best to teach English learners

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Use specific, evidence-based principles, strategies, activities, and sample teacher–student dialogues to guide and strengthen instruction

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Leverage technology to adapt and enhance instruction for English learners

ONLINE COMPANION MATERIALS INCLUDED: Faculty will get helpful PowerPoint slides for each chapter, plus a sample syllabus that shows how to use this book in your course.

US$44.95 | Stock #: 23112-79659 | 2020 | 264 pages | 7 x 10 | paperback | ISBN 978-1-59857-965-9 * Rahman, T., Fox, M.A., Ikoma, S., and Gray, L. (2017). Certification Status and Experience of U.S.

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Public School Teachers: Variations Across Student Subgroups (NCES 2017-056). U.S. Department of Education, National Center for Education Statistics.

| 1-800-638-3775 | www.brookespublishing.com

Special Education Considerations for Multilingual Learners

Delivering a Continuum of Services, Third Edition

By Else Hamayan (psychologist & language education consultant), Barbara Marler (bilingual/ESL educator), Cristina Sánchez-López (education specialist, Illinois Resource Center), & Jack Damico (University of Louisiana) Multilingual learners in Grades K–12 are often overidentified or underidentified for special education. The third edition of this groundbreaking text offers a better way to meet the needs of multilingual learners: by creating a culturally and linguistically responsive multi-tiered system of support (MTSS) and implementing a continuum of services that meets the needs of the whole child.

Shifting away from traditional ways that schools address the needs of students who experience challenges, the new edition of this text takes a strengths-based approach to supporting multilingual students and focuses on the complex issues that affect a multilingual learner’s development. Chapters have been fully updated to reflect the latest best practices and reorganized to better align with MTSS. Educators and other school-based professionals will be fully prepared to: •

Form collaborative MTSS teams that blend the diverse expertise of staff members

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Evaluate and enhance the learning environment for multilingual learners

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Gather extensive data about six critical factors in students’ home and school life, from previous schooling experiences to cross-cultural factors

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Authentically assess the strengths of multilingual learners

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Create a continuum of services that addresses the individual needs of each student, including those experiencing challenges at school

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Plan effective instruction and intervention using a multilingual lens

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Monitor the effectiveness of support strategies and programming for multilingual learners

CONTENTS 1.

A Framework for Considering the Special Needs of Multilingual Learners 2. A Collaborative Model of Information Gathering and Service Provision 3. The Learning Environment Created for Multilingual Learners 4. Personal and Family Factors 5. Physical and Psychological Factors 6. Previous Schooling Factors 7. Oral Language and Literacy Development 8. Academic Performance 9. Cross-Cultural Factors 10. Describing Before Identifying: When Specific Challenges Persist for Some Multilingual Learners 11. Delivering a Continuum of Services 12. Putting It All Together

PRACTICAL FEATURES: MTSS team activities to support professional learning • Templates, a rating scale, and other reproducible tools • Real-world examples from the field • Discussion questions to help teams apply the concepts to their own student population US$44.95 | Stock #: 23112-56283 | 2023 | 306 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-628-3

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www.brookespublishing.com | 1-800-638-3775 |

Biliterate Writing from the Start

NEW

The Literacy Squared Approach to Asset-Based Writing Instruction

By Sandra Butvilofsky, Ph.D., Kathy Escamilla, Ph.D., & Susan Hopewell, Ph.D. (all from the University of Colorado–Boulder)

MANUAL CONTENTS 1.

Literacy Squared, and Why We Need to Focus on Biliterate Writing 2. The Role of Oracy and Writing in Teaching Foundational Skills 3. TheDictado Method for Writing Instruction 4. Nurturing Biliteracy in Emerging Writers in Kindergarten 5. Cultivating Biliterate Writing in Grades 1 and 2 6. Developing Biliteracy via Genre Studies in Grades 3–5: Biography 7. Furthering Biliteracy via Genre Studies in Grades 3–5: Social Justice Questions for Reflection and Action

Developed by highly respected experts through nearly two decades of research, this book shows bilingual educators how to use the Literacy Squared model to design effective writing instruction that places Spanish and English side by side. Focusing on emerging bilinguals in Grades K–5, this research-based guide supports educators through every step of planning and implementing biliterate writing instruction and monitoring student progress. Educators will learn proven strategies for teaching writing in tandem with other language arts skills, and they’ll get an invaluable Literacy Squared Writing Rubric to help them assess children’s developing writing in both Spanish and English.

A must for teachers, administrators, and leadership teams, this book prepares readers to deliver high-quality bilingual writing instruction— starting from the earliest years of school.

BILINGUAL EDUCATORS WILL:x •

Discover how an asset-based approach to biliterate writing helps students’ skills flourish in both languages

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Make cross-language connections to help students connect what they know in one language with what they’re learning in another

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Learn how and why explicit teaching of oracy enhances writing development in both Spanish and English

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Learn about a highly effective strategy for helping students develop cross-language metalinguistic awareness

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Get practical, grade-specific guidance for nurturing biliterate writing in kindergarten, Grades 1–2, and Grades 3–5

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Link writing standards to Social Justice Standards to help students problem solve, think critically, and advocate for positive change

PRACTICAL MATERIALS: In each chapter, Key Terms, Guiding Questions, and Reflection and Action Questions help readers retain important points and put their new knowledge into practice.

Educators will also get sample biliteracy units, student work examples, and lessons from real classrooms to guide their writing instruction. $39.95 | Stock #: 23208-00472 | August 2023 | 162 pages | 8 ½ x 11 | paperback | ISBN 978-1- 934000-47-2

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| 1-800-638-3775 | www.brookespublishing.com

Intentional Co-Teaching for Multilingual Learners

NEW

An Equitable Approach to Integrating Content and Language

By Holly J. Porter, Ed.D. (Cherry Creek School District, Greenwood Village, Colorado) Developed and tested by the author in a diverse Colorado school district, this proven co-teaching model will help educators and multilingual learner specialists work collaboratively to support multilingual learners and promote their academic achievement and English language proficiency at the same time.

For more books on supporting diverse children and their families, visit us online: https://bpub.fyi/ML-Books

You’ll get immediately useful guidance focused on these key goals: meaningful access to grade-level content for multilingual learners, English proficiency through content instruction, and job-embedded co-teaching professional learning opportunities. Tips, tools, examples, and resources—including engaging online videos and an extensive rubric that helps you evaluate the quality of your co-teaching program and practices—help you take the foundational information in this book and transform it into action in your own school or district.

A timely and innovative guide for co-teachers, coaches, teacher leaders, and school and district administrators, this book helps co-teachers develop strong partnerships and unlock equitable, inclusive learning opportunities for multilingual learners.

READERS WILL: •

Master 4 systemic components of the framework: setting up the structures for co-teaching, supporting staff with co-teaching, growing and evaluating the program, and supporting and evaluating co-teachers

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Implement 5 instructional components: planning for integrated language and content, sharing the classroom, assessing and communicating, building relationships and reflecting, and instructing for integrated language and content

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Use an expertly organized rubric to plan, implement, monitor, and evaluate co-teaching in schools and across districts

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Get the tools needed for success, including videos demonstrating key co-teaching interactions and reproducible forms and templates

CONTENTS SECTION I: SYSTEMIC ELEMENTS: STRUCTURES AND SUPPORTS 1. Intentional Co-Teaching for Multilingual Learners 2. Setting Up Structures for Co-Teaching 3. Supporting Staff With Resources and Professional Learning SECTION II: INSTRUCTIONAL ELEMENTS 4. Co-Planning for Language Through Content 5. Sharing the Classroom 6. Co-Assessing and Communicating 7. Building Relationships and Reflecting 8. Instructing for Integrated Language and Content SECTION III: SYSTEMIC ELEMENTS: EVALUATION 9. Evaluating Co-Teachers 10. Evaluating the Co-Teaching Program Appendix: Rubric for Analyzing Co-Teaching Practices

$39.95 | Stock #: 23202-56405 | 2024 | 184 pages | 8 ½ x 11 | paperback | ISBN 978-1- 68125-640-5

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MORE TITLES ON TEACHING MULTILINGUAL LEARNERS!

