Brookes Publishing | Textbooks | Fall 2019

K-12 SPECIAL EDUCATION

COMMUNICATION

TEXTBOOKS NEW AND BESTSELLING TEXTS FOR YOUR 2020 COURSES!

EARLY CHILDHOOD

Author Index

ORDER EXAM COPIES Details at http://bit.ly/OrderExam

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Communication Ganz, Jennifer, Interventions for Individuals with Autism Spectrum Disorder and Complex Communication Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Gerenser, Joanne, ABA for SLPs . . . . . . . . . . . . . . . . . . . . . . . . 22 Koegel, Robert & Lynn, Pivotal Response Treatment for Autism Spectrum Disorders, Second Edition . . . . . . . . . . . . . . . . . . 23

K–12 Special Education

McCauley, Rebecca, Treatment of Language Disorders in Children, Second Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Alexander, Jen, Building Trauma-Sensitive Schools . . . . . . . . . . 6

Nelson, Nickola, The TILLS Practice Kit . . . . . . . . . . . . . . . . . . . 19

Allsopp, David, Teaching Mathematics Meaningfully, Second Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Paul, Rhea, Introduction to Clinical Methods in Communication Disorders, Third Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Bambara, Linda, Behavior Support, Third Edition . . . . . . . . . . 14

Peña, Elizabeth, Bilingual English–Spanish Assessment™ (BESA™) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Batshaw, Mark, Children with Disabilities, Eighth Edition . . . . . 3 Birsh, Judith, Multisensory Teaching of Basic Language Skills, Fourth Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Carreker, Suzanne, Multisensory Teaching of Basic Language Skills Activity Book, Fourth Edition . . . . . . . . . . . . . . . . . . . . 11 Copeland, Susan, Effective Literacy Instruction for Learners with Complex Support Needs, Second Edition . . . . . . . . . . 16

Sevcik, Rose, Communication Interventions for Individuals with Severe Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Yoder, Paul, Observational Measurement of Behavior, Second Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Early Childhood / Early Intervention

Erickson, Karen, Comprehensive Literacy for All . . . . . . . . . . . . 9 Janney, Rachel, Modifying Schoolwork, Third Edition . . . . . . . 11

Beneke, Sallee, The Project Approach for All Learners . . . . . . 33

Ketterlin-Geller, Leanne, Teaching Math in Middle School . . . . 4

Carta, Judith, Multi-Tiered Systems of Support for Young Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Mather, Nancy, Learning Disabilities and Challenging Behaviors, Third Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Nelson, Loui, Design and Deliver . . . . . . . . . . . . . . . . . . . . . . . . 17 Orelove, Fred, Educating Students with Severe and Multiple Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

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Edwards, Nicole, Early Social-Emotional Development . . . . . . 29 Grisham-Brown, Jennifer, Blended Practices for Teaching Young Children in Inclusive Settings, Second Edition . . . . . 27 Guralnick, Michael, Effective Early Intervention . . . . . . . . . . . . 32

Parent-Johnson, Wendy, Planning the Transition to Employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Johnson, JoAnn, An Activity-Based Approach to Early Intervention, Fourth Edition . . . . . . . . . . . . . . . . . . . . . . . . . 31

Potts, Elizabeth, Launching a Career in Special Education . . . 12

Raver, Sharon, Family-Centered Early Intervention . . . . . . . . . 30

Wehmeyer, Michael, A Comprehensive Guide to Intellectual and Developmental Disabilities, Second Edition . . . . . . . . 13

Sandall, Susan, Building Blocks for Teaching Preschoolers with Special Needs, Third Edition . . . . . . . . . . . . . . . . . . . . . . . . . 34

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

K-12 Special Education

Children with Disabilities

NEW

Eighth Edition Edited 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), & Louis Pellegrino, M.D. (SUNY Upstate Medical University) Trusted for four decades by university faculty and relied on by thousands of professionals from diverse fields, Children with Disabilities is the gold-standard text on working effectively with children and families. The NEW edition of this authoritative resource is an unparalleled compendium of information about developmental, clinical, family, education, and intervention issues, from birth through adolescence. Every chapter has been meticulously peer-reviewed, and content has been updated throughout to reflect important new research and developments in diverse fields.

