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Author Index | 1-800-638-3775 |

K-12 Special Education


Bambara, Linda, Behavior Support, Third Edition . . . . . . . . . . . 8

Beukelman, David, Augmentative and Alternative Communication, Fourth Edition . . . . . . . . . . . . . . . . . . . . . . 26

Batshaw, Mark, Children with Disabilities, Seventh Edition . . . 19 Berkeley, Sheri, Maximizing Effectiveness of Reading Comprehension Instruction in Diverse Classrooms . . . . . . . 13 Berninger, Virginia, Dyslexia, Dysgraphia, OWL LD, and Dyscalculia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Block, Martin, A Teacher’s Guide to Adapted Physical Education, Fourth Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Browder, Diane, More Language Arts, Math, and Science for Students with Severe Disabilities . . . . . . . . . . . . . . . . . . 16

McCauley, Rebecca, Treatment of Language Disorders in Children, Second Edition . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Moeller, Mary Pat, Promoting Language and Literacy in Children who are Deaf or Hard of Hearing . . . . . . . . . . . . . 28 Nelson, Nickola, The TILLS Practice Kit . . . . . . . . . . . . . . . . . . . 23 Paul, Rhea, Introduction to Clinical Methods in Communication Disorders, Third Edition . . . . . . . . . . . . . . . 25 Prelock, Patricia, Treatment of Autism Spectrum Disorders . . 27

Brown, Fredda, Individual Positive Behavior Supports . . . . . . 14 Collins, Belva, Systematic Instruction for Students with Moderate and Severe Disabilities . . . . . . . . . . . . . . . . . 20 Hougen, Martha

Bardige, Betty, Talk to Me, Baby! . . . . . . . . . . . . . . . . . . . . . . . . 38

The Fundamentals of Literacy Instruction and Assessment, Pre-K–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Fundamentals of Literacy Instruction and Assessment, 6-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Grisham-Brown, Jennifer, Blended Practices for Teaching Young Children in Inclusive Settings, Second Edition . . . . . 29

Janney, Rachel, Modifying Schoolwork, Third Edition . . . . . . . 18

Hanson, Marci, Understanding Families, Second Edition . . . . 36

Johns, Beverley, Your Classroom Guide to Special Education Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Horn, Eva, Six Steps to Inclusive Preschool Curriculum . . . . . . 31

Barton, Erin, The Preschool Inclusion Toolbox . . . . . . . . . . . . . 30

King-Sears, Margaret, Collaborative Teaming, Third Edition . 10

Johnson, JoAnn, An Activity-Based Approach to Early Intervention, Fourth Edition . . . . . . . . . . . . . . . . . . . 33

Mather, Nancy, Learning Disabilities and Challenging Behaviors, Third Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Noonan, Mary Jo, Teaching Young Children with Disabilities in Natural Environments, Second Edition . . . . . . . . . . . . . . 37

Nelson, Loui, Design and Deliver . . . . . . . . . . . . . . . . . . . . . . . . 17

Pollard-Durodola, Sharolyn, Accelerating Language Skills and Content Knowledge Through Shared Book Reading . . . . . 32

Orelove, Fred, Educating Students with Severe and Multiple Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Rapp, Whitney, Teaching Everyone . . . . . . . . . . . . . . . . . . . . . . 21 Sevcik, Rose, Communication Interventions for Individuals with Severe Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Wehmeyer, Michael, A Comprehensive Guide to Intellectual and Developmental Disabilities, Second Edition . . . . . . . . . 5 Winterman, Kathleen, The IEP Checklist . . . . . . . . . . . . . . . . . . 15


Early Childhood / Early Intervention

Raver, Sharon, Family-Centered Early Intervention . . . . . . . . . 34 Richardson-Gibbs, Anne Marie, Making Preschool Inclusion Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

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K-12 Special Education

Your Classroom Guide to Special Education Law By Beverley H. Johns, M.S.

“This book is highly recommended for all courses in special education as a text and/or a supplement.” —Cheryl H. Zaccagnini, Ed.D., Associate Professor of Educational Leadership & Special Education, Shippensburg University

When you’re teaching students who have special needs, what are your legal responsibilities? How can you provide appropriate, legally compliant special education services—and avoid pitfalls that could lead to due process hearings and court dates? This interactive quick guide gives your students concise, accessible answers. The antidote to thick, cumbersome legal volumes, this book gives future educators the basics of special education law in an engaging, easy-to-read format. With the jargon-free definitions and reader-friendly descriptions of laws and court cases, they’ll build a storehouse of knowledge they can apply in their own classrooms. And with the thought-provoking activities and real-life scenarios in each chapter, your students will see law-abiding practices in action and put their knowledge to the test so they’re ready to fulfill their important responsibilities. An ideal supplementary text for teachers in training, this guidebook will help future educators adhere to the law as they teach students with disabilities and special health care needs. LEARN YOUR LEGAL RESPONSIBILITIES WHEN: •

collaborating with parents and colleagues to build strong partnerships

developing and implementing IEPs as part of a team

supervising students and protecting them from abuse and harm

conducting behavioral interventions fairly and without bias

documenting the progress and behavior of students, communication with parents and colleagues, and the results of your students’ IEPs

monitoring your own behavior both inside and outside school (including on social media)


An Introduction to Special Education Law The Parent–Educator Partnership: A Critical Ingredient for Student Success 3. The Importance of the Collaborative Team: Partnering with Peers, Administrators, and Paraprofessionals 4. Basic Principles of the IEP 5. Supervision and Protection of Students 6. Implementing Appropriate Behavioral Interventions 7. Understanding the Importance of Documentation 8. The Rules of Record Keeping and Confidentiality 9. Using the Team to Make Appropriate Decisions: Avoiding Unilateral Action 10. Presenting a Positive Image: Monitoring Yourself Inside and Outside School

PRACTICAL MATERIALS: Fast facts and recurring interactive features make key concepts easy to learn. You’ll get quizzes, “How Would You Rule?” activities, mnemonics of important points to remember, case story comparisons that highlight common mistakes and better approaches, and more. US$27.95 | Stock #: 79710 | June 2016 | 176 pages | 7 x 10 | paperback | ISBN 978-1-59857-971-0


K-12 Special Education | 1-800-638-3775 |

Educating Students with Severe and Multiple Disabilities A Collaborative Approach, Fifth Edition Edited by Fred P. Orelove, Ph.D., Dick Sobsey, Ed.D., and Donna L. Gilles, Ed.D.

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Designing Collaborative Educational Services Partnering with Parents and Families Educating Students with Physical Disabilities Educating Students with Sensory Disabilities Educating Children with Special Health Care Needs Integrating Health Care in Education Programs Teaching Communication Skills Nutrition and Mealtime Considerations Designing and Adapting the Curriculum Instructing Students with Severe and Multiple Disabilities in Inclusive Classrooms Creating Educational Adaptations, Accommodations, and Modifications Alternate Assessments for Students with Severe and Multiple Disabilities Transition to Adulthood for Youth with Severe and Multiple Disabilities

A cornerstone of special education training for nearly 30 years, this is the definitive textbook for preparing educators, counselors, and other related services professionals to teach children with severe and multiple disabilities in inclusive settings. Now in a revised, thoroughly updated, and streamlined fifth edition, this bestselling volume gives current and future educators the research and practical strategies they need to ensure the best learning outcomes for their students. Presenting a team-based, collaborative approach to education, this comprehensive text includes valuable contributions from respected experts in diverse fields, including fresh voices in special education, physical therapy, occupational therapy, communication, counseling, and pediatrics. Equally useful for preservice professionals and practicing educators in inclusive classrooms, this highly regarded textbook will fully prepare professionals to meet the educational, emotional, and health care needs of students with severe and multiple disabilities. WHAT’S NEW: •

New chapters on topics essential to effective practice, such as teaching strategies and transition to adulthood

Updates based on the latest developments in special education

Cutting-edge information on assistive technology and understanding challenging behaviors infused throughout the book

New student-friendly features that enhance learning, such as chapter objectives, key terms, reflection questions, and challenging activities

Engaging and instructive case stories at the start of each chapter

New online course materials, including slides that outline key ideas to remember

Helpful new chapter organization that introduces readers to the diverse needs of students with severe and multiple disabilities and follows up with practical teaching strategies

SELECTED TOPICS COVERED: adaptations, accommodations, and modifications • alternate assessments • assistive technology • collaborative learning strategies • communication skills • curriculum design • IEPs • instructional planning • integration of health care and education programs • nutrition and mealtime considerations • partnerships with parents and families • physical disabilities • sensory disabilities • special health care needs • transition to adulthood 4

US$69.95 | Stock #: 76542 | 2017 | 552 pages | 7 x 10 | paperback | ISBN 978-1-59857-654-2

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K-12 Special Education

A Comprehensive Guide to Intellectual and Developmental Disabilities Second Edition Edited by Michael L. Wehmeyer, Ph.D., Ivan Brown, Ph.D., Maire Percy, Ph.D., Karrie A. Shogren, Ph.D., & Wai Lun Alan Fung, M.D., Sc.D. The trusted core disability textbook gets a comprehensive update in this second edition, now thoroughly revised to include all the critical topics today’s professionals need to know about as they work with people who have disabilities. Brought to you by a new team of world-renowned experts and contributors, this volume fully prepares future educators, social workers, researchers, and clinicians to provide the best services and supports to children and adults across the life span. Tomorrow’s professionals will discover what to do and how to do it as they prepare for their important work, and they’ll refer to this user-friendly compendium year after year for information, insights, and answers. A cornerstone text for any course focused on developmental disabilities—and an essential reference for every in-service professional’s library. THE IDEAL CORE TEXT FOR DEVELOPMENTAL DISABILITY COURSES: •

Broad and deep, with thorough, up-to-date information on intervention, education, family roles, health issues, specific disabilities, and much more

Life-span-focused, with topics ranging from genetics and development to aging issues

Multidisciplinary, blending research and personal experiences of more than 70 esteemed authors from diverse fields

Immediately applicable, presenting both the facts and practical, real-world advice on meeting the individual needs of people with disabilities

Student-friendly, with learning objectives, instructive case stories, stimulating questions for reflection, and key Internet resources

SELECTED TOPICS COVERED: assessment and diagnosis • behavior and mental health • brain plasticity • cerebral palsy • decision-making and consent • direct support professionals • Down syndrome • early development and intervention • education • employment • epilepsy • fetal alcohol spectrum disorder • fragile X syndrome • gender issues in developmental disabilities • international human rights • nutritional considerations • parenting • physical health • service systems and approaches • transition from school to adult life US$99.95 | Stock #: 76023 | February 2017 | 704 pages | 8 ½ x 11 | hardcover | ISBN 978-1-59857-602-3



New co-editors and contributors

New and extensively updated chapters on critical topics, including AAC and technology, autism spectrum disorder, advocacy and self-advocacy, communication challenges, family issues, human development and genetics, legal and ethical considerations, and psychopharmacology


K-12 Special Education | 1-800-638-3775 |

A Teacher’s Guide to Adapted Physical Education Including Students with Disabilities in Sports and Recreation, 4th edition By Martin E. Block, Ph.D. (University of Virginia in Charlottesville), with invited contributors


FOUNDATIONS What is Physical Education? What is Inclusion? A Team Approach to Inclusion in Physical Education

A healthy, active lifestyle for all students: That’s the promise of physical education, and the goal of this comprehensive textbook. Now in a thoroughly updated fourth edition, this text prepares future PE teachers to lead welcoming, inclusive classes where every student participates, makes friends, and learns new skills and values. K–12 physical educators will get cutting-edge research and guidance on inclusive education, concrete strategies for planning and implementing an adapted PE program, and valuable disability-specific information. An essential resource for preparing both general PE teachers and adapted PE teachers, this text will provide a solid foundation for gym classes that meet every student’s needs. INSTRUCTORS: This text includes PowerPoint slides and sample syllabi for using the text in Inclusion in PE or APE classes!