Differentiating Instruction and Assessment for ELLs

A Guide for K–12 Teachers, Second Edition

By Shelley Fairbairn, Ph.D., & Stephaney Jones-Vo, M.A.

Aligned with national and state English language proficiency standards and assessments, this user-friendly guide shows elementary and secondary educators how to differentiate core content-area instruction and assessment for the ELLs in their classes. Teachers will get concrete strategies they can use in any content-area classroom to engage every ELL, from beginning to advanced levels of English language development. The authors also highlight how teachers can address critical differences between ELLs with a strong foundation in the home language as well as students with limited or interrupted formal education.

SPECIAL FEATURES include true-to-life scenarios that ground every chapter, easy-to-use templates that model how to differentiate instructional units and lessons, and end-of-chapter professional development activities. $48.95 | Stock #: 23112-00380 | 2019 | 304 pages | paperback | ISBN 978-1934000-38-0

Leveraging Student Bilingualism for Learning

By Ofelia García, Ph.D., Susan Ibarra Johnson, Ph.D., & Kate Seltzer, Ph.D.

Translanguaging refers to the dynamic language practices of bilinguals, as well as an instructional approach that teachers can use to support the academic and socioemotional success of bilingual students. Using examples from three very different classrooms, this book illustrates how translanguaging can level the playing field for bilingual students in English-medium and bilingual classrooms. Educators will learn how to use translanguaging for instruction and assessment to meet and exceed content and language development standards in their classrooms.

SPECIAL FEATURES include learning objectives, vignettes to illustrate pedagogical strategies, sample translanguaging unit designs, tools for teacher planning and evaluation, and end-of-chapter activities to help teachers apply what they learn to their own classrooms $39.95 | Stock #: 23112-00199 | 2016 | 224 pages | paperback | ISBN 978-1934000-19-9

Teaching for Biliteracy

Biliteracy from the Start

By Karen Beeman, M.Ed., & Cheryl Urow, M.Ed.

By Kathy Escamilla, Ph.D., Susan Hopewell, Ph.D., Sandra Butvilofsky, Ph.D., Wendy Sparrow, Ph.D., Lucinda Solte­ro-González, Ph.D., & Manuel Escamilla, Ph.D.

Strengthening Bridges Between Languages

In this practical professional development guide, teachers, administrators, and leadership teams will learn about the powerful notion of the Bridge: the instructional moment when educators purposefully bring two languages together. Compatible with literacy programs used in K–12 schools today, the biliteracy unit framework in this book helps strategically guide bilingual learners to: • Transfer the academic content they have learned in one language to the other • Engage in contrastive analysis • Develop academic English and Spanish across the content areas • Read and write grade-level texts across the curriculum • Develop metalinguistic awareness $39.95 | Stock #: 23112-00090 | 2013 | 192 pages | paperback | ISBN 978-19340000-9-0

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The Translanguaging Classroom

Literacy Squared in Action

Discover how to plan, implement, monitor, and strengthen biliteracy instruction that builds on students’ linguistic resources in two languages, beginning in kindergarten. Teachers, administrators, and leadership teams will learn to develop holistic biliteracy instruction units, lesson plans, and assessments that place Spanish and English side by side.

SPECIAL FEATURES include key terms and/or guiding questions for every chapter; sample instruction units, lesson plans, student writing in Spanish and English, and paired writing rubrics; empirical evidence of students’ reading and writing development in Spanish and English; and questions for reflection and action at the end of each chapter. $37.95 | Stock #: 23112-00137 | 2014 | 224 pages | paperback | ISBN 978-1934000-13-7

MORE TITLES ON TEACHING MULTILINGUAL LEARNERS!

La enseñanza en el aula bilingüe Content, Language, and Biliteracy

By Sandra Mercuri, Ph.D., Sandra Musanti, Ph.D., & Alma Rodriguez, Ph.D.

Designed for teachers who dedicate their work to bilingualism, biliteracy, and equity for bilingual learners, this groundbreaking book is written in Spanish (not translated from English). Each chapter uses the Preview (English)—View (Spanish)—Review structure, using English for a brief preview and review and Spanish for the bulk of the content, to support bilingual teachers with a wide range of expertise in oral and written Spanish and English.

Preservice and inservice teachers will learn how to develop, implement, and monitor interdisciplinary biliteracy units of instruction that they can use in any type of bilingual program. As they use this book, they’ll also get opportunities to leverage their own bilingual resources and cultural funds of knowledge to strengthen their academic Spanish and biliteracy. $39.95 | Stock #: 23112-00434 | 2021 | 288 pages | paperback | ISBN 978-1-934000-43-4

Teaching Cognates/ Cognados Through Picture Books Resources for Fostering Spanish–English Vocabulary Connections

By José A. Montelongo, Ph.D., Anita Hernández, Ph.D., & Roberta J. Herter, Ph.D.

Systematic cognate instruction can help young bilingual learners master the vocabulary words and literacy skills they need for academic success. This is the first comprehensive guide on seamlessly working cognate instruction into existing lesson plans. Elementary school educators (K-6) will discover how to conduct engaging picture book read-alouds to incorporate cognates into vocabulary lessons, design customized cognate lesson plans, create content-area thematic units that include cognate words, and more. To help teachers quickly integrate cognate instruction into their curriculum, they’ll also get access to the Cognate Companion website, a database where they can find picture books and all their cognates and get 250+ ready-to-use cognate lesson plans for select picture books. $39.95 | Stock #: 23112-00458 | 2023 | 176 pages | paperback | 8 ½ x 11 | ISBN 978-1-934000-45-8

Engaging Diverse Learners in the Mathematics Classroom

By Holly Hansen-Thomas, Ph.D., & Juliet Langman, Ph.D.

Language is a key tool for teaching math—and using that tool effectively is especially important for multilingual learners and other diverse students who may need more support to access academic math language. In this practical book, middle and high school educators will learn how to effectively harness language to ensure math success for all students. Teachers will discover the concepts behind a language awareness approach, see the approach in action in different classroom contexts, get guidance on math lesson planning and implementation, and learn ways to reflect on their own practice to make a difference for diverse learners.

SPECIAL FEATURES include objectives, transcripts of math classroom discourse, Try It Yourself boxes, and activities. Online materials include a lesson plan template, sample lesson plan, transcription guide, and more. $39.95 | Stock #: 23112-56313 | November 2022 | approx. 196 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-631-3

Transforming Sanchez School

Shared Leadership, Equity, and Evidence

By Raymond R. Isola & Jim Cummins

This book is the result of a 20-year collaboration between a school principal (Raymond R. Isola) and an educational researcher (Jim Cummins). Together, they document how the Sanchez Elementary School successfully implemented evidencebased instruction to transform the learning experiences of students from a low-income and linguistically diverse community in the Mission District of San Francisco.

The Sanchez School story shows the dramatic positive impact of using shared leadership and the resultsoriented cycle of inquiry to implement school-based policies designed to activate students’ talents and intellectual power within the classroom. Readers will be inspired to see the possibilities for linguistically and culturally diverse students from low-income communities, and they’ll reflect on their own school’s improvement strategies. $39.95 | Stock #: 23112-00410 | 2020 | 216 pages | paperback | ISBN 978-1934000-41-0

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Foundations for Teaching English Language Learners Research, Theory, Policy, and Practice, Third Edition

By Wayne E. Wright, Ph.D. (Purdue University) This book is a comprehensive foundational text on ELL education, ideal for pre-service elementary and secondary teachers, educational leaders, and literacy, special education, English as a second language (ESL), and bilingual specialists. Practical features include guiding questions, key terms, vignettes, teaching strategies, samples of student work, chapter review activities, discussion questions, research and activities, recommended readings.

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Who Are English Language Learners?