Includes a complete package of multimedia instructor materials and a test bank of more than 200 questions for faculty!

WHAT’S NEW:

ORDER EXAM COPY STUDENT-FRIENDLY FEATURES:

•

Expanded focus on interdisciplinary care, including guidance on how professionals from different fields can effectively collaborate

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New chapters on key topics: sleep disorders, assessment of physical disabilities, the senses, rehabilitative services, interdisciplinary care, the role of medication, and the effect of health care disparities on child outcomes

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New Evidence-Based Practice boxes throughout the text, for easy review of recent studies and recommended practices

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Updated nomenclature based on new developments in the field and recommendations from respected organizations

Chapter overviews, a helpful glossary, case studies that bring key concepts to life, thought questions, resource lists for further reading, and 200+ illustrations.

US$89.95 | Stock #: 53206 | 2019 | 1000 pages | 8 ½ x 11 | hardcover | ISBN 978-1-68125-320-6

CONTENTS I. AS LIFE BEGINS 1. The Genetics Underlying Developmental Disabilities 2. Environmental Exposures 3. Birth Defects and Prenatal Diagnosis 4. Newborn Screening 5. Premature and Small-for-Date Infants II. THE CHILD’S BODY: PHYSIOLOGY 6. Fetal Development 7. The Senses: The World We See, Hear, and Feel 8. The Brain and Nervous System 9. Muscles, Bones, and Nerves 10. Nutrition III. 11.

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DEVELOPMENTAL ASSESSMENT Child Development Diagnosing Developmental Disabilities Neuropsychological Assessment

IV. DEVELOPMENTAL DISABILITIES 14. Intellectual Disability 15. Down Syndrome and Fragile X Syndrome 16. Inborn Errors of Metabolism 17. Speech and Language Disorders 18. Autism Spectrum Disorder 19. Attention-Deficit/Hyperactivity Disorder 20. Specific Learning Disabilities 21. Cerebral Palsy 22. Epilepsy 23. Acquired Brain Injury 24. Developmental Disability in Chronic Disease III. 25.

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ASSOCIATED DISABILITIES Visual Impairment Deaf/Hard of Hearing Plus Behavioral and Psychiatric Disorders Sleep Disorders Feeding and Its Disorders

VI. INTERVENTIONS 30. Interdisciplinary Education and Practice 31. Early Intervention Services 32. Rehabilitative Services 33. Special Education Services 34. Behavioral Therapy 35. Oral Health 36. Assistive Technology 37. Family Assistance 38. Pharmacological Therapy 39. Complementary Health Approaches VII. OUTCOMES 40. Transition from Adolescence to Adulthood 41. Medical Home and Health Care Systems 42. Racial and Ethnic Disparities 3

K-12 Special Education

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NEW

Teaching Math in Middle School Using MTSS to Meet All Students’ Needs

By Leanne R. Ketterlin-Geller, Ph.D. (Southern Methodist University), Sarah R. Powell, Ph.D. (The University of Texas at Austin), David J. Chard, Ph.D. (Boston University), & Lindsey Perry, Ph.D. (Southern Methodist University)

ORDER EXAM COPY SELECTED CONTENTS I. BUILDING NUMERACY IN MIDDLE SCHOOL STUDENTS 1. Laying the Foundation for Algebra 2. Supporting All Students Through Multi-Tiered Instructions II. DESIGNING AND DELIVERING EFFECTIVE MATHEMATICS INSTRUCTION 5. Evidence-Based Practices for Instruction and Intervention 6. Instructional Practices to Support Problem-Solving 7. Designing Interventions III. USING DATA TO MAKE DECISIONS 9. Why Should We Assess?