II. INCLUSIVE PRACTICES AND PLANNING 4. Program Planning and Assessment to Facilitate Inclusion in Physical Education 5. Instructional Modifications 6. Curricular Modifications 7. Game Modifications


9 new chapters on teaching students with specific disabilities. These significant new additions make this book an ideal primary text for Adapted Physical Education (APE) courses

III. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Aligns with key elements from the NASPE standards for general physical education and the Adapted Physical Education National Standards for APE

More student-friendly features: updated tips and reproducible forms for planning and teaching, chapter objectives, additional resources, and more case studies

More photos and illustrations throughout the book to emphasize key points

UNDERSTANDING SPECIFIC NEEDS Intellectual Disabilities Learning Disabilities Attention-Deficit/Hyperactivity Disorder Autism Spectrum Disorder Behavior Disorders Hearing Loss Visual Impairments Physical Disabilities Other Health Impairments

IV. Supporting Across Contexts 17. Facilitating Social Acceptance and Inclusion 18. Making Inclusive Physical Education Safe 19. Positive Behavior Support of Children with Challenging Behaviors 20. Including Students with Disabilities in Community-Based Recreation 21. Multicultural Education and Diversity Issues

SELECTED TOPICS COVERED: Program planning and assessment • instructional modifications • curricular modifications • game modifications • autism • intellectual disabilities • learning disabilities • ADHD • behavior disorders • hearing loss • visual impairments • physical disabilities • social acceptance • safety issues • positive behavior support • community-based recreation • diversity issues US$69.95 | Stock #: 76696 | February 2016 | 432 pages | 8 ½ x 11 | paperback | ISBN 978-1-59857-669-6


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K-12 Special Education

Dyslexia, Dysgraphia, OWL LD, and Dyscalculia Second Edition By Virginia W. Berninger, Ph.D. (University of Washington), Beverly J. Wolf, M.Ed. (Slingerland® Institute for Literacy)

“This book has it all... from historical perspectives to evidence-based assessment and intervention to current research advances.” —Marcia Henry, Professor Emerita, San Jose State University

How can teachers provide effective instruction for students with learning disabilities while meeting the needs of all students? The NEW edition of this accessible text gives K–12 educators researchbased answers, straight from two highly respected voices in the field. The first teacher training text to cover all four learning disabilities that require differentiated instruction, this book prepares educators to deliver explicit, engaging instruction customized student needs. Critical insights from diverse fields blend with lessons learned from actual teaching experience, making this an ideal preservice text. PREPARE EDUCATORS TO: •

strengthen instruction with current research findings from many fields—including genetics, neuroscience, linguistics, and education

help all students (including students with specific learning disabilities) develop oral and written language skills and proficiency with math concepts and problem solving

use differentiated instruction to organize their classrooms, routines, and lesson plans

meet Common Core State Standards while addressing the learning needs of individual students

apply an instructional framework that helps students overcome working memory inefficiencies and related problems

create a positive learning environment

WHAT’S NEW: A timely new chapter on using educational technology • Research Lessons that demystify new findings • Teaching Tips • more on inservice preparation for educators on interdisciplinary school teams • coverage of learning disabilities related to math * recommended practices for meeting Common Core State Standards

ORDER EXAM COPY CONTENTS I TRANSLATION SCIENCE 1. Historical Context for Current Issues in Specific Learning Disabilities 2. Current and Future Directions in Defining and Differentiating Specific Learning Disabilities II TRANSLATING RESEARCH LESSONS INTO TEACHING TIPS FOR DEVELOPING STUDENTS K—12 3. Linking Assessment to Instruction for Handwriting 4. Assessment-Instruction Links for Word Reading/ Spelling and Related Language Processes 5. Assessment-Instruction Links for Listening and Reading Comprehension and Oral and Written Language Expression 6. Assessment-Instruction Links for Math Concepts, Computations, and Problem Solving III SYSTEMS APPROACHES TO SCHOOLS, FAMILIES, AND LEARNERS WITH SPECIFIC LEARNING DISABILITIES 7. Classroom Organizational and Social-Emotional Climate Issues 8. Teaching Across the Content Areas of the Curriculum 9. Systems Approach to Teaching and Learning 10. Co-occurring Specific Learning Disabilities and Twice-Exceptional Students 11. Use of Technology in Teaching IV NEW BEGINNINGS IN TEACHING STUDENTS WITH AND WITHOUT SPECIFIC LEARNING DISABILITIES 12. Preservice and In-Service Professional Development for All Educationally Relevant Disciplines 13. Cross-Disciplinary Communication and Collaboration 14. Free Appropriate Public Education for All Students, with and without Specific Learning Disabilities

US$44.95 | Stock #: 78942 | 2016 | 320 pages | 7 x 10 | paperback | ISBN 978-1-59857-894-2


K-12 Special Education | 1-800-638-3775 |

Behavior Support Fourth Edition By Linda Bambara, Ed.D. (Lehigh University), Rachel Janney, Ph.D. (independent scholar and consultant), Martha E. Snell, Ph.D., (University of Virginia), with invited contributors

“A great resource for teachers and colleagues who are invested in effectively educating students with learning and behavior problems in inclusive settings.” —Tim Knoster, Bloomsburg University

ORDER EXAM COPY SELECTED CONTENTS POSITIVE BEHAVIOR SUPPORT 1. Three-tiered Model of School-wide Systems for Student Support  3. Core Features and Principles of Positive Behavior Support 4. Positive Behavior Support Teams SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT 6. A Safe and Responsive School Climate  7. School-wide Unified Discipline Approach  8. Active Development of Social and Emotional Competencies  9. Bully Prevention in Positive Behavior Support  CLASS-WIDE AND SELECTED INTERVENTIONS 11. Class-wide Interventions  12. Team Facilitation of Selected Interventions  13. Identifying Students of Selected Interventions 15. Simple Functional Behavioral Assessment  16. Adopting and Implementing Selected Intervention  17. Monitoring, Evaluating, and Sustaining Selected Interventions INDIVIDUALIZED POSITIVE BEHAVIOR SUPPORT: CONDUCTING A FUNCTIONAL BEHAVIORAL ASSESSMENT 19. 1: Identify the Problem(s) and Decide on Priorities 20. 2: Plan and Conduct the Functional Behavioral Assessment (FBA) DESIGNING, USING, AND EVALUATING INDIVIDUALIZED POSITIVE BEHAVIOR SUPPORTS 21. Design an Individualized Positive Behavior Support Plan 22. Implement, Monitor, and Evaluate the PBS Plan


Appendix A: Blank Forms Appendix B: Resources on Behavioral Support

The revised and expanded edition of a popular book trusted in classrooms across the country, Behavior Support is your students’ guide to implementing effective positive behavior support (PBS)—both in the classroom and across an entire school. Future teachers will get explicit, strategies for implementing the three tiers of PBS: universal, school-wide interventions; selected interventions with students exhibiting risk behaviors; and specialized interventions with students who need intensive, individualized help. Packed with strategies, forms, and up-to-date research on multi-tiered systems of support, this practical text will help tomorrow’s teachers support positive changes in students’ behavior. STRATEGIES FOR HELPING STUDENTS: •

Stop challenging behavior before it starts

Improve communication, social, and self-control skills

Form positive, respectful relationships with classmates, teachers, and other community members

Take a more active part in their school, classroom, and community

WHAT’S NEW: More research and strategies on key topics, including bullying prevention, safe and responsive school climates, functional assessment, and individual student interventions. You’ll also get more explicit step-by-step instructions, new case examples, tips on sustaining PBS, redesigned forms, and focusing questions for each chapter that highlight key takeaways. US$34.95 | Stock #: 78867 | 2015 | 224 pages | 7 x 10 | paperback | ISBN: 978-1-59857-886-7

K-12 Special Education

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Learning Disabilities and Challenging Behaviors Using the Building Blocks Model to Guide Intervention and Classroom Management, Third Edition By Nancy Mather, Ph.D., (University of Arizona), Sam Goldstein, Ph.D., (University of Utah), Katie Eklund, Ph.D. (University of Arizona)

“Rich content and resources . . . a must read!” —Perspectives on Language and Literacy (praise for the second edition)

Why do students in Grades K–12 struggle with social and academic skills, and how can teachers help them develop the competence and confidence they need to succeed? Teach practical answers with the new edition of this bestselling text, a staple of teacher training since 2001. It’s structured like the popular previous editions: a detailed questionnaire pinpoints each student’s individual strengths and needs, and an updated version of the highly effective Building Blocks model helps educators target 12 school success factors with proven strategies and guidelines they can use right away. HELP STUDENTS MASTER 12 BUILDING BLOCKS OF LEARNING: • Self-Regulation

• Memory

• Behavior

• Motor

• Emotions

• Automaticity/Efficiency

• Resilience

• Verbal

• Phonological

• Nonverbal

• Orthographic

Executive Functions

WHAT’S NEW: New in–depth information on today’s most critical topics, including school climate, multi -tiered systems of support (MTSS), positive behavior interventions and supports (PBIS), social emotional learning, and student—teacher interactions. US$64.95 | Stock #: 78362 | 2015 | 568 pages | 8.5 x 11 | paperback | ISBN: 978-1-59857-836-2


Appendix: Building Blocks Questionnaire

2. 3.

Theoretical Foundations The Learning Environment

SECTION II FOUNDATIONAL BLOCKS 4. Self-Regulation 5. Behavior 6. Emotions

Appendix A: Anxiety Disorders Appendix B: Depressive Disorders Appendix C: Disorders of Trauma and Stress


Strategies to Promote Resilience with Robert Brooks

SECTION III PROCESSING BLOCKS 8. Learning Disabilities and the Processing Blocks

Appendix A: Phonological Awareness Skills Screener (Pass)  Appendix B: The Relationship between Speech Sounds and Spelling Development


Instruction for the Processing Blocks

Appendix: Fry’s 600 Instant Words


Appendix A: Additional Strategies for Test Taking  Appendix B: Instructional Accommodations Survey  Appendix C: iPad Apps for Visual Imagery, Note-Taking, Time Management, and Test Taking Instruction

11. Instruction for the Conceptual Blocks

Appendix A: Synonyms for Words that Children Commonly Use in Writing  Appendix B: IPad Apps for Reading, Spelling, and Writing Instruction

SECTION V CONCLUSION 12. The Classroom Environment as a Microcosm of the World


K-12 Special Education | 1-800-638-3775 |

Collaborative Teaming Third Edition By Margaret E. King-Sears, Ph.D. (George Mason University), Rachel Janney, Ph.D. (independent scholar and consultant), Martha E. Snell, Ph.D. (University of Virginia)

“A significant and comprehensive text about cuttingedge collaborative teaming practices grounded firmly in the latest research.” —Elizabeth Erwin, Montclair State University

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6.

Overview of Collaborative Teaming Building Team Structure Learning Teamwork Skills Problem Solving and Action Planning Collaborative Consultation Collaborative Teaching


Master multiple types of teaming, from co-teaching to collaborative consultation

Clearly define a team’s purpose and focus

Establish trust and consistent communication among team members

How teaming relates to schoolwide initiatives like PBIS and RTI

Schedule and facilitate productive team meetings

Make sound decisions by consensus

Expanded chapter on co-teaching

Solve problems and create action plans as a team

New chapter on collaborative consultation

Use teamwork to increase the participation of all students

Ensure positive interactions with families

More strategies for effective communication and conflict resolution

Insights on using today’s technology to collaborate

New vignettes featuring students with a wide range of disabilities

Helpful “focusing questions” in each chapter—perfect for use in courses and book clubs



Collaborative teaming is the glue that holds an inclusive school together. But most educators don’t get explicit training on teamwork skills—and that’s why future educators need the new third edition of this popular how-to book. Packed with practical tips, tools, and vignettes, Collaborative Teaming shows preservice educators how to work together effectively to support students with disabilities in inclusive classrooms. This reader-friendly guide will get everyone on board with collaborative teaming and reveal fresh ways to improve the academic progress and behavior of all students.