Language Language Learning and Teaching Language and Education Policy Instructional Models and Programs Assessment Listening and Speaking Reading Writing Content Area Instruction Translanguaging, Effective Instruction, and Advocacy for English Language Learners

PREPARE EDUCATORS TO: • Make research-based decisions on ELL policies, programs, practices, and assessment • Meet state competency requirements in ELL education.

• Differentiate core content-area instruction for multilingual learners, including ELLs • Teach oral language, reading, and writing in all content areas • Use students’ home languages and technology as resources for learning WHAT’S NEW: • Stronger multilingual perspective on ELL education, with attention to new research, theory, and practice on dynamic bilingualism and translanguaging • New regulations, accountability requirements, and flexibility regarding ELLs since the reauthorization of ESSA • Greater focus on the complex language and literacy demands of the Next Generation Science Standards and other content-area standards—not just for ELLs, but for all students • New research on ELLs in content-area classes from the National Academies of Sciences, Engineering, and Medicine • The integration of new principles by Teachers of English to Speakers of Other Languages (TESOL, 2018) for the exemplary teaching of ELLs COMPANION WEBSITE INCLUDED: This book includes an interactive companion website with extensive resources for students and professors. Professors will appreciate the Professor Control Panel on the site, which includes slide presentations for each chapter, a sample course syllabus, and more.

US$112.95 | Stock #: 23112-00366 | 2019 | 384 pages | ISBN 978-1-934000-36-6

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Building Preverbal Communication & Engagement

Triadic Gaze Intervention for Young Children With Disabilities and Their Families

By Lesley B. Olswang, Ph.D., CCC-SLP (University of Washington), Julie Feuerstein, Ph.D., CCC-SLP (University of Central Florida), & Gay Lloyd Pinder, Ph.D., CCC-SLP, C/NDT (Children’s Therapy Center) Many children with disabilities and their families struggle to connect early in life and need support developing early communication skills—and now there’s a comprehensive text to prepare birth-to-three practitioners to deliver that critical support to young children with disabilities and their families.

This accessible textbook will help professionals harness the power of Triadic Gaze Intervention (TGI), an evidence-based strategy that supports the development of early communication behaviors—gaze, gestures, and vocalizations—in young children with disabilities. Through a straightforward protocol, practitioners will learn powerful techniques for helping caregivers engage young children during everyday routines and build their preverbal communication skills.

READERS WILL: •

Learn about the six elements of the authors’ PoWRRS-Connect protocol for implementing TGI: providing opportunity, waiting, recognizing, responding, shaping, and connecting

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Use the protocol to help children make progress toward IFSP goals related to communication and engagement

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Tailor the protocol for individual children with a range of disabilities and needs, including motor, sensory, or social impairments

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Embed opportunities for communication and engagement into each family’s authentic routines and activities

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Facilitate stronger collaborative partnerships with caregivers

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Discover how to monitor small measures of progress in engagement and communication through the lens of TGI

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Learn from four parents of children with complex communication needs, who share their success stories with TGI and describe their children’s current communication methods and abilities

CONTENTS SECTION I: UNDERSTANDING EARLY COMMUNICATION DEVELOPMENT AND TRIADIC GAZE INTERVENTION 1. The Child–Adult Dance and the Gift of Engagement and Communication 2. When the Dance Is Interrupted: Young Children With Disabilities and Intervention 3. How Triadic Gaze Intervention Evolved in the Context of Early Intervention SECTION II: IMPLEMENTING TRIADIC GAZE INTERVENTION 4. Introduction to the Triadic Gaze Intervention 5. Integrating Triadic Gaze Intervention Into Practice 6. The Essential Elements of PoWRRS-Connect: Delivery Guidelines 7. Putting PoWRRS-Connect Into Action With Families 8. Tips for Tailoring Triadic Gaze Intervention and PoWRRS-Connect With Families 9. Monitoring Progress SECTION III: FOLLOWING THE TRIADIC GAZE INTERVENTION JOURNEY WITH CHILDREN AND FAMILIES 10. Triadic Gaze Intervention and Beyond

PRACTICAL MATERIALS: Easily implement the PoWRRS-Connect protocol in families’ daily routines with the downloads available online, including handouts for caregivers, a communication checklist for assessment, and 19 brief demonstration videos.

US$49.95 | Stock #: 23112-54661 | 2022 | 200 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-466-1

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Supporting Social Learning in Autism

An Autobiographical Memory Program to Promote Communication & Connection

By Tiffany Hutchins, Ph.D. (University of Vermont), Ashley R. Brien, Ph.D., CCC-SLP (California State University San Marcos), & Patricia A. Prelock, Ph.D., CCC-SLP, BCS-CL (University of Vermont) Autobiographical memory (ABM)—the type of long-term memory that holds information about ourselves and our past experiences—is key to social learning and social communication. This groundbreaking guide shows professionals how to support ABM in children and adolescents on the autism spectrum, leading to lasting enhancements to critical social skills.

CONTENTS SECTION I: FOUNDATIONS OF SOCIAL LEARNING AND AUTOBIOGRAPHICAL MEMORY IN AUTISM 1. 1. Supporting Social Learning in Autism 2. Understanding Autobiographical Memory 3. The Organization & Development of ABM 4. ABM and Autism SECTION II: ASSESSMENT OF AUTOBIOGRAPHICAL MEMORY 5. Assessment for Clinical Decision Making 6. Assessment of ABM in Autism 7. Application in a Case Example with Cooper SECTION III: TREATMENT OF AUTOBIOGRAPHICAL MEMORY 8. Supporting Episodic Memory in Autism 9. Recall, Re-Experience, and Share the Past: Elaborative Reminiscing 10. Supporting ABM: Episodic Memory Stories 11. Supporting Memory, Social Learning, and Problem-Solving: Episodic Memory Draw-Talks 12. Facilitating Encoding of Episodic Memories: Making Memories Activities 13. Developing a Stronger Sense of Self: Life Stories 14. Treatment Of ABM In Autism: Application in a Case Example with Cooper 15. ABM: Goals, Maximizing Potential, Minimizing Barriers, and the Importance of Authenticity

A natural, strengths-based approach to autism intervention, this unique program is about promoting authentic connections by facilitating memory—not encouraging a specific set of behaviors or changing autistic habits of cognition. Ideal for speech-language pathologists and other practitioners, this book offers detailed guidance on how to assess ABM needs and implement activities that help autistic individuals encode and retrieve memories that aid in social learning. Professionals will get step-by-step instructions on using adaptable, person-centered techniques such as elaborative reminiscing, memory making activities, episodic memory draw-talks, and life stories.

WHY THIS PROGRAM? • Helps neurotypical and autistic children and adolescents develop memory retrieval and discourse strategies critical for academic and social success • Evidence aligned—translates pioneering research into ready-touse intervention strategies and activities • Client centered—honors the child’s interests and follows their lead without prescribing scripts or rules • Adaptable for a wide range of intervention settings—home, school, and community • Developed by highly respected experts on autism and communication • Customizable to meet the needs of the individual PRACTICAL MATERIALS: Professionals will get downloadable assessment and intervention forms, clear scope and sequences they can easily replicate, and handouts and worksheets to share with families so they can use the techniques at home.

US$49.95 | Stock #: 23112-55712 | 2023 | 272 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-571-2

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Treatment of Autism Spectrum Disorder Evidence-Based Intervention Strategies for Communication & Social Interactions, Second Edition Edited by Patricia A. Prelock, Ph.D., CCC-SLP, BCS-CL (University of Vermont), & Rebecca J. McCauley, Ph.D., CCC-SLP (The Ohio State University)

Case Studies for the Treatment of Autism Spectrum Disorder Edited by Patricia A. Prelock, Ph.D., CCC-SLP, BCS-CL, & Rebecca J. McCauley, Ph.D., CCC-SLP To work effectively with individuals who have autism spectrum disorder (ASD), SLPs and other practitioners need in-depth knowledge on choosing and implementing interventions for communication and social challenges. The second edition of this bestselling textbook— and the new companion casebook—gives future professionals the foundation they need to evaluate today’s widely used interventions and determine which ones will promote the best outcomes for the people they serve.