11. Why Are Students Struggling?: Diagnostic Assessments 12. Is the Intervention Helping?: Progress Monitoring 13. Have Students Reached Their Goals?: Summative Assessments IV. IMPLEMENTING MTSS TO SUPPORT EFFECTIVE TEACHING 15. Assessing Your School’s Readiness for MTSS Implementation 16. Collaboration as the Foundation for Implementing MTSS 17. Implementing MTSS: Voices from the Field

Get future educators ready to make all middle schoolers confident and competent mathematicians with this accessible guide to teaching math to every learner in Grades 6-8. Focused on knocking down roadblocks to learning, this reader-friendly textbook shows teachers how to use multitiered systems of support (MTSS)—a powerful, widely adopted framework for meeting each student’s individual needs. Preservice educators will learn how to deliver high-quality, evidence-based math instruction; combine instruction with meaningful assessment; and provide just-right supports that help students conquer their specific math struggles.

An essential resource for teachers in training, this book offers the indepth knowledge and practical tools tomorrow’s educators need to support every student’s success in middle school math.

GET TEACHERS READY TO: •

Implement MTSS to benefit all students. Develop and use tiered supports across a whole school, promote collaboration between general and special educators, and troubleshoot an MTSS.

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Build foundational numeracy skills. Help students strengthen the three pillars of numeracy that build algebraic proficiency.

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Design and deliver effective math instruction. Use today’s recommended practices to teach all students, and develop Tier 2 and Tier 3 interventions that really help struggling learners.

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Choose and use effective supports. Distinguish between differentiation, accommodation, and modification, and learn when and how to use them.

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Use data to make decisions. Learn how to select and use screeners, diagnostic assessments, progress monitoring tools, and summative assessments—and use results to shape instruction.

PRACTICAL MATERIALS: More than a dozen downloadable forms help teachers plan for MTSS and implement what they learned from the book, vignettes and sample problems model best practices, and interviews with real-life educators brim with valuable advice on implementing MTSS in math education.

US$39.95 | Stock #: 72742 | 2019 | 288 pages | 7 x 10 | paperback | ISBN 978-1-59857-274-2

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

K-12 Special Education

Teaching Mathematics Meaningfully Solutions for Reaching Struggling Learners, Second Edition

By David H. Allsopp, Ph.D. (University of South Florida), Lou Ann H. Lovin, Ph.D. (James Madison University), & Sarah van Ingen, Ph.D. (University of South Florida) Unlock math concepts for struggling learners with the expanded new edition of this bestselling text! Filled with invaluable tips, tools, and research-based strategies for Grades K–12, this comprehensive resource fully prepares future teachers to demystify math for a wide range of learners, including students with learning disabilities, ADHD, and mild cognitive disabilities.

DISCOVER HOW TO: •

Uncover the barriers to students’ math success and effectively break them down

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Teach the big ideas of math and link them to Common Core State Standards

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Plan and implement student-centered instruction that responds to each learner’s individual needs

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Apply teaching practices for struggling learners within a multitiered system of supports (MTSS)

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Align instructional approaches with NCTM Teaching Practices

• Select assessment practices appropriate for struggling students PRACTICAL MATERIALS: More than a dozen Take Action activities, reproducible planning forms (available in the book and online), and an in-depth case study that walks readers through the Teaching Mathematics Meaningfully process.

WHAT’S NEW: •

An updated framework that makes the Teaching Mathematics Meaningfully process clearer and easier

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A clear and convenient summary of each step in the process

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A framework now aligned with Common Core State Standards

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Incorporation of the most current research and recommended practices

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Special focus on response to intervention/multi-tiered systems

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Take Action Activities for application of the concepts and framework

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More information on learning trajectories in mathematics

US$39.95 | Stock #: 75583 | 2018 | 400 pages | 7 x 10 | paperback | ISBN 978-1-59857-558-3