PRACTICAL MATERIALS: Activities that help teachers reflect on and apply the strategies; vignettes that show strategies in action; reproducible forms and checklists for conducting meetings, co-teaching effectively, and more. (For easy printing, full-size forms will now be available for download when you purchase the book.) US$34.95 | Stock #: 76566 | 2015 | 192 pages | 7 x 10 | paperback | ISBN: 978-1-59857-656-6

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K-12 Special Education

The Fundamentals of Literacy Instruction and Assessment, Pre-K–6 By Martha Hougen, Ph.D. (College and Career Readiness Initiative: English/Language Arts Faculty Collaborative), Susan M. Smartt, Ph.D. (Vanderbilt University), with invited contributors

“The evidence-based, practical suggestions and resources will enhance your knowledge and help you provide student-focused, high quality instruction and productive practice.” —Vicki Gibson, Chairman/CEO, Gibson Hasbrouck & Associates

For future literacy teachers, nothing’s more important than the first core text that builds their foundation for classroom success. That’s why every preservice teacher should start with this introductory reading textbook, ideal for teaching fundamental literacy skills to students in pre-K–6. Expertly organized and student-friendly, this practical text makes complex material easy to learn with case studies and classroom examples, scripted demonstrations of lessons, in-class exercises, chapter objectives, glossary terms, engaging photos, and short summaries of key information. And each chapter includes sample assignments ideal for tutors or student teachers, so they can immediately translate their knowledge into effective instruction. THE IDEAL CORE LITERACY TEXTBOOK FOR PRE-K–GRADE 6: •

Covers every key element of reading: oral language, phonemic awareness, phonics, alphabetic principle, vocabulary, fluency, comprehension, handwriting, spelling, and writing

Fully explains the Common Core State Standards and links them explicitly with each key reading component

Highlights best assessment practices for each reading component and makes clear connections between assessment and effective instruction

Weaves RTI guidance throughout

Includes guidance on teaching struggling students and English language learners

Prepares educators for the real world of teaching, with ready-touse tips on addressing all the elements of reading instruction in their allotted classroom time

Examines legislation, including the reauthorization of the Early and Secondary Education Act (ESEA), and what it means for classroom instruction

US$64.95 | Stock #: 72056 | 2012 | 320 pages | 8.5 x 11 | hardcover | ISBN: 978-1-59857-205-6

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

Becoming an Effective Literacy Teacher The Essential Components of Literacy Instruction Oral Language and Listening Skills Development in Early Childhood Phonological Awareness: A Critical Foundation for Beginning Reading Effective Phonics Instruction Beginning Handwriting, Spelling, and Composition Instruction The Common Core State Standards and Text Complexity Reading Fluency Assessment and Instruction What’s Important to Know about Words of Written Language Vocabulary Growth, Assessment, and Instruction Comprehension, Grades K–3 Comprehension, Grades 4–6 Strategic and Meaningful Writing Instruction for Elementary Students Disciplinary Literacy Current Laws, Policies, Initiatives, Common Core State Standards, and Response to Intervention Putting It All Together in Your Classroom 10 Tips for Becoming an Effective Teacher


K-12 Special Education | 1-800-638-3775 |

Fundamentals of Literacy Instruction and Assessment, 6-12 By Martha Hougen, Ph.D. (College and Career Readiness Initiative: English/Language Arts Faculty Collaborative), with invited contributors

“Offers beginning teachers both breadth and depth in preparation to teach both literacy skills and disciplinary content.” —Karen Harris, Mary Lou Fulton Teachers College, Arizona State University

ORDER EXAM COPY CONTENTS I INTRODUCTION TO LITERACY ASSESSMENT AND INSTRUCTION, GRADES 6–12 1. Teaching Literacy and Content 2. Social and Emotional Consequences of Reading Disability 3. Features of Effective Instruction 4. Academic Vocabulary Development: Meaningful, Memorable, and Morphological  5. Fluency Development for the Older Student 6. “Now It Makes Sense!”: Best Practices for Reading Comprehension 7. Learning to Write and Writing to Learn 8. Understanding the New Demands for Text Complexity in American Secondary Schools II DISCIPLINARY LITERACY 9. The What and Why of Disciplinary Literacy 10. Disciplinary Literacy in English/Language Arts Classes 11. Teaching Disciplinary Literacy in History Classes 12. Teaching Students to Read and Write in Science 13. Reading and Writing as a Mathematician 14. Literacy in the Arts III TIMELY TOPICS 15. Teaching Adolescent English Language Learners 16. Response to Intervention and Multi-tiered Systems for Support in Secondary Schools 17. Microblogging: An Example of Using Technology to Increase Engagement and Achievement 18. Current Laws, Policies, and Initiatives 19. Ten Tips for Becoming an Effective Teacher


Appendix A Formative Assessment Strategies  Appendix B Helpful Web Sites  Appendix C Sample Lesson Plans and Instructional Tools Appendix D Glossary P

Prepare future educators to strengthen the literacy skills of students in Grades 6–12 with this introductory reading textbook, based on the latest research, the Common Core State Standards, and recommended instructional practices. The perfect first text on adolescent literacy, this expertly organized volume covers all the fundamentals of how reading and writing skills develop in older students and how to teach literacy within key academic content areas: language arts, math, science, and history. More than 20 of today’s top authorities give educators the solid, practical background knowledge they’ll need for the rest of their careers, as they shape the next generation of confident readers and writers. GET TEACHERS READY TO: •

Teach the fundamental components of literacy, with special emphasis on fluency, vocabulary, and comprehension

Address the Common Core State Standards

Prepare students for college and career by teaching literacy in content areas

Differentiate instruction for struggling students and English language learners

Implement the highly effective RTI model and other multi-tiered systems of support

Apply evidence-based instructional strategies in the classroom

Use current legislation to inform classroom instruction

STUDENT-FRIENDLY FEATURES:  Practical sample lesson plans for use in tutoring and student teaching, classroom examples illustrating recommended practices, helpful chapter objectives and summaries, in-class exercises and homework assignments, an appendix of formative assessment strategies. US$64.95 | Stock #: 73596 | 2015 | 320 pages | 8.5 x 11 | hardcover | ISBN: 978-1-59857-359-6

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K-12 Special Education

Maximizing Effectiveness of Reading Comprehension Instruction in Diverse Classrooms By Sheri Berkeley, Ph.D. (George Mason University), Ana Taboada Barber, Ph.D. (George Mason University) With 8 million students in Grades 4–12 struggling to read on grade level, effective comprehension instruction is a top priority for middle and high school teachers. This teacher-friendly supplemental textbook fully prepares future educators to help all students “read to learn.” With a strong emphasis on teaching a wide variety of struggling readers, this concise introductory text gives educators research-based knowledge on reading comprehension and the practical instructional techniques they need to explicitly teach comprehension skills. The ideal foundational text on comprehension, this accessible volume equips teachers with the critical background knowledge they need to strengthen every reader’s confidence and competence. GET TEACHERS READY TO: •

Understand why some students struggle with comprehension

Improve the comprehension skills of students with learning disabilities and English language learners

Understand how basic reading skills affect comprehension and are addressed at the secondary level

Modify texts and provide accommodations when necessary

Identify pitfalls to common instructional practices and plan ways to differentiate for a wide range of learners

Explicitly teach key vocabulary words students need to know to be better readers

Help students connect new information to their existing knowledge as they read

Plan instruction appropriate for the type of text being used

Teach students how to read strategically and monitor their own comprehension

Get students motivated and engaged

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6. 7. 8.

What Is Comprehension?  Basic Reading Skills Teach Vocabulary  Teach to Activate Students’ Prior Knowledge and Help Them Make Connections Teach Students to Ask and Answer Questions Teach Students to Recognize Text Structure Teach Students to Read Strategically and Monitor Their Comprehension Motivation and the Struggling Reader  

TEACHER-FRIENDLY FEATURES:  Vignettes that model instructional techniques, “Dig Deeper” features with research-based enrichment information, “Practical Applications” features with supplemental information and resources. US$34.95 | Stock #: 73060 | 2015 | 168 pages | 7 x 10 | paperback | ISBN: 978-1-59857-306-0


K-12 Special Education | 1-800-638-3775 |

Individual Positive Behavior Supports A Standards-Based Guide to Practices in School and Community Settings By Fredda Brown, Ph.D. (Queens College, the City University of New York), Jacki L. Anderson, Ph.D. (California State University, East Bay), Randall L. De Pry, Ph.D. (Portland State University) with invited contributors

ORDER EXAM COPY SELECTED CONTENTS 2. 3. 4. 5. 7. 8. 10. 11. 12. 14. 15. 16. 17. 18. 19. 20. 21. 22. 24. 26. 27. 28. 29.


Foundational Assumptions About Challenging Behavior and Behavioral Interventions  Effective Teaming for Positive Behavior Support Person-Centered Planning Teams Supporting Individuals with Challenging Behavior Through Systemic Change Antecedent Strategies to Change Behavior  Consequence Strategies to Change Behavior Defining, Measuring, and Graphing Behavior Single-Case Designs and Data-Based Decision Making  Systematic Instruction Conducting Functional Behavior Assessments Using Functional Behavioral Assessment Data Conducting Functional Analyses of Behavior Strategies to Promote Self-Determination Strategies for Self-Management Visual Supports as Antecedent and Teaching Interventions Curricular Modification, Positive Behavior Support, and Change Strategies for Functional Communication Training Building Supportive Environments Cultural and Contextual Fit Application of a Multielement Positive Behavior Interventions and Supports Plan for Alie Positive Behavior Supports and Quality of Life Ronda’s Story Taking Positive Behavior Interventions and Supports into the Future Appendix: Association for Positive Behavior Support (APBS) Standards of Practice 

“Instructive on critical components of implementation, illuminated with examples, and supported by an ample evidence base, this book will no doubt emerge as an indispensable textbook.” — Anne Farrell, University of Connecticut

Aligned with the Association for Positive Behavior Support’s (PBS) Standards of Practice, this graduate-level text is an authoritative PBS primer for professionals preparing for work in educational and community-based settings. More than 60 leading scholars present the critical skills and knowledge professionals need to translate the principles and science of PBS into person-centered interventions that improve lives. Covering a broad range of ages, disabilities, and settings, this comprehensive textbook fully prepares professionals to support all people with challenging behavior, effectively and respectfully. INSTRUCTORS: This text features online companion materials, including PowerPoints that enhance teaching and learning and study questions for discussion and reflection.