TEXTBOOK: Enhanced with video clips that illustrate the interventions in action, this textbook prepares professionals to evaluate and compare 14 evidence-based interventions for children with autism spectrum disorder. New features include updates to reflect the DSM-5, in-depth profiles and videos of three interventions not covered in the last edition, more on inclusive practices and children from culturally and linguistically diverse backgrounds, a new chapter on assessment for treatment planning and progress monitoring, a sample syllabus for faculty, and more.

CASEBOOK: Developed as a companion to the text, this resource offers 14 realistic case studies that walk your students through common clinical challenges and help them hone their planning and problem-solving skills. Aligned with the 14 intervention chapters in the text, the case studies include a complete profile of the child’s strengths and needs, an overview of the assessment practices and intervention plan, a report on the child’s outcomes, and more.

ORDER SEPARATELY OR AS A BUNDLE GET THE BUNDLE: Buy the textbook and casebook together! US$99.95 | Stock #: 23112-53978 Textbook: US$79.95 | Stock #: 23112-53985 | 2021 | 640 pages | 7 x 10 | paperback | ISBN 978-1-68125-398-5 Casebook: US$29.95 | Stock #: 23112-53961 | 2021 | 200 pages | 7 x 10 | paperback | ISBN 978-1-68125-396-1

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Introduction to Treatment of Autism Spectrum Disorder (ASD) Assessment for Treatment Planning and Progress Monitoring Language and Communication in ASD Augmentative and Alternative Communication Strategies The Early Start Denver Model (ESDM) Discrete Trial Instruction The Developmental, Individual-Difference, Relationship-Based (DIR) Model and Its Application to Children With ASD Functional Communication Training The JASPER Model for Children With Autism Enhanced Milieu Teaching Early Social Interaction Peer-Mediated Support Interventions for Students With ASD Pivotal Response Treatment The SCERTS® Model Social Skills Interventions Social Stories Video Modeling for Persons With ASD Future Directions

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ABA for SLPs

Interprofessional Collaboration for Autism Support Teams Edited by Joanne E. Gerenser, Ph.D. (The Eden II Programs), & Mareile A. Koenig, Ph.D., CCC-SLP, BCBA (West Chester University) To help ensure the best outcomes for learners with autism spectrum disorder, speech-language pathologists (SLPs) and behavior analysts (BAs) need to work together to support positive behavior and effective communication. This book provides tomorrow’s SLPs with a clearer understanding of applied behavior analysis (ABA)—and bridges the gap between the two fields with a comprehensive plan for collaboration.

CONTENTS I. INTRODUCTION AND OVERVIEW OF APPLIED BEHAVIOR ANALYSIS 1. Interprofessional Collaboration 2. What Is Applied Behavior Analysis?

3. Components of Behavioral Teaching 4. Data Collection II. APPLICATIONS OF ABA WITHIN PROGRAMS FOR INDIVIDUALS WITH ASD 5. The Lovaas Model of ABA 6. Pivotal Response Treatment 7. Incidental Teaching 8. Verbal Behavior 9. A Guide to the Early Start Denver Model 10. Precision Teaching and Fluency 11. A Guide to the Picture Exchange Communication System III. INTEGRATING ABA AND SLP FOR SUCCESSFUL INTERVENTION 12. Integrating Behavior Analytic Concepts with Communication Interventions: ABA Terms Demystified 13. Assessment in SLP and ABA 14. Behavioral Objectives that Guide Effective Intervention 15. Assessing and Treating Challenging Behavior Within and Beyond Speech Therapy 16. Strategies to Enhance SLP–ABA Collaboration: Working Toward Interprofessional Practice

An important new addition to courses in speech-language pathology, this textbook clears up the myths and misconceptions surrounding ABA and builds a clear path to interprofessional practice between SLPs and BAs. Through chapters coauthored by practitioners from both disciplines, future SLPs will learn how to move past ABA stereotypes and controversies, incorporate the best ABA-based practices into their work, and break down the barriers to productive collaboration with BAs. An essential part of every preservice SLP’s education, this timely text shows how experts from two vital fields can learn from each other and work as a seamless team to support better lives for people with autism.

YOUR STUDENTS WILL: •

Discover why SLPs should collaborate with behavior analysts— and get practical strategies for connecting with BAs and learning from their expertise

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Master the fundamentals of ABA, including its key terminology, its core behavioral teaching components, and its data collection methods

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Learn how to apply the interprofessional education and interprofessional practice model (IPE/IPP)—a framework widely used in health care and education—to collaboration with BAs

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Get step-by-step guidance on using proven ABA-based interventions, including the analysis of verbal behavior, Pivotal Response Treatment, Incidental Teaching, and the Picture Exchange Communication System

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Learn how to integrate ABA with speech-language pathology in critical areas, including assessment, goal-setting, and behavior intervention

STUDENT-FRIENDLY FEATURES: Learning objectives, reflection questions, vignettes, and a helpful glossary make it easy for SLPs to absorb and apply new terminology and strategies.

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US$54.95 | Stock #: 23112-52056 | 2019 | 432 pages | 7 x 10 | paperback | ISBN 978-1-68125-205-6

| 1-800-638-3775 | www.brookespublishing.com

Interventions for Individuals with Autism Spectrum Disorder and Complex Communication Needs

Edited by Jennifer B. Ganz, Ph.D., BCBA-D (Texas A&M University), & Richard L. Simpson, Ed.D. (formerly of University of Kansas)

“This book is a ‘must-have’… There is no better resource on intervention to support the communication and participation of individuals with ASD who have minimal or no speech.”

—Janice Light, Penn State University

People who have both autism spectrum disorder and complex communication needs require specialized, multidisciplinary interventions and supports to boost their independence and quality of life. Find up-to-date, evidence-supported information and strategies in this textbook, a volume in the respected Augmentative and Alternative Communication series.

This essential resource brings together more than 30 internationally recognized researchers from three important disciplines: augmentative and alternative communication (AAC), special education, and applied behavior analysis (ABA). Preservice practitioners will discover how to combine key interventions from these disciplines to make positive differences in the lives of the people they work with.

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Using evidence-based teaching methods with learners of all ages

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Conducting effective assessment and linking results with intervention planning

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Selecting high-tech and low-tech AAC options that meet individual needs

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Bringing about lasting changes to behavior with functional communication training

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Evaluating specific interventions that target social communication

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Implementing parent- and peer-mediated interventions

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Using customized visual and environmental supports in a variety of settings

US$49.95 | Stock #: 23112-52292 | 2019 | 368 pages | 7 x 10 | paperback | ISBN 978-1-68125-229-2

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Characteristics of Individuals with Autism Spectrum Disorder Who Have Complex Communication Needs Autism-Focused Assessment and Program Planning Overview of Evidence-Based Practices for Individuals with Autism Spectrum Disorder and Complex Communication Needs Overview of AAC for Individuals with Autism Spectrum Disorder and Complex Communication Needs Considerations in Implementing Aided Low-Tech AAC Systems for Individuals With Autism Spectrum Disorder and Complex Communication Needs High-Tech Aided AAC for Individuals With Autism Spectrum Disorder and Complex Communication Needs Functional Communication Training for Durable Behavior Change Effective Strategies for Working with Young Children with Autism Spectrum Disorder and Complex Communication Needs Evidence-Based Methods for Teaching School-Age Children and Youth with Autism Spectrum Disorder and Complex Communication Needs Evidence-Based Practices for Adolescents and Adults With Autism Spectrum Disorder and Complex Communication Needs Naturalistic Developmental Behavioral Interventions for Young Children With Autism Spectrum Disorder and Complex Communication Needs Parent- and Peer-Mediated Interventions for Children With Autism Spectrum Disorder and Complex Communication Needs Visual and Environmental Supports for Learners With Autism Spectrum Disorder and Complex Communication Needs Conclusions and Directions for Future Research

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Treatment of Language Disorders in Children Second Edition

Edited by Rebecca J. McCauley, Ph.D. (The Ohio State University), Marc E. Fey, Ph.D., CCC-SLP, (professor emeritus, University of Kansas Medical Center), & Ronald B. Gillam, Ph.D. (Utah State University)

“Comprehensive and superbly readable.”