ORDER EXAM COPY CONTENTS 1. Critical Components of Meaningful and Effective Mathematics Instruction for Students with Disabilities and Other Struggling Learners I. IDENTIFY AND UNDERSTAND THE MATHEMATICS 2. The Big Ideas in Mathematics and Why They Are Important 3. Children’s Mathematics: Learning Trajectories II. LEARNING THE NEEDS OF YOUR STUDENTS AND THE IMPORTANCE OF CONTINUOUS ASSESSMENT 4. Barriers to Mathematical Success for Students with Disabilities and Other Struggling Learners 5. Math Assessment and Struggling Learners III. PLAN AND IMPLEMENT RESPONSIVE INSTRUCTION 6. Making Flexible Instructional Decisions: A Continuum of Instructional Choices for Struggling Learners 7. Essential Instructional Approaches for Struggling Learners in Mathematics 8. Changing Expectations for Struggling Learners: Integrating the Essential Instructional Approaches with the NCTM Mathematics Teaching Practices 9. Mathematics MTSS/RTI and Research on Mathematics Instruction for Struggling Learners 10. How to Intensify Assessment and Essential Instructional Approaches Within MTSS/RTI 11. Intensifying Math Instruction Across Tiers within MTSS: Evaluating System-Wide Use of MTSS IV. BRINGING IT ALL TOGETHER 12. The Teaching Mathematics Meaningfully Process APPENDICES A. Take Action Activities B. ARC Assessment Planning Form C. Peer-Tutoring Activity D. Using a Think-Aloud E. Case Study 5

K-12 Special Education

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NEW

Building Trauma-Sensitive Schools Your Guide to Creating Safe, Supportive Learning Environments for All Students

By Jen Alexander, M.A., NCC, SB-RPT

“You need this book—even if you already have a full shelf. Packed with stories, wisdom, and practical tools, this is a resource you’ll come back to over and over again for ideas, support, and encouragement.”

—Jody McVittie, Executive Director, Sound Discipline

ORDER EXAM COPY CONTENTS I. 1.

2.

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UNDERSTANDING TRAUMA Trauma and Its Effects The Role of Attachment in Development Trauma’s Impact on Youth at School

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BUILDING TRAUMA-SENSITIVE SCHOOLS The Trauma-Sensitive School Framework Paradigm Shifts Essentials of Trauma-Sensitive Schools

III. IMPLEMENTING TRAUMA-SENSITIVE STRATEGIES 8. IEP: The Legal Document 9. Classroom Observations IV. WORKING AS A PROFESSIONAL WITHIN A SCHOOL 7. Universal Strategies for Trauma-Sensitive Schools 8. Supplemental and Intensive Trauma-Sensitive Interventions 9. The PACE Approach to Working With Traumatized Students 10. Trauma-Sensitive Discipline Practices 11. Self-Care for Educators

In the United States, at least one in four youth experiences trauma severe enough to negatively affect their school success.* Get future educators ready to support students with this ideal supplemental textbook, a reader-friendly springboard for building responsive, trauma-sensitive preK–12 schools. Drawing on her experience as a school counselor, trainer, and mother, Jen Alexander delivers a comprehensive framework for building a supportive school environment that helps all students thrive. Your students will start with an evidence-based introduction to the impact of trauma on a child’s development, attachment, and behavior. Then they’ll get an effective multi-tier system of support (MTSS) for developing a trauma-sensitive learning environment, including both universal strategies (Tier 1) and more intensive interventions (Tier 2 and Tier 3) for students who need more support.

PREPARE EDUCATORS TO: •

Make five key shifts in the way they view and approach students, so that they’re better equipped to provide support

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Implement universal instructional strategies that foster safety, connection, regulation, and learning

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Use special supports and coaching when universal strategies aren’t enough

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Collaborate effectively with families and colleagues to meet each student’s needs

• Incorporate restorative discipline practices that focus on restitution, not retribution •

Create a personalized self-care plan to reduce the effects of jobrelated stress

PRACTICAL MATERIALS: Creative activities for teachers, powerful case stories, sample dialogues and scripts, reflection and brainstorming worksheets, downloadable forms, and handouts for use in the classroom.

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US$29.95 | Stock #: 52452 | 2019 | 248 pages | 7 x 10 | paperback | ISBN 978-1-68125-245-2 * National Child Traumatic Stress Network Schools Committee, 2008

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

K-12 Special Education

Planning the Transition to Employment

NEW

By Wendy S. Parent-Johnson, Ph.D. (University of Arizona), Laura Owens, Ph.D. (University of Wisconsin–Milwaukee), & Richard Parent-Johnson, Ph.D. (University of South Dakota)

“An outstanding handbook on how to transition from school into employment.”