Use the foundations of PBS and applied behavior analysis (ABA) in everyday practice

Conduct person-centered functional behavior assessments

Select and design effective behavior interventions and curricular modifications

Develop comprehensive, multi-element PBS plans tailored to individual needs and goals

Ensure fidelity of behavior-plan implementation

Facilitate generalization and maintenance of behavior changes

US$69.95 | Stock #: 72735 | 2015 | 584 pages | 7 x 10 | paperback | ISBN: 978-1-59857-273-5

K-12 Special Education

| 1-800-638-3775 |

The IEP Checklist Your Guide to Creating Meaningful and Compliant IEPs By Kathleen G. Winterman, Ed.D. (Xavier University), Clarissa E. Rosas, Ph.D. (Mount St. Joseph University), with invited contributors

“The most comprehensive step-by-step guide available for individuals participating in the IEP planning process.” —Beverley Holden Johns, Learning and Behavior Consultant, Jacksonville, IL

How can educators design effective IEPs that improve student outcomes and meet legal requirements? This one-stop IEP guide has the answers future professionals will need to create great IEPs and put them into action. Your students will start with a solid introduction to IEPs: their purpose, their major components, and the legal mandates they need to meet. Then they’ll get a comprehensive framework for IEP development, featuring a unique, in-depth checklist that breaks the whole IEP process into small, manageable steps and walks them through each one. Packed with invaluable planning tips, vivid examples, and practice activities, this text will guide future educators step by step through the process of creating meaningful, legally compliant IEPs. INCLUDES READY-TO-USE IEP TOOLS: IEP Rubric, IEP Inventory, Parent Survey, Teacher Survey

IEP TEAM MEMBERS WILL LEARN TO: • Assess a student’s present level of performance • Effectively collaborate during an IEP meeting • Use student-centered planning to foster empowerment and leadership • Develop meaningful IEP goals that can be easily communicated and measured

ORDER EXAM COPY CONTENTS I FOUNDATIONS FOR UNDERSTANDING THE DEVELOPMENT OF A MEANINGFUL IEP 1. Overview of the History and Legal Perspectives of Special Education 2. Collaborative Teaming for Better IEPs II KEY AREAS OF IEP DEVELOPMENT 3. Present Levels of Academic Achievement and Functional Performance 4. Goals 5. Short-Term Objectives 6. Measuring and Reporting Progress 7. Least Restrictive Environment 8. The Accommodation and Modification Process 9. The Transition Process  Appendix A: IEP Tools

Appendix B: Parent and Teacher Surveys

• Write short-term objectives aligned with the student’s IEP goals • Collect and report data on student progress toward IEP goals and objectives • Use progress monitoring data to make instructional decisions • Identify accommodations that support a student’s specific academic needs • Support successful transitions from school to adulthood PRACTICAL MATERIALS:  Activities and examples to guide and improve IEP development; reflection questions that deepen understanding; realistic dialogues that highlight key challenges and solutions; ready- to- use tools that help ensure meaningful, compliant IEPs. US$34.95 | Stock #: 73893 | 2014 | 240 pages | 7 x 10 | paperback | ISBN: 978-1-59857-389-3


K-12 Special Education | 1-800-638-3775 |

More Language Arts, Math, and Science for Students with Severe Disabilities By Diane M. Browder, Ph.D. (University of North Carolina at Charlotte), Fred Spooner, Ph.D. (University of North Carolina at Charlotte), with invited contributors

“Will completely change how students with significant cognitive disabilities are educated. It is clearly the book for the next generation of teachers.” —Pamela Gent, Professor of Special Education, Clarion University


GREATER ACCESS TO GENERAL CURRICULUM More Content, More Learning, More Inclusion Embedded Instruction in Inclusive Settings Common Core State Standards Primer for Special Educators

II 4. 5. 6. 7.

TEACHING COMMON CORE LANGUAGE ARTS Passage Comprehension and Read-Alouds Reading for Students Who Are Nonverbal Comprehensive Beginning Reading Teaching Written Expression to Students with Moderate to Severe Disabilities

III TEACHING COMMON CORE MATHEMATICS AND TEACHING SCIENCE 8. Beginning Numeracy Skills 9. Teaching Grade-Aligned Math Skills 10. Science as Inquiry 11. 11 Teaching Science Concepts IV ALIGNMENT OF CURRICULUM, INSTRUCTION, AND ASSESSMENT 12. The Curriculum, Instruction, and Assessment Pieces of the Student Achievement Puzzle 13. Promoting Learning in General Education for All Students 14. What We Know and Need to Know About Teaching Academic Skills

How can tomorrow’s educators teach academic content to students with moderate and severe developmental disabilities—while helping all students meet Common Core State Standards? This text has answers for future K–12 teachers, straight from 37 experts in special and general education. A follow-up to the landmark bestseller Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities, this important text prepares teachers to ensure more inclusion, more advanced academic content, and more meaningful learning for their students. Teachers will have the research and recommended practices they need to identify and deliver grade-aligned instructional content—leading to more opportunities and better quality of life for students with severe disabilities. PREPARE TEACHERS TO: •

Skillfully adapt lessons in language arts, math, and science for students with disabilities

Align instruction with common core state standards

Select target skills and goals

Differentiate instruction using appropriate supports

Balance academic goals and functional skills

Make the most of effective instructional procedures such as peer tutoring, cooperative learning, and co-teaching

Maintain high expectations for student achievement

Promote generalization by embedding instruction into ongoing classroom activities

Assess students’ progress and make adjustments to instruction

PRACTICAL MATERIALS:  Detailed vignettes based on the authors’ real-life experiences, teaching examples and guidelines that illustrate recommended practices, helpful figures and tables, resource lists, and suggestions for incorporating technology into teaching and learning. 16

US$54.95 | Stock #: 73176 | 2014 | 328 pages | 7 x 10 | paperback | ISBN: 978-1-59857-317-6

| 1-800-638-3775 |

K-12 Special Education

Design and Deliver Planning and Teaching Using Universal Design for Learning By Loui Lord Nelson, Ph.D. (Boston College and CAST)

“Dr. Nelson’s clear descriptions and vivid examples will help teachers not only better understand the theory of UDL, but also use it with confidence in their classrooms.” —Rachel Janney, coauthor of Teachers’ Guides to Inclusive Practices series

Universal Design for Learning (UDL) is the best way to teach all students effectively— but how can teachers hit the ground running with UDL once they’re in their classrooms? Answers are in this vibrant, research-based text, created by seasoned teacher and www.brookespublishing. former UDL Coordinator Loui Lord Nelson. com/nelson-videos Future K-12 educators will learn how to use the three key principles of UDL—Engagement, Representation, and Action & Expression—to present information in multiple ways and meet the needs of diverse learners. Written in first person, like a face-to-face talk with a passionate educator, the book gives tomorrow’s teachers a reader-friendly UDL primer and a practical framework for implementation, with detailed guidelines on lesson planning and checkpoints that help them stay on track. VIDEOS INCLUDED ONLINE! Watch 16 short clips with UDL tips from experienced educators: 


Sharpen executive function skills, such as goal-setting and strategy development

Improve comprehension and information processing

Stay engaged during lessons and overcome distractions

Communicate effectively using multiple tools, including both high and low/no technology options

Develop self-regulation and self-assessment skills

Sustain effort and persistence

Increase autonomy

Show what they know through flexible, individualized assessment options

ORDER EXAM COPY CONTENTS I INTRODUCING UNIVERSAL DESIGN FOR LEARNING 1. Introducing Universal Design for Learning 2. The Vocabulary and Myths of Universal Design for Learning II THE PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING 4. Engagement 5. Representation 6. Action and Expression III FROM PLANNING TO PRACTICE 7. Designing with Learning in Mind 8. The Goal and the Lesson

PRACTICAL MATERIALS:  Diverse examples of successfully using UDL across grades, sample assignments and activity ideas, and helpful tips and personal reflections from teachers and administrators. US$32.95 | Stock #: 73503 | 2014 | 168 pages | 7 x 10 | paperback | ISBN: 978-1-59857-350-3


K-12 Special Education | 1-800-638-3775 |

Modifying Schoolwork Third Edition

By Rachel Janney, Ph.D. (independent scholar and consultant), Martha E. Snell, Ph.D., (University of Virginia)

“A significant addition to the field’s research-based inclusive education resources. It provides practical strategies, . . . for school personnel and educators who want to make inclusive education a reality rather than just an ideal.” —Martha Thurlow, Director of the National Center on Educational Outcomes



Inclusive Education: The Big Picture Curricular and Instructional Practices that Promote the Inclusion and Success of All Students  A Model for Creating Individualized Adaptations and Supports Planning, Implementing, and Evaluating Individualized Adaptations and Supports for Students with Extensive Needs Including All Students in Instruction in Core Curriculum Areas  Appendix A: Blank Forms  Appendix B: Resources on Creating Effective Inclusive Schools and Designing Schoolwork for Inclusive Classrooms 

Your students will keep and use this quick, practical, ready-to-use guidance on teaching all students—and making appropriate modifications for kids who need extra support. This third edition of the bestselling book in the Teachers’ Guides to Inclusive Practices series gives future teachers a clear and concrete plan for K-12 inclusion. Packed with field-tested strategies, case studies, and planning tools, this hands-on guide will show preservice teachers how to deliver effective universal instruction in core content areas and create customized adaptations and flexible supports for students with diverse needs and abilities. The next generation of teachers will learn what really works in inclusion, and they’ll discover how to seamlessly weave in modifications while encouraging each student’s sense of belonging. NEW TO THIS EDITION: •

Practical guidance on implementing Universal Design for Learning

Content aligns clearly with an RTI framework, with strategies spanning from whole-class instruction to highly individualized adaptations

More on working with students with significant disabilities and complex learning needs—one of the biggest challenges of inclusion

Easy-to-print forms that help teachers plan individualized supports and adaptations, available at

Helpful “focusing questions” at the start of each chapter—perfect for preservice study and teacher book club discussions

New stories from teachers and parents that spotlight real-world challenges and successes


Team Roles and Responsibilities Checklist

• Program-at-a-Glance


Student Profile

General Assessment of Classroom Activities

Program Planning Matrix

Individualized Adaptations and Support Plan

US$34.95 | Stock #: 72933 | 2013 | 224 pages | 7 x 10 | paperback | ISBN: 978-1-59857-293-3

| 1-800-638-3775 |

K-12 Special Education

Children with Disabilities Seventh Edition By Mark L. Batshaw, M.D. (Children’s National Medical Center, George Washington University), Nancy J. Roizen, M.D. (University Hospital’s Rainbow Babies and Children’s Hospital in Cleveland), Gaetano R. Lotrecchiano, Ed.D., Ph.D. (George Washington University), with invited contributors

“A gem . . . clear, concise, and well written.” —Heidi Feldman, Stanford University School of Medicine

Comprehensive, authoritative information from the most respected experts: For 30 years, that’s what Children with Disabilities has given the thousands of students, faculty, and professionals who rely on it. In this seventh edition, the internationally respected editors bring together a who’s who of contributors—both seasoned experts and fresh voices—for a definitive compendium of information about developmental, clinical, family, education, and intervention issues.


Student-friendly features include concise and accessible chapters, a helpful glossary, chapter overviews, case studies that bring key concepts to life, extensive cross-referencing to make information easy to find, and resource lists for every topic. And with the complete package of multimedia instructor materials, instructors will use this textbook effectively in their courses and prepare students for years of successful practice. An unparalleled text from the leading voices in the disability field, Children with Disabilities is the cornerstone resource future professionals will keep year after year to support their important work with children and families. US$79.95 | Stock #: 71943 | 2013 | 904 pages | 7 x 10 | hardcover | ISBN: 978-1-59857-194-3

CONTENTS I. 1. 2. 3. 4. 5. 6. 7.