—Chris Dollaghan, Ph.D., CCC-SLP, School of Behavioral and Brain Sciences, University of Texas at Dallas

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Introduction to Treatment of Language Disorders in Children, Second Edition

I. INTERVENTIONS TARGETING EMERGING COMMUNICATION AND LANGUAGE 2. Hanen Programs for Parents: Parent-Implemented Early Language Intervention 3. Responsivity Education/Prelinguistic Milieu Teaching 4. Enhanced Milieu Teaching 5. Focused Stimulation Approach to Language Intervention 6. The System for Augmenting Language: AAC and Emerging Language Intervention 7. Print-Referencing Interventions: A Framework for Improving Children’s Print Knowledge 8. Phonological Awareness Intervention: Building Foundations for Successful Early Literacy Development for Preschool Children with SpeechLanguage Impairment II. INTERVENTIONS TARGETING MORE ADVANCED LANGUAGE AND LITERACY 9. Language Intervention for School-Age Bilingual Children: Principles and Application 10. Comprehensive Reading Intervention in Augmentative Communication 11. Effective Interventions for Word Decoding and Reading Comprehension 12. Complex Sentence Intervention 13. Supporting Knowledge in Language and Literacy: A Narrative-Based Language Intervention 14. Social Communication Intervention for Children with Language Impairment 15. Parameters of Service Delivery and the Strathclyde Language Intervention Program

Thoroughly updated to meet the needs of today’s students in SLP courses, the second edition of this classic textbook prepares future professionals to evaluate, compare, select, and apply effective interventions for language disorders in children. Using realistic case studies and many new video clips that show each strategy in action, the expert contributors introduce your students to 14 current, researchbased intervention models and examine practical ways to apply them in the field. The new edition covers interventions for both emerging communication and language and more advanced language and literacy, in a consistent chapter format that makes it easy for students to compare treatment approaches. A textbook SLPs will keep and reference often throughout their careers, this balanced, in-depth look at interventions will prepare professionals to choose and implement the best interventions for children with language disorders.

YOUR STUDENTS WILL LEARN ABOUT: •

the theoretical and empirical basis of each intervention

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target populations for the intervention

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assessment and decision making

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practical requirements for implementation

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considerations for children from culturally and linguistically diverse backgrounds

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future directions

STUDENT-FRIENDLY MATERIALS: A video clip to illustrate each intervention (available online on our Download Hub); case studies; learning activities that challenge students to apply their new knowledge WITH NEW CHAPTERS ON: Print-Referencing Interventions • Language Intervention for School-Age Bilingual Children • Comprehensive Reading Intervention in Augmentative Communication • Complex Sentence Intervention • Narrative Language Intervention • Social Communication Intervention for Children with Language Impairment • Strathclyde Language Intervention Program (SLIP) US$74.95 | Stock #: 23112-79796 | 2017 | 552 pages | 7 x 10 | paperback | ISBN 978-1-59857-979-6

| 1-800-638-3775 | www.brookespublishing.com

Pivotal Response Treatment for Autism Spectrum Disorders, Second Edition Edited by Robert L. Koegel, Ph.D. (Stanford University School of Medicine), & Lynn Kern Koegel, Ph.D. (Stanford University School of Medicine), with invited contributors

The pioneering experts behind Pivotal Response Treatment have created a comprehensive modern guide to this highly respected, research-based approach, completely reworked and revised for a new generation of therapists and educators. Strengthened with new research and more step-by-step guidance, this bestselling PRT text is now reorganized to support children on their whole developmental trajectory, from infancy through adulthood. New and revised chapters cover critical topics—including assessment and self-management— and the book’s down-to-earth, accessible style ensures that your students can grasp PRT principles and apply them effectively.

With this proven approach backed by more than 25 years of research, professionals will be ready to support children with autism as they enjoy more positive interactions, more effective communication, and higher academic achievement.

USE THE PROVEN PRT APPROACH TO: •

Advance children’s communication and language skills

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Aid early identification and intervention

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Improve children’s motivation and performance in school

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Foster friendships with peers

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Increase positive behavior by combining functional assessment and self-management strategies

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Decrease disruptive behavior

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Help young adults make a smooth transition to college, career, and community life

PRACTICAL MATERIALS: Each chapter features learning goals, key insights to remember, and helpful study questions (also available online to download and print).

WHAT’S NEW: New and completely reworked chapters on working with infants and toddlers, linking strengths-based assessment to treatment planning, improving adolescents’ communication and social skills, teaching parents how to implement PRT, combining functional behavioral assessment and self-management strategies, helping young adults succeed in college and the workplace.

US$49.95 | Stock #: 23112-52964 | 2019 | 304 pages | 7 x 10 | paperback | ISBN 978-1-68125-296-4

CONTENTS I. OVERVIEW: PIVOTAL RESPONSE TREATMENT IN CONTEXT 1. The History and Basic Components of Pivotal Response Treatment 2. Assessment, Feedback, and Treatment Planning 3. Ecocultural Theory and Cultural Diversity II. BEGINNING STAGES: EARLY INTERVENTION 4. Intervention for Infants and Young Toddlers 5. Teaching First Words 6. Expanding Friendship Opportunities for Children with ASD III. CHILDHOOD: TREATMENT OPTIONS AT HOME AND AT SCHOOL 7. Parent Education in Pivotal Response Treatment 8. Inclusive Education 9. Motivational Academics IV. ADOLESCENCE AND YOUNG ADULTHOOD: MOVING TOWARD INDEPENDENCE 10. Functional Behavior Assessment and Self-Management 11. Improving Communication Skills in Adolescents and Adults with ASD 12. Improving Socialization in Adolescents and Adults with ASD V. ADULTHOOD: HIGHER EDUCATION AND EMPLOYMENT 13. Improving Outcomes in Higher Education for Adults with ASD 14. Supporting Individuals with ASD in Employment Settings

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Speech Sound Disorders in Children

Articulation and Phonological Disorders, Ninth Edition

By John E. Bernthal, Ph.D. (formerly of University of Nebraska–Lincoln), Nicholas W. Bankson, Ph.D. (Emeritus Professor, James Madison University), & Peter Flipsen, Ph.D. (Pacific University), with invited contributors For forty years, this textbook has been the gold-standard resource for providing speech-language pathologists with a strong foundation of knowledge on speech sound disorders. Previously published as Articulation and Phonological Disorders, this core text is now in its ninth edition, fully updated and expanded to prepare today’s clinicians for their work with children of all ages.

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Introduction to the Study of Speech Sound Disorders Normal Aspects of Articulation Speech Sound Acquisition Factors Related to Speech Sound Disorders Classification and Comorbidity in Speech Sound Disorders Assessment: Data Collection Assessment: Decision Making Using Evidence-Based Practice in Treatment The Basics of Remediation Motor-Based Treatment Approaches Linguistically Based Treatment Approaches Treating Specific Populations: Childhood Apraxia and Older Children Phonological Awareness: Description, Assessment, and Intervention Language and Dialectal Variations Accent Modification

A cornerstone of every SLP’s professional preparation, the new edition of this book offers the most up-to-date, comprehensive coverage of contemporary clinical literature and the best available treatments for speech sound disorders. With a focus on evidence-based practice, the expert authors and contributors present essential information and guidelines on a broad range of topics, from the basics of typical speech production to recommended practices for assessment and intervention.

Updates include new and expanded chapters on timely topics, new instructor materials and student-friendly features, and helpful guidance for clinicians serving an increasingly diverse population.