—Paul Wehman, Ph.D., Virginia Commonwealth University, Richmond

“Reflects optimism for employment outcomes for students with disabilities as well as the importance of student-centered approaches . . . full of practical strategies.”

—Richard Luecking, Ed.D., Center for Transition and Career Innovation, University of Maryland

With this practical text—the latest addition to the Brookes Transition to Adulthood series—you’ll prepare future professionals to get students with disabilities ready for integrated, competitive employment in the real world. Developed by a team of respected experts, this book embraces the “Employment First” approach to career planning, which emphasizes integrated, competitive employment as the first and preferred option for all people, regardless of disability.

PREPARE PROFESSIONALS TO: •

Put together a “collective impact team” to support students’ transition to employment

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Apply four recommended practices to help students achieve good employment outcomes

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Implement a person-centered planning process that puts the student in the driver’s seat

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Help students identify their passions, interests, and learning styles

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Support students in exploring careers using online tools and internship opportunities

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Facilitate successful collaboration with adult services agencies

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Work with local business community to connect students with potential employers

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Provide students with the supports they need for success on the job

ORDER ORDER EXAM EXAM COPY COPY CONTENTS 1. Getting Started 2. Strategies to Facilitate Effective Transitions 3. How Do We Plan for Employment, Support SelfDirected Team Meetings, and Encourage Adult Agency Involvement?

4. How Do We Develop Skills, Identify Passions, and Explore Careers?

5. Developing Employer Relationships to Develop Job Opportunities 6. Providing Training and Supports While in School and After 7. Ways to Overcome the “Yeah, But…” Syndrome

PRACTICAL MATERIALS: Case studies illustrate how to solve common obstacles to finding and keeping a job, and more than a dozen tools and forms—including the ITAP, the Job Observation Assessment Form, and a sample Employment Proposal—will help professionals in their future careers.

US$32.95 | Stock #: 73589 | 2020 | 160 pages | 8 ½ x 11 | paperback | ISBN 978-1-59857-358-9

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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)

Appendix: Building Blocks Questionnaire

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.

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Theoretical Foundations The Learning Environment

HELP STUDENTS MASTER 12 BUILDING BLOCKS OF LEARNING:

ORDER EXAM COPY CONTENTS SECTION I INTRODUCTION 1. The Building Blocks of Learning

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

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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

9.

Instruction for the Processing Blocks

Appendix: Fry’s 600 Instant Words

SECTION IV CONCEPTUAL BLOCKS 10. The Conceptual Blocks

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 8

• 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

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

K-12 Special Education

Comprehensive Literacy for All

COMIN G

SOON

Teaching Children with Significant Disabilities to Read and Write

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

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

An ideal text for courses that cover literacy and significant disabilities, this book will help future educators ensure that all students have the reading and writing skills they need to unlock new opportunities and reach their potential.

PRESERVICE EDUCATORS WILL: •

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

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

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

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

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

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

ORDER EXAM COPY CONTENTS I. CORE UNDERSTANDINGS 1. All Children Can Learn to Read and Write: A Theoretical Rationale 2. Establishing the Environment for Successful Literacy Learning II. 3.

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BUILDING A FOUNDATION Alphabet Knowledge and Phonological Awareness Emergent Reading Emergent Writing

III. LEARNING TO READ AND WRITE 6. Comprehensive Literacy Instruction: A ResearchBased Framework 7. Reading Comprehension and Vocabulary Instruction 8. Self-Directed Reading: Supporting Motivation and Fluency 9. Writing 10. Decoding, Word Identification, and Spelling IV. IMPLEMENTATION 11. Using Assistive Technology Effectively to Support Literacy 12. Organizing and Delivering Effective Instruction

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

US$39.95 | Stock #: 76573 | January 2020 | approx. 272 pages | 7 x 10 | paperback | ISBN 978-1-59857-657-3

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K-12 Special Education

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Educating Students with Severe and Multiple Disabilities A Collaborative Approach, Fifth Edition Edited by Fred P. Orelove, Ph.D. (Virginia Commonwealth University), Dick Sobsey, Ed.D. (University of Alberta), and Donna L. Gilles, Ed.D. (Virginia Commonwealth University)

ORDER EXAM COPY CONTENTS 1.