AS LIFE BEGINS Genetics and Developmental Disabilities Fetal Development Environmental Toxicants and Neurocognitive Development Birth Defects and Prenatal Diagnosis Newborn Screening The First Weeks of Life Premature and Small-for-Dates Infants

II. THE DEVELOPING CHILD 8. Nutrition and Children with Disabilities 9. Feeding and Its Disorders 10. Hearing and Deafness 11. Vision and Visual Impairment 12. The Brain and Nervous System 13. Muscles, Bones, and Nerves 14. Patterns in Development and Disability 15. Diagnosing Developmental Disabilities 16. Understanding and Using Neurocognitive Assessments

III. DEVELOPMENTAL DISABILITIES 17. Developmental Delay and Intellectual Disability 18. Down Syndrome (Trisomy 21) 19. Inborn Errors of Metabolism 20. Speech and Language Disorders 21. Autism Spectrum Disorders 22. Attention Deficits and Hyperactivity 23. Specific Learning Disabilities 24. Cerebral Palsy 25. Neural Tube Defects 26. Traumatic Brain Injury 27. Epilepsy 28. The New Face of Developmental Disabilities 29. Behavioral and Psychiatric Disorders in Children with Disabilities

IV. INTERVENTIONS, FAMILIES, AND OUTCOMES 30. Early Intervention 31. Special Education Services 32. Behavior Principles, Assessment, and Therapy 33. Occupational and Physical Therapy 34. Physical Activity, Exercise, and Sports 35. Oral Health Care 36. Assistive Technology 37. Caring and Coping 38. Complementary and Alternative Therapies 39. Ethical Considerations 40. Future Expectations 41. Health Care Delivery Systems and Financing Issues


K-12 Special Education | 1-800-638-3775 |

Systematic Instruction for Students with Moderate and Severe Disabilities By Belva C. Collins, Ed.D. (University of Kentucky), with invited contributors

“Exactly what a methods textbook should be . . . does an excellent job of covering systematic instructional procedures and provides clear and detailed examples of implementation.” —Kevin M. Ayres, Ph.D., BCBA-D, The University of Georgia


Using Effective Practices to Teach Students with Moderate and Severe Disabilities 2. Developing Data Sheets and Collecting Baseline Data 3. Using Graduated Guidance, Most-to-Least Prompting, and System of Least Prompts Procedures 4. Using Time Delay and Simultaneous Prompting Procedures 5. Increasing the Efficiency of Instruction through the Addition of Nontargeted Information and through Instruction in Small Group Formats 6. Using Naturalistic Language Strategies 7. Facilitating Maintenance and Generalization 8. Teaching Functional Core Content 9. Working with Peers, Paraprofessionals, and Staff 10. Setting Up Instructional Schedules and Classroom Environments 11. Teaching with Technology Appendix A. Procedural Flowcharts

Appendix B. Blank Data Collection Sheets Appendix C. Resources from the Professional Literature Appendix D. Glossary

To ensure the best outcomes for students with moderate and severe disabilities, K–12 educators need to understand what constitutes good instructional practices and how to apply them in any classroom, with any curriculum. All the how-to guidance they need is in this accessible text on systematic instruction, a highly effective teaching approach rooted in applied behavior analysis. Developed by a seasoned educator who has trained thousands of teachers, this one-of-a-kind textbook fully prepares teachers to use systematic instruction procedures to link core content with critical life skills. FUTURE EDUCATORS WILL LEARN HOW TO: •

Collect accurate screening and baseline data before instruction

Effectively use specific systematic instruction procedures

Make instruction more efficient by weaving non-targeted information into lessons

Improve students’ communication skills through naturalistic language strategies

Expertly organize and deliver small-group systematic instruction

Enhance instruction with assistive technology

Plan successful instructional schedules for students across settings and teachers

Maximize instruction time by involving peers, paraprofessionals, and service delivery personnel

Help students maintain new skills and generalize them to other settings

PRACTICAL MATERIALS: Sample lesson plans, chapter objectives, reflection questions, a glossary, and 20 blank data collection sheets and quick step-by-step charts of instruction procedures. 20

US$45.95 | Stock #: 71936 | 2012 | 232 pages | 8.5 x 11 | paperback | ISBN: 978-159857-193-6

K-12 Special Education

| 1-800-638-3775 |

Teaching Everyone An Introduction to Inclusive Education By Whitney H. Rapp, Ph.D. (St. John Fisher College), & Katrina L. Arndt, Ph.D. (St. John Fisher College)

“How refreshing! An introductory text to special education that addresses the process of education rather than focusing predominantly on specific disability labels.” —Jacki Anderson, California State University East Bay

The new generation of teachers needs a new kind of special education textbook— one that focuses on children, not labels. Teaching Everyone is the text that fully prepares teachers to see past disability labels and work with all students’ individual needs and strengths, readying K–12 teachers to work effectively within today’s schools and meet the learning needs of a wide range of students. A foundational text for tomorrow’s teachers, this important volume will help usher in an era of truly inclusive classrooms where all children learn and thrive.

INSTRUCTOR MATERIALS AVAILABLE ONLINE! Enhance your courses with student activities, discussion starters, instructor notes, Power Point slides, and more.


Align their teaching with the Council for Exceptional Children (CEC) Initial Content Standards. Each chapter clearly explains how the content helps students meet specific standards.

Discover a truly progressive, inclusive approach to education. This text reveals how to stop relying on labels to access supports for students—and work with each child as an individual.

Get comprehensive information in one volume, for a fraction of the cost of similar textbooks.

Learn effective teaching strategies for major academic content areas, including reading, writing, science, math, and social studies.

Get a deep and personal understanding of student and teacher perspectives with case studies and narratives from teachers and people with disabilities.

US$69.95 | Stock #: 72124 | 2012 | 400 pages | 8.5 x 11 | paperback | ISBN: 978-1-59857-212-4

ORDER EXAM COPY CONTENTS I. WHY DOES TEACHING EVERYONE MATTER? THE HISTORY OF SPECIAL EDUCATION 1. Construction of Ability and Disability, Intersections of Ability, Race, and Gender 2. History of Special Education 3. Special Education Law and Legislation II. WHAT DOES TEACHING EVERYONE MEAN? THE EDUCATOR’S ROLE AND CITIZENSHIP IN THE CLASSROOM 1. Early Intervention 2. Child and Adolescent Development 3. Classroom Management 4. Differentiation 5. Universal Design for Learning 6. Assessment 7. Collaboration 8. Transition from High School to Adult Life III. HOW WILL I TEACH EVERYONE? INSTRUCTIONAL STRATEGIES BY CONTENT AREA 1. Management Strategies for All Students 2. Reading Strategies for All Students 3. Writing Strategies for All Students 4. Social Studies Strategies for All Students 5. Math Strategies for All Students 6. Science Strategies for All Students 7. Social and Communication Strategies for All Students 8. Working with Special Area Teachers and Related Service Professionals

Appendix: Resources for Comprehensive Teaching


K-12 Special Education | 1-800-638-3775 |

Communication Interventions for Individuals with Severe Disabilities Exploring Research Challenges and Opportunities Edited by Rose A. Sevcik, Ph.D. (Georgia State University), & MaryAnn Romski, Ph.D. (Georgia State University) What does the latest research tell us about communication interventions for people with severe disabilities? Give your students the knowledge they need with this authoritative research volume, which investigates the effectiveness of today’s communication interventions, synthesizes evidence from current studies, and identifies urgent research directions for the future.



5. 6.

What Is the State of the Evidence? Prelinguistic Communication Intervention for Young Children with Intellectual Disabilities Challenging Behavior and Communicative Alternatives Research on Communication Intervention for Children Who Are Deafblind Are We There Yet? Targeted and Phenotypic Communication Interventions for Children with Down Syndrome or Autism Spectrum Disorder Augmented Language Interventions for Children with Severe Disabilities Parents as Partners in Effective Communication Intervention Putting It Together

Shaped by a conference of The National Joint Committee on the Communication Needs of Persons with Severe Disabilities (NJC),* this interdisciplinary book includes contributions from more than 30 top scholars from diverse fields, including psychology, special education, and speech-language pathology. Each chapter gives readers a brief summary of research studies on a key intervention topic, insights on research design and measurement challenges, thoughts on future advances, and real-world clinical and educational recommendations. Essential for preservice communication professionals, this book offers powerful insights about today’s interventions—and sets a clear agenda for tomorrow’s research. TOPICS COVERED: •

assessment and measurement of communication and language skills in individuals with severe intellectual disabilities

challenging behavior and communicative alternatives

Behavioral Heterogeneity in People with Severe Intellectual Disabilities: Integrating Single-Case and Group Designs to Develop Effective Interventions 9. Randomized Controlled Trials 10. Boxed in by Small Sample Size? Some Ways Out of the Box

prelinguistic communication intervention for young children with intellectual disabilities

interventions for children who are deafblind

augmented language interventions for children with severe disabilities

11. Recent Innovations in the Assessment of Auditory Discrimination Abilities in Individuals with Intellectual Disabilities Who Are Nonspeaking 12. The Role of Cultural, Ethnic, and Linguistic Differences 13. Measuring Communication and Language Skills in Individuals with Severe Intellectual Disabilities 14. Where does Social Validity Measurement Fit into Identifying and Developing Evidence-Based Practices? 15. Section Discussion Summary 16. Communication Interventions for Individuals with Severe Disabilities: Research and Practice Gaps, Opportunities, and Future Directions

the role of cultural, ethnic, and linguistic differences

parents as partners in communication intervention

targeted and phenotypic communication interventions for children with Down syndrome or ASD

issues related to research study design, including sample size, the effectiveness of randomized controlled trials, and integration of single-case and group designs

and more

7. 8.

*The NJC conference was funded by the National Institute on Deafness and other Communication Disorders .


$59.95 | Stock #: 73633 | April 2016 | approx. 368 pages | 7 x 10 | paperback | ISBN 978-1-59857-363-3

| 1-800-638-3775 |

Communication 23

TILLS™ Practice Kit for use with the Test of Integrated Language and Literacy Skills™ By Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. These convenient Practice Kits include the materials needed for training and practice sessions with the Test of Integrated Language & Literacy Skills™ (TILLS™), a test valid and reliable for assessing oral and written language skills in students ages 6–18 years. The TILLSTM Practice Kit gives you and your trainees access to essential materials for learning about TILLS and, in the process, about standardized testing in general. The TILLS Practice Kits are ideal for use in preservice higher education courses and inservice trainings. They can help you introduce TILLS to aspiring or experienced professionals—and give them the practice they need to use TILLS and perform individualized assessment with confidence in future work settings. THE TILLS PRACTICE KITS ARE USED TO: •

Give trainees a complete overview of TILLS. Introduce the TILLS subtests and the three purposes of the assessment: identifying language/literacy disorders, documenting relative strengths and weaknesses, and tracking changes over time.

Familiarize trainees with the 15 TILLS subtests. With the included Examiner’s Practice Workbook, TILLS trainees will work through practice exercises for each subtest that prepare them for successful administration of the TILLS and other standardized tests.

Provide concrete examples of standardized testing principles. Beyond testing with TILLS, the materials of the Practice Kit can be used to emphasize assessment principles in general, such as using start rules, establishing basals and ceilings, and using standardized instruction and scoring procedures with fidelity.

Provide scoring practice. Using the Examiner’s Practice Workbook and downloadable audio files, TILLS trainees will practice scoring and interpreting all subtests, with extra instructional material and practice examples for the Written Expression subtest.

ORDER EXAM COPY KIT COMPONENTS Note: Trainees each should purchase a Practice Kit for use in their coursework or TILLS training session. Instructors should have their own Practice Kit, and they may request a desk copy of the Examiner’s Manual (as it is not included in the Practice Kit). Examiner’s Practice Workbook: More than 100 pages of exercises on subtest administration, scoring TILLS, and interpreting results, plus a tutorial to help you master T-unit division. Practice Kit Downloads: The audio files and normative data tables needed to complete the scoring of the exercises in the Examiner’s Practice Workbook (downloaded with a special code that is provided to the purchaser). Examiner Record Form (pack of 3): Two forms to work through the exercises in the Workbook for students of different ages, plus an extra copy of the form for additional practice. Quick Start Guide: A laminated trifold quick-reference guide to administration and scoring, perfect to take with you when using TILLS on the job and as a quick reference for trainees.

With this thorough introduction to a landmark language and literacy assessment, pre- and inservice professionals will be ready to use TILLS to enhance their future work in schools, clinics, and private practice. US$49.95 | Stock #: 51981 | 2016 | Shrink-wrapped | ISBN 978-1-68125-198-1


Communication | 1-800-638-3775 |

Treatment of Language Disorders in Children Second Edition Edited by Rebecca J. McCauley, Ph.D., Marc E. Fey, Ph.D., CCC-SLP, & Ronald B. Gillam, Ph.D.