WHAT’S NEW: • • • • • • • •

All chapters fully updated with the latest research and recommended practices New chapter on treatment of childhood apraxia and speech sound disorders in older children Expanded guidance on evidence-based practices and treatments More on motor-based approaches to treatment Extended discussion of language variation and dialect New chapter on accent modification New student-friendly features such as learning objectives and clinical vignettes to demonstrate treatment practices Updated Online Instructor’s Resource Manual and Test Bank

PRACTICAL MATERIALS: Faculty can easily incorporate this text into their course with the fully updated online Instructor’s Resource Manual and Test Bank. Included are key points, discussion topics, and instructional ideas for each chapter, plus a bank of multiple choice, short answer, and essay questions.

US$89.95 | Stock #: 23112-55118 | 2022 | 584 pages | 7 x 10 | paperback | ISBN 978-1-68125-511-8

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Interventions for Speech Sound Disorders in Children Second Edition

Edited by A. Lynn Williams, Ph.D. (East Tennessee State University), Sharynne McLeod, Ph.D. (Charles Sturt University), & Rebecca J. McCauley, Ph.D. (The Ohio State University) An essential building block of every speech-language pathologist’s professional preparation, the second edition of this bestselling textbook is a comprehensive critical analysis of 21 interventions for highly prevalent speech sound disorders (SSD) in children. Bringing together a powerhouse team of international experts, this new edition has been revised and enhanced with current research, new interventions, more guidance on selecting interventions, and updated video clips that show the approaches in action. For each intervention, your students will get a clear explanation of its robust evidence base, plus thorough guidance on implementing the approach, monitoring progress, and using the intervention with children from culturally and linguistically diverse backgrounds.

A key graduate-level text for future SLPs, early interventionists, and special educators, this book will help readers choose and use the best interventions for children with functional or motor-based speech disorders.

WHAT’S NEW: •

18 high-quality video clips that offer a vivid inside look at intervention techniques in action

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Expanded information on choosing interventions and implementing them with fidelity

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New featured interventions, including Dynamic Temporal and Tactile Cueing and biofeedback approaches

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Up-to-date research on SSD and interventions, including Levels of Evidence tables that help readers evaluate the evidence base for each intervention

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In-depth discussion of how the interventions relate to the World Health Organization’s model of participation

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New learning activities that help readers apply their understanding of each intervention

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Learning How to Implement Interventions with Acceptable Fidelity Minimal Pairs Intervention Multiple Oppositions Intervention Complexity Approach Integrated Phonological Awareness Intervention Psycholinguistic Intervention Digital Tools for Interventions Core Vocabulary Intervention The Cycles Approach Stimulability Approach Enhanced Milieu Teaching with Phonological Emphasis Naturalistic Recast Intervention Morphosyntax and Speech Sound Interventions Nonlinear Phonological Intervention Articulation Interventions The Nuffield Centre Dyspraxia Programme The PROMPT Approach Speech Motor Programming Intervention Dynamic Temporal and Tactile Cueing Biofeedback Interventions Choosing the Best Intervention

US$89.95 | Stock #: 23112-53589 | 2021 | 688 pages | paperback | 7 x 10 | ISBN 978-1-68125-358-9

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Multimodal AAC for Individuals with Down Syndrome

Edited by Krista M. Wilkinson, Ph.D. (The Pennsylvania State University), & Lizbeth H. Finestack, Ph.D., CCC-SLP (University of Minnesota) Many people with Down syndrome—one of the most common genetically-linked developmental disabilities—experience difficulty developing spoken and written communication skills. In this groundbreaking book, discover how augmentative and alternative communication (AAC) can enhance communicative competence and improve outcomes for people with Down syndrome across the lifespan. The newest volume in Beukelman and Light’s respected Augmentative and Alternative Communication Series, this book fully explores how interdisciplinary, multimodal AAC strategies can promote speech, language, and literacy success across many contexts, including homes, schools, communities, health care settings, and the workplace.

CONTENTS 1.

Introduction to How AAC Can Promote Communication, Speech, and Language in Individuals With Down Syndrome Across the Life Span 2. Introduction to Individuals With Down Syndrome 3. Speech Intelligibility and Communication in Down Syndrome 4. Overview of Multimodal AAC Intervention Across the Life Span for Individuals With Down Syndrome 5. Integration of AAC Into Early Language Intervention With Children With Down Syndrome 6. Language Development of School-Age Children and Adolescents With Down Syndrome and Pertinent Interventions That Integrate AAC 7. Adolescents and Adults With Down Syndrome: Supporting Communication and Participation With AAC 8. Assessment and Intervention of Cognitive and Social Functioning in Adolescents, Young Adults, and Older Individuals With Down Syndrome 9. Collaborating With Families to Support Multimodal AAC for Individuals With Down Syndrome 10. Supporting Communication and Self-Advocacy Related to Special Health and Medical Needs and Services 11. Supporting Literacy and Access to Technology for Learning

Bringing together an interdisciplinary group of more than 25 experts, this book is a key supplementary text for courses on AAC and developmental dis­abilities. Your students will use the research-based guidance to help people with Down syndrome develop stronger communication skills and participate meaningfully in their schools and communities.

READERS WILL LEARN HOW TO: •

Skillfully pair unaided AAC supports (gestures and manual signs) with aided AAC (technology and other supports external to the body)

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Enrich young children’s communication and language development with AAC

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Use AAC to boost older children’s vocabulary, grammatical language, and narrative language skills Enhance reading instruction using AAC technology

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Supplement speech and improve speech intelligibility with carefully chosen interventions and visual communication aids

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Engage whole families as collaborative partners to integrate AAC supports into everyday life

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Address young adults’ communication needs, as they evolve to include more varied communication partners, more complex topics, and new contexts

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Assess cognitive and social functioning in adolescents and adults

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Support communication and self-advocacy across health care settings with AAC strategies

US$49.95 | Stock #: 23112-54128 | 2021 | 296 pages | 7 x 10 | paperback | ISBN 978-1-68125-412-8

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Augmentative & Alternative Communication

Supporting Children and Adults with Complex Communication Needs, Fifth Edition

By David R. Beukelman, Ph.D. (formerly of University of Nebraska–Lincoln), & Janice C. Light, Ph.D. (The Pennsylvania State University), with invited contributors

The authoritative text on augmentative and alternative communication, this classic bestseller is now in its fifth edition—revised and updated for a new generation of SLPs, teachers, occupational therapists, and other professionals in clinical and educational settings. Partnering with a team of distinguished contributors, renowned experts David Beukelman and Janice Light deliver today’s most comprehensive, up-to-date introduction to AAC interventions and technologies for children and adults with complex communication needs. Future service providers will get in-depth coverage of essential AAC topics, enhanced by helpful study questions, valuable perspectives from people who use AAC, and case examples that illustrate key principles.

Significantly expanded with new chapters and companion materials, this definitive text will expertly prepare readers to support communicative competence for children and adults with complex communication needs.

WHAT’S NEW: Professionals will prepare for their work in the field with critical new information on: •

Collaborating with family members and other communication partners

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Making the most of mobile technologies and AAC apps

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Selecting an AAC system and tailoring it to individual needs

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Working effectively with families from diverse cultural backgrounds

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Supporting inclusion across the lifespan (including education, employment, and community life)

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Ensuring efficient patient–provider communication in medical settings

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Providing communication supports to people with autism spectrum disorder

NEW ONLINE COMPANION MATERIALS include a resource guide to help practitioners and students learn more about AAC, sample responses to chapter study questions, and a sample syllabus.