“Comprehensive and superbly readable.” —Chris Dollaghan, PhD, CCC-SLP, School of Behavioral and Brain Sciences, University of Texas at Dallasa



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

target populations for the intervention

assessment and decision making

practical requirements for implementation

considerations for children from culturally and linguistically diverse backgrounds

future directions

STUDENT-FRIENDLY MATERIALS: A video clip to illustrate each intervention (on the included DVD and available online); case studies; learning activities that challenge students to apply their new knowledge WITH NEW CHAPTERS ON: Print-Referencing Interventions • Language Intervention for SchoolAge 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 #: 79796 | 2017 | 552 pages | 7 x 10 | paperback w/ DVD | ISBN 978-1-59857-979-6

Communication 25

| 1-800-638-3775 |

Introduction to Clinical Methods in Communication Disorders, Third Edition Edited by Rhea Paul, Ph.D., CCC-SLP (Sacred Heart University)

“A valuable text for students . . . will help students go beyond understanding of the content to application of the information.” —A. Lynn Williams, East Tennessee State University

The bestselling core textbook on communication disorders is better than ever with this third edition, thoroughly revised and based on updated ASHA standards. Covering a broad range of disorders and developmental levels, this text gives future professionals up-to-date guidance on evidence-based practice from more than 20 academics and working clinicians. Preservice SLPs and audiologists will get a comprehensive guide to contemporary clinical practice—one they’ll use for the rest of their careers to provide the best possible services for people with communication disorders. ALL THE LATEST ON: •

Implementing evidence-based practice to improve client outcomes

Aligning everyday practice with the ASHA code of ethics

Collecting communication samples

Conducting effective assessment and implementing interventions

Understanding public policies that affect clinical practice

Ensuring sensitive and efficient clinical communications, including counseling clients, documenting findings, and recording treatment outcomes

Delivering services skillfully across settings, including homes, hospitals, and schools

Working with families from diverse cultural and linguistic backgrounds

Providing successful family-centered services

Making sound decisions about assistive technology

WHAT’S NEW:  New chapters on assessment, the role of research in clinical practice, communication sampling procedures, and cultural diversity • Updated ASHA standards • Coverage of new legislation and regulations • New bases of evidence for the intervention chapter • Updated clinical communication chapter with more coverage of electronic records and HIPAA compliance • Expanded service delivery chapter that discusses the emerging roles of SLPs and AUDs US$54.95 | Stock #: 72865 | 2014 | 432 pages | 7 x 10 | paperback | ISBN: 978-1-59857-286-5

ORDER EXAM COPY CONTENTS 1. Introduction to Clinical Practice in Communication Disorders 

Appendix 1A 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology  Appendix 1B 2012 Standards and Implementation Procedures for the Certificate of Clinical Competence in Audiology 

2. Ethical Practice in Communication Disorders 

Appendix 2A ASHA Code of Ethics (ASHA, 2010)  Appendix 2B American Academy of Audiology Code of Ethics

3. Evidence-Based Decision Making in Communication Intervention  4. Principles of Communication Assessment  5. Communication Sampling Procedures  6. Communication Intervention: Principles and Procedures  7. Interviewing, Counseling, and Clinical Communication  8. Public Policies Affecting Clinical Practice  9. Clinical Service Delivery and Work Settings  10. Issues of Cultural and Linguistic Diversity  11. Technology and Communication Disorders  12. Family-Centered Practice  13. Research in Clinical Practice: Procedures for Development of Single-Case Experimental Designs 


Communication | 1-800-638-3775 |

Augmentative and Alternative Communication Supporting Children and Adults with Complex Communication Needs, 4th Edition By David R. Beukelman, Ph.D (University of Nebraska-Lincoln), Pat Mirenda, Ph.D., BCBA-D (University of British Columbia), with invited contributors

“A tour-de-force . . . has my strongest possible endorsement.” —Joe Reichle, Ph.D., University of Minnesota

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.


Augmentative and Alternative Communication Processes Message Management: Vocabulary, Small Talk, and Narratives Symbols and Rate Enhancement Alternative Access Principles of Assessment Assessment of Specific Capabilities Principles of Decision Making, Intervention, and Evaluation Augmentative and Alternative Communication Issues for People with Developmental Disabilities Supporting Participation and Communication for Beginning Communicators Language Development and Intervention: Challenges, Supports, and Instructional Approaches Instruction to Support Linguistic and Social Competence Literacy Intervention for Individuals with Complex Communication Needs Educational Inclusion of Students with Complex Communication Needs Adults with Acquired Physical Conditions Adults with Severe Aphasia and Apraxia of Speech Adults with Degenerative Cognitive and Linguistic Disorders Individuals with Traumatic Brain Injury Augmentative and Alternative Communication in Intensive, Acute, and Long-Term Acute Medical Settings

A trusted, widely adopted graduate-level text on communication disorders and AAC, this is an ideal core textbook for SLPs, OTs, PTs, teachers, and other professionals in clinical and educational settings. Future professionals will get a thorough overview of communication and AAC issues for people with specific developmental disabilities (including cerebral palsy, intellectual disability, and autism) and acquired disabilities (such as aphasia, traumatic brain injury, and degenerative cognitive and linguistic disorders). Helpful photos, figures, and reproducible forms equip students with the knowledge and tools they need to ensure the best possible outcomes for the people they work with. CRITICAL INFORMATION ON: •

Advancing literacy skills 

Conducting effective, culturally appropriate assessments and interventions

Selecting AAC vocabulary tailored to individual needs

Using new consumer technologies as non-stigmatizing communication devices

Understanding types of symbols and how individuals use them

Promoting social competence

Supporting language learning and development

Providing effective support to beginning communicators

Planning inclusive education for students with complex communication needs

WHAT’S NEW: New literacy chapter • Extensive updates reflecting current consumer technology • Helpful end-of-chapter study questions • Updated resource sections and glossary • All the latest research and best practices in every chapter US$84.95 | Stock #: 71967 | 2013 | 616 pages | 7 x 10 | hardcover | ISBN: 978-1-59857-196-7

| 1-800-638-3775 |

Communication 27

Treatment of Autism Spectrum Disorders Evidence-Based Intervention Strategies for Communication and Social Interactions Edited by Patricia A. Prelock, Ph.D. (University of Vermont), & Rebecca J. McCauley, Ph.D. (The Ohio State University)

“A valuable resource . . . full of strategies for those with very few support needs to those with the greatest support needs.” —Lynn Koegel, University of California, Santa Barbara

“[A] gem of a book . . . An instant classic, to carry in our pockets and to introduce to every student in the field.” —Ami Klin, Marcus Autism Center, Children’s Healthcare of Atlanta Georgia Research Alliance

For SLPs preparing to work with children Includes DVD of video who have autism spectrum disorders, selectclips that show the ing effective interventions for communicainterventions in action! tion and social challenges is critically important. This accessible textbook gives SLPs the in-depth knowledge they need to evaluate, choose, and apply today’s best interventions for communication and social interactions. With contributions from 25 top autism experts across multiple disciplines, this student-friendly text gives SLPs a thorough introduction to 12 widely used evidence-based interventions (see Contents.) To help readers find the information they need and compare interventions easily, each chapter clearly lays out key details on each intervention’s theoretical and empirical basis, practical requirements, components, applications for both children and adults, and considerations for children from diverse cultural and linguistic backgrounds. Brief, illustrative video clips and case studies show the interventions in action, and helpful learning activities prepare SLPs to make sound decisions in scenarios they’re likely to encounter in the field. With this practical, expertly organized textbook, tomorrow’s SLPs will expertly choose and apply interventions that improve the communication and social skills of people with autism spectrum disorders.

ORDER EXAM COPY CONTENTS 1. Introduction to Treatment of Autism Spectrum Disorders 2. Reader’s Guide 3. Augmentative and Alternative Communication Strategies: Manual Signs, Picture Communication, and Speech-Generating Devices 4. Elementary Behavioral Intervention Strategies: Discrete Trial Instruction, Differential Reinforcement, and Shaping 5. An Introduction to the Developmental, Individual-Difference, Relationship-Based (DIR) Model and Its Application to Children with Autism Spectrum Disorder 6. Functional Communication Training: Treating Challenging Behavior 7. Joint Attention Intervention for Children with Autism 8. Implementing Enhanced Milieu Teaching with Children Who Have Autism Spectrum Disorders 9. Early Social Interaction Project 10. Peer-Mediated Support Interventions 11. Picture Exchange Communication System (PECS)  12. Pivotal Response Treatment 13. Social Stories™ 14. Video Modeling Applications for Persons with Autism 15. Future Directions

US$66.95 | Stock #: 70533 | 2012 | 448 pages | 7 x 10 | paperback w/DVD | ISBN: 978-1-59857-053-3


Communication | 1-800-638-3775 |

Promoting Language and Literacy in Children who are Deaf or Hard of Hearing 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), with invited contributors

“Provides much-needed state of the art information and strategies for facilitating spoken language and listening in young children.” —Marilyn Sass-Lehrer, Professor, Gallaudet University, Washington D.C.


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 28

What are today’s best interventions for supIncludes DVD of porting language acquisition and literacy video clips that show for children who are deaf or hard of hearing interventions in action! (D/HH)? This comprehensive textbook-andDVD set brings the answers to life for tomorrow’s speech-language pathologists, audiologists, and educators. The newest addition to the respected Communication and Language Intervention (CLI) series, this important volume enlisted more than a dozen experts to present evidence-based intervention approaches, spanning the critical early years of language development through the complex reading and writing challenges of the school years. Chapters and video clips 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. CRITICAL INFORMATION ON: •

Audiological assessments and technological interventions for children

Principles and practices for family-centered early intervention

Understanding, supporting, and coaching families

Assessments to identify intervention priorities

Theory of Mind

Auditory-verbal therapy and phonological interventions

Sign language and sign systems

and more (see Contents)

US$64.95 | Stock #: 77334 | 2016 | 456 pages | 7 x 10 | paper w/DVD | ISBN 978-1-59857-733-4

| 1-800-638-3775 |

Early Childhood/Early Intervention

Blended Practices for Teaching Young Children in Inclusive Settings Second Edition By Jennifer Grisham-Brown, Ed.D., & Mary Louise Hemmeter, Ph.D., with Kristie Pretti-Frontczak, Ph.D. & invited contributors As more and more early childhood settings implement inclusive practices, teachers need to blend special and general education techniques to help all children learn. They’ll find out how with the new edition of this bestselling text, which combines today’s best practices for teaching young children with and without disabilities into one comprehensive approach. Ideal for current and future early childhood educators working with children from ages 2 to 5, this comprehensive text provides explicit guidance on developing a successful curriculum framework, working effectively with families and other team members, tailoring instruction to each child’s individual needs, and embedding learning opportunities that address all children’s goals. Teachers will learn from the field’s most current research, and they’ll get a full continuum of strategies for teaching young children with diverse abilities. Practical information on authentic assessment and data-driven decision-making is also woven throughout the book. An essential reference to keep and use for years to come, this book is every early childhood educator’s guide to blending the best of special and general education, developing effective curricula, and improving outcomes for all children. WHAT’S NEW •

Focus on how to implement multi-tiered systems of support (MTSS)

New chapters on applying blended practices in specific content areas: language, literacy, social-emotional skills, and math

The latest on state and federal funding initiatives for early childhood —and how to maintain quality practices that align

More guidance on determining the scope and sequence of what to teach children

Current recommendations from key professional organizations like NAEYC and DEC, and their implications for teachers

ORDER EXAM COPY CONTENTS I. SETTING THE STAGE FOR BLENDED PRACTICES 1. Introduction to Blended Practices 2. Curriculum Framework as a Model of Blended Practices 3. Identifying Outcomes for Children in Blended Early Childhood Classrooms 4. Recommended Instructional Practices II. 5. 6. 7.

TIERED INSTRUCTION Universal Instructional Practices Focused Instructional Strategies Systematic Instructional Practices

III. SPECIAL CONSIDERATIONS IN THE APPLICATION OF BLENDED PRACTICES 8. The Team Process of Planning, Implementing, and Revising Instruction 9. Blended Practices for Promoting Social-Emotional Development in Young Children 10. Blended Practices for Promoting Literacy Skills 11. Promoting the Language and Literacy Skills in Dual Language Learners 12. Blended Practices for Promoting Early Math Skills

USER-FRIENDLY FEATURES: Includes visual aids and sample forms, vignettes and practical examples that illustrate key concepts and guiding principles, helpful summaries for each chapter, case studies, and learning activities that challenge students to test and expand their knowledge. 29 US$44.95 | Stock #: 76689 | January 2017 | 368 pages | 7 x 10 | paperback | ISBN 978-1-59857-668-9

Early Childhood/Early Intervention | 1-800-638-3775 |

The Preschool Inclusion Toolbox How to Build and Lead a High-Quality Program By Erin E. Barton, Ph.D., BCBA-D (Vanderbilt University’s Peabody College), & Barbara J. Smith, Ph.D. (University of Colorado Denver), with invited contributors

“All the essential components teams need to conduct comprehensive training.” —Peg Hughes, Ph.D., San Jose State University

ORDER EXAM COPY CONTENTS INTRODUCTION Appendix Ia: Fact Sheet of Research on Preschool Inclusion

Appedix Ib: IDEA Provisions Supporting Preschool Inclusion Appendix Ic: NAEYC/DEC Inclusion Position Statement  Appendix Id: Lifelong Experiences with Inclusion: A Personal Story

SECTION I: LAYING THE GROUNDWORK FOR PRESCHOOL INCLUSION 1. What is Quality Inclusion?  2. Preschool Inclusion Challenges and Solutions 3. Creating Policies and Procedures that Support Preschool Inclusion

Appendix 3a: Spotlight on Discourse, Values, and Professional Ethics Appendix 3b: Sample of an Issue Brief Appendix 3c: Template of an Issue Brief Appendix 3d: Example Inclusion Research Brief

SECTION II: EVIDENCE-BASED PRACTICES THAT SUPPORT PRESCHOOL INCLUSION 4. Administrative Support: Effective Professional Development for High-Quality Preschool Inclusion 5. Evidence-Based Practices for Successful Inclusion SECTION III: MAKING PRESCHOOL INCLUSION HAPPEN  6. Measuring the Quality of Inclusive Classrooms 7. Making Individualized Child Placement Decisions 8. Bringing It All Together


Inclusion is clearly related to better outcomes for young children— but reports from the US Department of Education show the practice has grown by just 5% over the past 27 years. This is the how-to book your students will need to step up the progress of early childhood inclusion through big-picture, systems-level change. Shaped by feedback from a nationwide survey of IDEA Part B Preschool Coordinators and local school district leaders who shared their real-life inclusion challenges, this is every preservice professional’s comprehensive toolbox of problem-solving tips, evidence-based practices, and practical checklists and handouts. Your students will learn how to overcome the challenges to inclusive preschool programs and create a solid action plan for building and maintaining a successful program. GET THE TOOLS YOU NEED TO: •

solve common challenges to inclusion

establish a strong inclusion team to make collaborative decisions

implement an action plan for inclusion—and measure its effects

increase access, participation, and supports for children with disabilities

help teachers use evidence-based practices like RTI and differentiated instruction

develop effective teacher professional development practices

make sound decisions about placement for each individual child

PRACTICAL MATERIALS:  Reproducible planning forms and tools; more than 100 PowerPoint slides to help structure professional development events; tips and lessons from effective school reform efforts across the country; application and reflection questions for independent study and coursework. US$36.95 | Stock #: 76672 | 2015 | 216 pages | 8 ½ x 11 | paperback | ISBN 978-1-59857-667-2

| 1-800-638-3775 |

Early Childhood/Early Intervention

Six Steps to Inclusive Preschool Curriculum A UDL-Based Framework for Children’s School Success By Eva M. Horn, Ph.D. (University of Kansas), Susan B. Palmer, Ph.D. (University of Kansas), Gretchen D. Butera, Ph.D. (Indiana University Bloomington), & Joan A. Lieber, Ph.D. (University of Maryland), with invited contributors

“An indispensable roadmap for individuals seeking to provide an evidence-based approach for designing curriculum.” —Judith Carta, University of Kansas


How can inclusive early educators plan and deThe perfect liver challenging instructions to help all young companion to the learners succeed in kindergarten? This guide Sandall & Schwartz has authoritative answers for your students, Building Blocks model from some of today’s most renowned names in early childhood education. Presenting the Children’s School Success+ (CSS+) framework for building a UDL-based plan for inclusive preschool instruction, this book is a powerful tool for using an existing curriculum to address each child’s unique learning needs. Through practical, evidence-based strategies and guidelines, preservice teachers will discover how to equalize access to curriculum content while giving learners multiple ways to access and possess new knowledge.

I. 1. 2. 3.

LAYING THE FOUNDATION Introduction The CSS+ Curriculum Planning Framework Foundations of Components of Challenging Curriculum

Appendix 3A: Curriculum Content Checklist


5. Foundations of Universal Design for Learning

Identify a developmentally appropriate scope and sequence for your students’ learning objectives

6. Foundations of Differentiation and Individualization Appendix 6A: Matrix Development Checklist

Ensure a coherent, engaging curriculum that continuously builds on the knowledge and skills your students acquire

Develop UDL-based activity plans that support every child’s learning

Use differentiation and individualization strategies for students who need extra supports

Select and implement successful progress monitoring strategies

Work and play well with your colleagues

Engage in partnership with families to support their children’s success

PRACTICAL MATERIALS: Your students will get a wealth of downloadable online resources for implementing the framework, plus specific tips and strategies on addressing key topics such as behavior, classroom organization, and collaboration with families. Readers will also see the framework in action, with recurring vignettes in diverse early childhood settings. US$39.95 | Stock #: 77549 | 2016 | 256 pages | 8 ½ x 11 | paperback | ISBN 978-1-59857-754-9


4. Integration of Challenging Curriculum Content Appendix 4A: Example Activity Set, Theme-All About Me

Appendix 4B: Small and Large Group Activity Plan Form Appendix 4C: Literacy Activity Plan Form Appendix 5A: UDL Guiding Questions

Appendix 6B: ELO Activity Matrix Appendix 6C: ELO At-A-Glance Form

7. Components of Progress Monitoring Appendix 7A: Decision-Making Checklist for Class-wide

Progress Appendix 7B: Goal Attainment Scaling Form

II. IMPLEMENTATION: KEY ELEMENTS FOR SUPPORTING CHILDRENS’ SCHOOL SUCCESS 8. Organization of the Learning Environment Appendix 8A: Example Activity Set, Theme-Let’s Explore Our World

9. Addressing Challenging Behaviors 10. Adults Working and Playing Well Together Appendix 10A: Collaboration Planning Form

Appendix 10B: Improvement and Action Planning Form

11. Connecting with Families to Support Children’s School Success 12. Summing it Up–The CSS+ Curriculum Framework


Early Childhood/Early Intervention | 1-800-638-3775 |

Accelerating Language Skills and Content Knowledge Through Shared Book Reading By Sharolyn Pollard-Durodola, Ed.D. (University of Denver), Jorge Gonzalez, Ph.D. (Texas A&M University), Deborah C. Simmons, Ph.D. (Texas A&M University), Leslie Simmons, M.Ed. (Texas A&M University)

“An ideal curriculum supplement for preservice teacher education . . . thoroughly ‘user friendly’ throughout.” —Midwest Book Review


Shared Book Reading Research and Content Learning Design and Development of the WORLD Shared Book Reading Approach Aligning Vocabulary Instruction with Content Standards and Objectives Creating Multiple Exposures to Words and Connected Concepts Opportunities to Dialogue: Word and World Connections Instruction in Practice: Teaching Strategies in Action

6. Appendix A: Instructional Unit Planner

Appendix B: Lesson Design Figures

7. What Lies Ahead: Inspiring a Paradigm Shift in Thinking and Teaching

Prepare the next generation of teachers to Aligns with the Head make the most of shared reading with this acStart Early Learning cessible textbook, a complete guide to buildFramework Outcomes ing vocabulary-rich science and social studies lessons and discussions around storybooks and informational texts. This concise book presents the authors’ proven, empirically based “Project WORLD” (Words of Oral Reading and Language Development) framework for integrating shared book reading into the classroom. Offering both big-picture curriculum design principles and specific instructional strategies, this text gives future teachers the know-how they need to accelerate language skills, vocabulary development, and science and social studies content knowledge. GET TEACHERS READY TO: •

Use the most effective shared book reading practices

Align vocabulary instruction with content standards and objectives

Stimulate and expand children’s oral language abilities via interactive book discussions

Choose their own books and vocabulary words to teach

Design lesson plans that get results

Advance learning with proven teaching techniques, such as multiple exposures to words and connected concepts and strategies

Successfully teach both English language learners and native English speakers

PRACTICAL MATERIALS:  A step-by-step Shared Book Reading Instructional Unit Planner, sample vocabulary words with child-friendly definitions, classroom vignettes with embedded instructional techniques and suggestions, examples of storybooks and informational texts paired by science or social studies themes, and tools to support content vocabulary instruction. 32

US$34.95 | Stock #: 72575 | 2015 | 192 pages | 7 x 10 | paperback | ISBN: 978-1-59857-257-5

| 1-800-638-3775 |

Early Childhood/Early Intervention

An Activity-Based Approach to Early Intervention Fourth Edition By JoAnn (JJ) Johnson, Ph.D. (Saint Cloud State University), Naomi L. Rahn, Ph.D. (West Virginia University), & Diane Bricker, Ph.D. (Professor Emerita, University of Oregon)

“An outstanding resource . . . Everything you need for the practical application of ABI is included.” —Jane Squires, Ph.D., University of Oregon

Teach the nuts and bolts of activity-based intervention (ABI), the trusted, child-directed approach for young children birth to 5. With the fourth edition of this classic textbook—expanded by 30% with practical new content—your students will discover how to embed learning opportunities in everyday activities to help children acquire and generalize functional skills and reach their developmental goals. Future professionals will get a comprehensive introduction to the benefits, challenges, and foundations of ABI, and they’ll find in-depth guidance on how to apply this popular approach with children in center- and home-based programs. Case stories, examples, and sample forms throughout clarify important points and procedures.  PREPARE FUTURE PROFESSIONALS TO: •

Implement ABI in multiple settings with diverse groups of young children, including kids with disabilities and those at risk

Create multiple learning opportunities within young children’s natural routines and interactions

Seamlessly link screening, assessment, goal development, intervention, and evaluation

Develop individualized IFSP and IEP goals

Observe children before and after intervention to determine next steps

Understand and address the challenges of establishing evidencebased practices

Work as a team with other professionals and families


New chapters on conducting high-quality child observations, applying ABI in centers and in homes, and using ABI with children who have significant disabilities

Expanded information on key topics, including training paraprofessionals on ABI and keeping families involved

Updated course companion website with PowerPoint slides, study questions, and application activities

US$49.95 | Stock #: 78010 | 2015 | 368 pages | 7 x 10 | paperback | ISBN 978-1-59857-801-0

ORDER EXAM COPY CONTENTS I. A COMPREHENSIVE SYSTEMS APPROACH AND THE FIELD OF EARLY INTERVENTION/EARLY CHILDHOOD SPECIAL EDUCATION 1. Purpose and Overview 2. History and Contemporary Status Of Early Intervention/Early Childhood Special Education Programs  3. Comprehensive Linked System Framework for Service Delivery with Young Children II. CONCEPTUAL FRAMEWORK FOR ABI 4. Description of Activity-Based Intervention  5. Conceptual Foundations for Activity-Based Intervention  6. Organizational Structure of Activity-Based Intervention

Appendix 6: Blank Forms

7. Issues Associated with the use of Activity-Based Intervention  8. The Challenges of Intervention Research and the Empirical Bases for an Activity-Based Approach III. APPLICATION OF ABI 9. Observation Skills

Appendix 9: Blank Forms

10. Activity-Based Intervention in Center-Based Programs 11. Activity-Based Intervention and Home-Based Programs 12. Using Activity-Based Intervention with Children Who Have Significant Impairments 13. Activity-Based Intervention and the Team

Appendix 13: Considerations for Paraprofessionals in Programs Using Activity-Based Intervention 

14. Early Intervention/Early Childhood Special Education Intervention and Future Accommodations


Early Childhood/Early Intervention | 1-800-638-3775 |

Family-Centered Early Intervention By Sharon A. Raver, Ph.D (Old Dominion University), Dana C. Childress M.Ed. (Virginia’s early intervention professional development team), with invited contributors

”An excellent text for both university students and entry-level and experienced early intervention practitioners . . . a true example of research to practice.” —Rachel Moyer-Trimyer, IDEA Part C Specialist, Texas Early Childhood Intervention; lecturer at The University of Texas at Austin

ORDER EXAM COPY CONTENTS I. FOUNDATIONS OF EARLY INTERVENTION 1. Early Education and Intervention for Children from Birth to Three 2. Collaboration and Teamwork with Families and Professionals II. SUPPORTING FAMILIES IN NATURAL ENVIRONMENTS 3. The Individualized Family Service Plan Process 4. Implementing Intervention in Daily Routines, Activities and Settings III. ENHANCING INFANT AND TODDLER DEVELOPMENT AND PARTICIPATION 5. Developing Positive Social-Emotional and Communication Skills 6. Acquisition and Use of Knowledge and Skills 7. Using Appropriate Behaviors to Meet Needs IV. 8. 9. 10.