SELECTED CONTENTS SECTION I. PEOPLE WHO REQUIRE AAC 2. AAC Assessment 3. Overview of AAC Intervention 4. Collaborating with Family Members and Other Communication Partners SECTION II. AAC SYSTEMS 5. Vocabulary Selection and Message Management 6. Representation, Organization, and Layout of AAC Systems 8. Selection and Personalization of AAC Systems SECTION III. AAC INTERVENTIONS FOR INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES 10. Intervention to Support Communication and Participation of Beginning Communicators 11. Intervention to Build Communicative Competence 12. Literacy Intervention for Individuals with Complex Communication Needs SECTION IV. AAC INTERVENTIONS FOR INDIVIDUALS WITH ACQUIRED DISABILITIES 14. Individuals with Acquired Physical Conditions 15. AAC Supports for Adults with Severe Aphasia and/or Apraxia of Speech 16. Adults with Degenerative Cognitive and Linguistic Conditions 17. Individuals with Traumatic Brain Injury 18. Patient-Provider Communication in Medical Settings SECTION V. FINAL THOUGHTS 19. The Importance of Advocacy

US$89.95 | Stock #: 23112-53039 | 2020 | 704 pages | 7 x 10 | hardcover | ISBN 978-1-68125-303-9

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www.brookespublishing.com | 1-800-638-3775 |

Observational Measurement of Behavior Second Edition

By Paul J. Yoder, Ph.D. (Vanderbilt University), Blair P. Lloyd, Ph.D., BCBA-D (Vanderbilt University), & Frank J. Symons, Ph.D. (University of Minnesota) An essential textbook for anyone preparing to be a researcher, this comprehensive volume introduces graduate students to key principles of observational measurement of behavior. Based on a course the highly respected authors taught at Vanderbilt University and the University of Minnesota, this text delves deeply into a highly effective approach to observational measurement: systematic observation.

CONTENTS I. FOUNDATIONAL TOPICS 1. Introduction to Systematic Observation and Measurement Contexts 2. Validation of Observational Variables 3. Estimating Stable Measures of Generalized Person Characteristics Through Systematic Observation 4. Designing or Adapting Coding Manuals 5. Coding 6. Common Metrics of Observational Variables 7. Observer Training and Preventing Observer Drift 8. Interobserver Reliability of Observational Variables II. ADVANCED TOPICS 9. Introduction to Sequential Analysis 10. Research Questions Involving Sequential Associations 11. Generalizability Theory III. PUTTING IT ALL TOGETHER 12. Summary of Recommendations for Best Practices in Observational Measurement

Students will master both the theoretical principles of systematic observation and recommended research methods and techniques.

They’ll learn from practical examples that illustrate complex concepts, clear explanations of recommended research methods, definitions of key terms, and exercises and assignments that help them practice putting principles into action. Online companion materials include two six-month licenses for proprietary observational software that students can use to complete the exercises and assignments in this book.

Ideal for use in research methodology courses in diverse fields, this fundamental graduate text will prepare future researchers to skillfully collect, summarize, and communicate their observations of children’s behavior.

ONLINE COMPANION MATERIALS: To enhance their courses, instructors will get a full package of online materials, including two six-month licenses for observational software, a media file students can use to practice coding behaviors, a suggested schedule for a semester-long course, exercises for students, and assignments with corresponding grading rubrics.

US$59.95 | Stock #: 23112-52469 | 2018 | 272 pages | 7 x 10 | paperback | ISBN 978-1-68125-246-9

THE MUST-READ MEMOIR FROM HOWARD SHANE In this spellbinding memoir, AAC pioneer Howard Shane tells the story of his first teaching job at the bleak Belchertown State School for people with disabilities. Howard’s belief that everyone can communicate—and the creative, determined steps he takes to unlock his students’ potential—are sure to resonate with every communication professional.

By Howard C. Shane, Ph.D. (Boston Children’s Hospital, Harvard Medical School) US$29.95 | Stock #: 23112-55156 | 2022 | 264 pages | 6 x 9 | paperback | ISBN 978-1-68125-515-6

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Introduction to Clinical Methods in Communication Disorders Fourth Edition

Edited by Rhea Paul, Ph.D., CCC-SLP (Sacred Heart University), & Elizabeth Schoen Simmons, M.S., CCC-SLP (Sacred Heart University) Fully updated and revised based on the 2020 ASHA standards and recent AAA standards, the new edition of this bestseller is the core textbook for all students in clinical methods courses—and a reliable reference for practicing SLPs and audiologists. Leading authority Rhea Paul and newly minted research scholar Elizabeth Schoen Simmons bring together more than 20 academics and clinicians for a state-of-the-art guide to contemporary evidence-based practice. Covering a broad range of disorders and developmental levels, this text sets emerging professionals on the path toward mastering all the fundamentals of practice, from conducting effective assessment and intervention to ensuring that practices are family-centered and culturally inclusive.

Tomorrow’s clinicians will use this foundational textbook to guide their professional decision-making and provide the best possible services for people with communication disorders.

WHAT’S NEW:

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More on counseling in communication disorders, clinical documentation, relationships with supervisors, and single-case experimental design

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Updated information on technology in clinical practice

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New emphasis on automated analysis of communication samples

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Chapters on clinical competence and family-centered practice by renowned experts

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New student-friendly text features, such as learning objectives, study questions, and problem-solving questions

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Case studies and clinical examples throughout

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Introduction to Clinical Practice in Communication Disorders Ethical Practice in Communication Disorders Evidence-Based Decision Making in Communication Assessment and Intervention Principles of Communication Assessment Communication Sampling Procedures Communication Intervention: Principles and Procedures Professional Communication: Effective Counseling Techniques and Clinical Documentation Strategies Public Policies Affecting Clinical Practice Clinical Service Delivery and Work Settings Issues of Cultural and Linguistic Diversity Technology and Communication Disorders Family-Centered Practice Principles of Clinical Observation

WITH NEW FACULTY MATERIALS, including a test bank for each chapter and suggested projects that professors can assign students to practice the principles outlined in each chapter.

US$64.95 | Stock #: 23112-53787 | 2021 | 416 pages | 7 x 10 | paperback | ISBN 978-1-38125-378-7

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Dynamic Evaluation of Motor Speech Skill (DEMSS)

By Edythe A. Strand, Ph.D. (Mayo College of Medicine), & Rebecca J. McCauley, Ph.D. (The Ohio State University)

“Certain to become what many of us have longed for —a gold standard in childhood motor speech testing.”

—Dave Hammer, VP of Programs, Apraxia Kids

When a young child has a severe speech sound disorder—especially one severe enough to affect the child’s intelligibility—it’s critical to determine the degree to which motor speech impairment contributes to the disorder. Now there’s a psychometrically well-supported tool that helps speech-language pathologists do just that.

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Overview of the Dynamic Evaluation of Motor Speech Skill (DEMSS) Administering and Scoring the DEMSS Interpreting the DEMSS Development of and Research on the DEMSS

Dynamic Evaluation of Motor Speech Skill (DEMSS) is a dynamic, criterion-referenced assessment designed to help with differential diagnosis of speech sound disorders in children with severely impaired speech production. It’s administered by SLPs in a clinical setting, usually in 30 minutes or less. Developed by one of the leading experts on childhood apraxia of speech (CAS) and an expert on test development, this tool is an efficient way to assess children who have significant speech impairment, especially reduced phonemic and/or phonetic inventories, vowel or prosodic errors, poor speech intelligibility, and/or little to no verbal communication.

USE DEMSS TO:

“A ‘must have’…There’s no other standardized test that combines a comprehensive assessment across a number of parameters associated with CAS, that’s based on a strong theoretical framework, and has both test validity and reliability.”

—A. Lynn Williams, Ph.D., Associate Dean and Professor at East Tennessee State University

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Diagnose severe speech sound disorders in children 3 and older

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Facilitate, confirm, or rule out a diagnosis of CAS

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Estimate the severity of a child’s disorder and what their prognosis might be

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Inform the development of treatment goals

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Make decisions about the most effective methods of cueing during treatment

Clear and comprehensive guidance is available to DEMSS users.

The manual walks SLPs through every step of test administration and scoring, as well as interpretation. The accompanying video tutorial gives users a helpful overview of DEMSS and guides them through two administrations of the entire tool with two different patients: one with mild CAS and one with more severe CAS. PURCHASE THE DEMSS MANUAL AND GET EVERYTHING YOU NEED! The manual includes a keycode that unlocks access to the video tutorial and free unlimited DEMSS forms, downloadable online.