SUPPORTING CHILDREN WITH DIVERSE ABILITIES Infants and Toddlers with Autism Spectrum Disorder Infants and Toddlers with Sensory Disabilities Infants and Toddlers with Cognitive and/or Motor Disabilities

A must for future early interventionists, this introductory text prepares professionals to support infants and toddlers with special needs and their families—and address the OSEP child outcomes so critical to a program’s success. Focusing on the specific needs and challenges of children from birth to three, the book gathers more than a dozen expert contributors with proven expertise in helping children who have or are at risk for developmental delays. Early interventionists will learn recommended practices for family-centered, evidence-based intervention and team collaboration, knowledge they’ll use for the rest of their careers to ensure the best possible outcomes for infants and young children. Aligned with DEC recommended practices and CEC standards!


Addressing the three OSEP Child Outcome Indicators: positive social-emotional skills, acquisition and use of knowledge and skills, and using appropriate behaviors to meet needs

Developing and implementing IFSPs

Weaving intervention services into a family’s established routines

Empowering parents to successfully guide and support their child’s development

Conducting interventions that support motor, cognitive, socialemotional, communication, and adaptive skills

Making the most of natural learning opportunities in natural environments

Working in effective teams with professionals from diverse disciplines

Meeting the specific needs of children with all disabilities and/ or risk areas, including autism, sensory disabilities, and cognitive and/or motor disabilities

STUDENT-FRIENDLY FEATURES:  ”Best Practice Highlights” with specific intervention suggestions, helpful discussion questions, case studies in each chapter that illustrate the recommended strategies. 34

US$39.95 | Stock #: 75699 | 2015 | 312 pages | 7 x 10 | paperback | ISBN: 978-1-59857-569-9

| 1-800-638-3775 |

Early Childhood/Early Intervention

Making Preschool Inclusion Work Strategies for Supporting Children, Teachers, and Programs By Anne Marie Richardson-Gibbs, M.A. (El Monte City School District), M. Diane Klein, Ph.D., CCC-SLP (California State University, Los Angeles) with invited contributors

“A much-needed resource for training professionals in the key differences between successful inclusion and having children with disabilities just ‘being there.’“ —Maurine Ballard-Rosa, Professor, Early Childhood Special Education (ECSE), California State University, Sacramento

This comprehensive textbook gives future education professionals a thorough introduction to inclusion supports: evidence-based practices and strategies that help children with disabilities fully participate in preschool classrooms. With a strong emphasis on collaboration among all members of the education team, this text leads tomorrow’s educators step by step through every aspect of successful preschool inclusion, from designing an effective program to preparing all children for a smooth transition to kindergarten.


Planning and delivering creative, cost-effective inclusion services 

1. An Introduction to Preschool Inclusion Support Practices 2. Models of Inclusion Support 3. Getting Started: Administrative and Leadership Strategies for Building Inclusive Preschool Programs 4. Preparing for the Individualized Education Program and Working with Families 5. Problem Solving and Conflict Resolution

Successfully using today’s best models to implement inclusion supports, such as itinerant teaching, consultation, and co-teaching

Appendix 5A: Two Case Studies—Jonny and Brandon

6. 7.

Preparing for and conducting an effective IEP meeting

Solving problems and managing conflict

Applying universal design for learning principles to instruction

Strategies that Support the Needs of All Learners Disability-Specific Challenges and Strategies in Inclusive Preschool Programs Positive Behavior Supports: Preventing and Managing Difficult Behavior Preparing for Kindergarten: Adaptations and Supports Across the Curriculum

Using teaching strategies that engage and support all children

Addressing the needs and challenges commonly associated with specific disabilities

Preventing and managing challenging behavior

Supporting kindergarten readiness and ensuring a smooth transition between programs


8. 9.

PRACTICAL MATERIALS:  In-depth case studies and vignettes from both professional and parent perspectives, strategies for adapting curriculum content, disabilityspecific interventions to keep and use as a reference US$39.35 | Stock #: 72117 | 2014 | 280 pages | 7 x 10 | paperback | ISBN: 978-1-59857-211-7


Early Childhood/Early Intervention | 1-800-638-3775 |

Understanding Families Supportive Approaches to Diversity, Disability, and Risk, Second Edition By Marci J. Hanson, Ph.D. (San Francisco State University), Eleanor W. Lynch, Ph.D. (San Diego State University), with an invited contributor

““An amazingly comprehensive source of information about families that will provide the foundation necessary for strengthening family-centered services” —Mary McLean, University of Wisconsin-Milwaukee

ORDER EXAM COPY CONTENTS 1. Families in the 21st Century 2. Cultural, Ethnic, and Linguistic Diversity 3. Families in Context: Conceptual Frameworks for Understanding and Supporting Families 4. Traditional and Evolving Family Roles and Functions 5. Families with Children with Disabilities 6. Families Living in Poverty 7. Family Life At Risk: Pressure from Outside and Turmoil Within 8. Infant/Family and Early Childhood Mental Health 9. Creating Family–Professional Alliances 10. Communicating and Collaborating with Families 11. Strategies for Supporting Families    

Appendix 11A: Getting to Know Each Family

12. Conclusion: The Family as Possibility

Today’s American families are more complex and diverse than ever before—and tomorrow’s child and family professionals must be fully prepared to meet their needs. Future interventionists, educators, health care professionals, therapists, and social workers will get the strong foundation they need with this trusted textbook, a comprehensive guide to working effectively and respectfully with contemporary families. Highly respected experts Marci Hanson and Eleanor Lynch have expanded and updated their bestselling text, weaving in research on social, demographic, and economic changes and connecting the research to best practices in family-centered care. Includes helpful sample questions to guide interactions with families!


Work with a broad range of families with diverse structures, backgrounds, and circumstances

Communicate and collaborate effectively with every family they serve

Support families of children with disabilities

Advance strong parent–child attachment and interactions

Match services and supports with each family’s desired goals

Address risk factors such as poverty, addiction, and violence

Promote the mental health of young children and their parents

Apply human development theories in their work with children

Defuse common sources of tension between families and professionals

TIMELY INFORMATION ON: • Demographic changes in the past decade • Cultural and linguistic diversity • Economic issues caused by the recession • The needs of infants and very young children • Infant mental health 36

US$42.95 | Stock #: 72155 | 2013 | 304 pages | 7 x 10 | paperback | ISBN: 978-1-59857-215-5

| 1-800-638-3775 |

Early Childhood/Early Intervention

Teaching Young Children with Disabilities in Natural Environments Second Edition By Mary Jo Noonan, Ph.D. (University of Hawaii at Manoa) & Linda McCormick, Ph.D. (University of Hawaii at Manoa)

“Replete with valuable evidence-based information on what we presently know about working with and serving young children and their families . . . I certainly plan to employ it as both a reference and primary text for my classes.” —William Brown, University of South Carolina


“Striking in its comprehensiveness as a text for Early Intervention/Special Education practitioners, students in training, supervisors, and other team members.”


—Jane Squires, University of Oregon

This second edition is the essential methods textOnline companion materials included! book for preservice professionals preparing to teach young children with disabilities in today’s increasingly diverse and inclusive programs. Focusing on children birth to 5, this core text gives future professionals specific, evidence-based knowledge on what to teach and how to teach it, with practical methods that fit into naturally occurring activities and routines. The expert authors synthesize nearly a decade of new developments in this revised and expanded second edition, making this the most comprehensive, up-todate methods textbook available for the new generation of early childhood special educators and interventionists. THE CORE TEXT EVERY FUTURE PROFESSIONAL NEEDS: •

Prepares them for success in today’s natural and inclusive environments

Takes a non-categorical approach, so professionals can skillfully address challenges that cross a range of disabilities and ages

Clear, explicit guidance on the best methods and procedures to use when teaching and conducting intervention

Includes vital information on hot topics

Strong focus throughout the book on cultural competence

STUDENT-FRIENDLY FEATURES: Focus points, concise chapter summaries, challenging study questions, and realistic examples that illustrate the suggested techniques and strategies. $62.95 | Stock #: 72568 | 2014 | 376 pages | 7 x 10 | paperback | ISBN 978-1-59857-256-8

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Perspectives, Policies, and Practices Culture, Teaming, and Partnerships Assessment and Planning: The IFSP and the IEP Naturalistic Curriculum Model Planning and Monitoring Instructional Procedures Specialized Instructional Strategies Designing Culturally Relevant Instruction Teaching Children with Autism Challenging Behavior Small Group Instruction Interventions to Promote Peer Interactions Environmental Arrangements, Adaptations, and Assistive Technologies 14. Transitions

WITH EXPANDED INFORMATION ON: blended practices • assistive technology • response to intervention • legislative changes, including the new Part C regulations • teaching children with autism • successful professional and family partnerships • alternative assessment • IFSP/IEP development • the naturalistic curriculum model • linking early learning standards to instruction • progress monitoring • milieu teaching • activity-based instruction • embedded instruction • cultural and linguistic diversity • group instruction • social skills and interventions • and more 37

Early Childhood/Early Intervention | 1-800-638-3775 |

Talk to Me, Baby! How You Can Support Young Children’s Language Development, Second Edition By Betty S. Bardige, Ed.D.

“A significant contribution to the field of early childhood and language development . . . beautifully integrated theory, research and practice.” —Billie Enz, Arizona State University (praise for the first edition)

With Thirty Million Words and other early language initiatives making headlines, the message is clear: Talking to young children matters. But how adults talk to children makes a big difference—and this friendly, down-to-earth text shows preservice professionals how to engage with kids in ways that directly support their language skills. NEWLY UPDATED!

ORDER EXAM COPY CONTENTS 1. 2. 3. 4. 5. 6. 7.

The Power of Play Talk Baby Babbles First Words, First Stories Off Like a Rocket What Will They Think of Next? From Language to Literacy Building Language-Supporting Communities


The Power of Play Talk

Baby Babbles

First Words, First Stories

Off Like a Rocket

What Will They Think of Next?

From Language to Literacy

Developed by celebrated early education expert Betty Bardige, the second edition of this warm and wise book takes your students on a fascinating tour through six stages in a child’s language development—starting with baby babbles and ending with kindergarten literacy skills. Critical new research and updates enhance every chapter, and an invaluable toolbox of downloadable resources will help future professionals put the strategies into practice. DISCOVER HOW TO •

learn the language of pretend play and storytelling

include children in conversations—even when they’re too young to talk

respond to the questions children ask and the stories they tell

boost language skills with fun games and activities that build on children’s natural curiosity

select playful, age-appropriate books, songs, and poems

engage children of diverse backgrounds and temperaments

explore the language challenges children might encounter and how to help them

help bilingual children develop skills in both languages

WHAT’S NEW: Strategies based on up-to-date research; expanded focus on developing toddlers’ language skills; and new emphasis on supporting children from low-income families. Your students will also get a practical collection of downloadable resources: updated study guides for each chapter and handouts in English and Spanish. 38 US$29.95 | Stock #: 79208 | June 2016 | approx. 304 pages | 6 x 9 | paperback | ISBN 978-1-59857-920-8

Brookes—Textbooks 2016, Update