US$149.95 | Stock #: 23112-53091 | 2019 | 112 pages | 7 x 10 | paperback | ISBN 978-1-68125-309-1

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Promoting Speech, Language, and Literacy in Children Who Are Deaf or Hard of Hearing

Edited by Mary Pat Moeller, Ph.D. (Boys Town National Research Hospital), David J. Ertmer, Ph.D. (Purdue University), & Carol Stoel-Gammon, Ph.D. (University of Washington, Seattle) What are the best interventions for supporting language acquisition and literacy for children who are deaf or hard of hearing (D/ HH)? This comprehensive textbook-andDVD set brings the answers to life for tomorrow’s speech-language pathologists, audiologists, and educators. A vital 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.

Includes DVD of interventions in action!

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.

ESSENTIAL INFORMATION ON: •

audiological assessments and technological interventions for children

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principles and practices for family-centered early intervention

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understanding, supporting, and coaching families

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assessments to identify intervention priorities

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Theory of Mind

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auditory-verbal therapy and phonological interventions

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sign language and sign systems

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use of the internet to deliver intervention services

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elements of supportive early education environments

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approaches for optimizing reading and writing skills

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strategies for promoting social and academic success in integrated classrooms

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and much more

CONTENTS 1. Promoting Language and Literacy Development in Children Who are Deaf or Hard of Hearing: An Introduction I. FOUNDATIONS OF INTERVENTION 2. Audiological Interventions for Infants and Preschoolers 3. Supporting Families II. EARLY CHILDHOOD INTERVENTIONS 4. Family-Centered Early Intervention: Principles, Practices, and Supporting Research 5. Family-Centered Early Intervention: Supporting Spoken Language Development in Infants and Young Children 6. Sign Language, Sign Systems, and Other Visual Modalities 7. Auditory-Verbal Therapy: A Conversational Competence Approach 8. Phonological Development and Intervention Approaches for Children Who are Deaf or Hard of Hearing 9. Supportive Early Childhood Practices and Learning Environments 10. Internet Therapy: Providing Listening and Spoken Language Intervention to Children Who are Deaf or Hard of Hearing III. LANGUAGE AND LITERACY IN THE SCHOOL YEARS 11. Reading the World: Supporting Theory of Mind Development in Deaf or Hard-of-Hearing Students 12. Models for Facilitating Literacy Development 13. Teaching Writing: Principles into Practice 14. Educational Advocacy Across the Curriculum

US$64.95 | Stock #: 23112-77334 | 2016 | 456 pages | 7 x 10 | paperback with DVD | ISBN 978-1-59857-733-4

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Comprehensive Literacy for All

Teaching Children with Significant Disabilities to Read and Write

By Karen Erickson, Ph.D. (University of North Carolina at Chapel Hill), & David Koppenhaver, Ph.D. (Appalachian State University) Literacy improves lives—and with the right instruction and supports, all students can learn to read and write. That’s the core belief behind this book, an essential guide to providing comprehensive, high-quality literacy instruction to students with significant disabilities.

CONTENTS I. CORE UNDERSTANDINGS 1. All Children Can Learn to Read and Write: A Theoretical Rationale 2. Establishing the Environment for Successful Literacy Learning II. BUILDING A FOUNDATION 3. Alphabet Knowledge and Phonological Awareness 4. Emergent Reading 5. Emergent Writing III. LEARNING TO READ AND WRITE 6. Comprehensive Literacy Instruction: A ResearchBased Framework 7. Reading Comprehension and Vocabulary Instruction 8. Self-Directed Reading: Supporting Motivation and Fluency 9. Writing 10. Decoding, Word Identification, and Spelling IV. IMPLEMENTATION 11. Using Assistive Technology Effectively to Support Literacy 12. Organizing and Delivering Effective Instruction

Drawing on decades of classroom experience, the authors present their own innovative model for teaching students with a wide range of significant disabilities to read and write print in grades preK–12 and beyond. Foundational teaching principles blend with concrete strategies, step-by-step guidance, and specific activities, making this textbook a complete blueprint for helping students acquire critical literacy skills they’ll use inside and outside the classroom.

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Discover 10 success factors for helping students with significant disabilities become literate

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Prepare to teach emergent readers and writers skillfully, with evidence-based strategies for shared and independent reading, early writing instruction, and alphabetic and phonological awareness

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Learn how to help students acquire conventional literacy skills, with adaptable strategies for teaching reading comprehension, vocabulary, writing, decoding, and spelling

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Get ready to organize and deliver comprehensive literacy instruction in a variety of settings, both inside and outside of school

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See how to use assistive technology effectively to support reading, writing, and communication

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Learn tips on how to engage and motivate students and make literacy instruction meaningful to their everyday lives

PRACTICAL MATERIALS: Sample teaching scenarios and dialogues, how-to strategies, and downloadable resources, including sample lessons, a quick-guide to key literacy terms, lesson sequences, and flowcharts to guide instruction.

US$39.95 | Stock #: 23112-76573 | 2020 | 264 pages | 7 x 10 | paperback | ISBN 978-1-59857-657-3

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Speech to Print

Language Essentials for Teachers, Third Edition BOOK by Louisa Cook Moats, Ed.D. (Moats Associates Consulting, Inc.) WORKBOOK by Louisa Cook Moats, Ed.D., & Bruce Lyons Rosow, Ed.D. (Windham Central Supervisory Union) For two decades, the Speech to Print book and workbook have been bestselling resources on explicit, high-quality literacy instruction. Now the third editions are here, updated for today’s K–12 educators.

THE BOOK: Filling a critical gap in teacher preparation courses, Speech to Print supplies in-depth knowledge of the structure and function of language— fundamentals your students will need to deliver successful structured literacy instruction. Renowned literacy expert Louisa Cook Moats gives future teachers comprehensive and accessible information on the underpinnings of language instruction, plus case studies, activities, recommended teaching principles, and analysis of real-world student work samples.

WHAT’S NEW: • • •

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New and expanded practical content on the how of language and reading instruction New and updated chapter exercises New faculty support materials, including chapter quizzes, a sample syllabus/course outline, PowerPoints, and PDF handouts for selected concepts More on key topics like program and curricula selection, frameworks for instructional planning, and problem solving when students are slow to respond to intervention More accessible, undergraduate-friendly tone and structure

THE WORKBOOK: The ideal companion to the third edition of the bestselling Speech to Print text, this workbook helps teachers practice their skills and prepare to deliver high-quality reading instruction.

WHAT’S NEW: • More than 30 new exercises not found in the Speech to Print textbook • Extensive new content and exercises addressing syntax and semantics • New chapter quizzes to reinforce teachers’ knowledge of language building blocks • Exercises that provide models and tips for teaching select concepts to students • A new final course exam

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Why Study Language?

Phonetics: The Sounds in Speech Phonology: Speech Sounds in Use The Structure of English Orthography Morphology for Reading, Spelling, and Vocabulary Syntax: How Sentences Work Semantics: Word and Sentence Meaning Structured Language and Literacy Instruction

Book—US$44.95 | Stock #: 23112-53305 | 2020 | 344 pages | 7 x 10 | paperback | ISBN 978-1-68125-330-5 Workbook—US$34.95 | Stock #: 23112-53336 | 2020 | 264 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-333-6

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ORDER TODAY ORDER ONLINE at www.brookespublishing.com CALL 1-800-638-3775 MAIL or FAX the order form at https://bit.ly/BPubOrder For information about international ordering, please see www.brookespublishing.com.

REQUEST AN EXAM COPY You can request exam/desk copies of up to two books that are relevant to your course needs. If you see a book in this catalog that you’re interested in previewing, please look it up on www.brookespublishing.com, click the Request Exam Copy button found on the book’s page, and complete the request form. (All requested information must be supplied before we can process your order.)

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