2.

3.

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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.

WHAT’S NEW: •

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

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Updates based on the latest developments in special education

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

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

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Engaging and instructive case stories at the start of each chapter

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

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

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

K-12 Special Education

Multisensory Teaching of Basic Language Skills Fourth Edition BOOK edited by Judith R. Birsh, Ed.D., CALT-QI (independent literacy consultant), & Suzanne Carreker, Ph.D., CALT-QI (Lexia Learning Systems) ACTIVITY BOOK by Suzanne Carreker, Ph.D., CALT-QI, & Judith R. Birsh, Ed.D., CALT-QI

“This text will be a very useful resource for teacher trainers and for teachers to use within Professional Learning Communities, particularly when accompanied by the activity handbook.”

—Stephanie Al Otaiba, Southern Methodist University

With the new fourth editions of this bestselling textbook and activity book, you’ll fully prepare a new generation of educators to use the highly respected multisensory teaching approach to literacy.

In the textbook—the most comprehensive text available on multisensory teaching—your students will get timely new information on using multisensory literacy approaches effectively with K–12 students who have dyslexia and other learning disabilities. Updates include: •

New chapters on prekindergarten literacy, executive function, and math learning disabilities

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Content aligned with the 2018 IDA Knowledge and Practice Standards for Teachers of Reading; prepares students for the IDA certification exam

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The latest research in the field

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New insights and guidance on technology

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Online companion materials and resources

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More student-friendly features, including learning objectives, reflection questions, and new case studies

In the activity book, your students will get more than 100 activities that boost their knowledge in all the areas covered in the textbook.

The updated edition includes NEW activities on executive function, prekindergarten literacy, and math learning disabilities.

Book—US$84.95 | Stock #: 52261 | 2019 | 920 pages | 7 x 10 | hardcover | ISBN 978-1-68125-226-1 Activity book—US$34.95 | Stock #: 53084 | 2019 | 192 pages | 8 ½ x 11 | layflat paperback |

ORDER EXAM COPY BOOK CONTENTS 1. Connecting Research and Practice 2. Structured Literacy Instruction 3. Oral Language Development and Its Relationship to Literacy 4. Pre-Kindergarten Literacy 5. Alphabet Knowledge: Letter Recognition, Letter Naming, and Letter Sequencing 6. Teaching Phonemic Awareness 7. Assessment of Reading Skills: A Review of Select Key Ideas and Best Practices 8. The Role of Executive Function in Literacy Instruction 9. Teaching Reading: Accurate Decoding 10. Teaching Spelling 11. Multi-Modal Handwriting Instruction for Pencil and Technology Tools 12. Fluency in Learning to Read: Conceptions, Misconceptions, Learning Disabilities, and Instructional Moves 13. Math Learning Disabilities 14. The History and Structure of Written English 15. Working with Word Meaning: Vocabulary Instruction 16. Strategies to Improve Reading Comprehension in the Multisensory Classroom 17. Composition: Evidence-Based Instruction 18. Designing the Learning Environment and Planning Multisensory Structured Literacy Lessons 19. Language and Literacy Development Among English Language Learners 20. Instruction for Older Students with a Word-Level Reading Disability 21. Working with High-Functioning Adults with Dyslexia and Other Academic Challenges

ISBN 978-1-68125-308-4

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K-12 Special Education

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NEW

Launching a Career in Special Education Your Action Plan for Success

By Elizabeth A. Potts, Ph.D., (University of Virginia) & Lori A. Howard, Ph.D. (Marshall University) For new special educators, navigating the first few years on the job can be a complex challenge. Prepare your students for their future career with this positive and practical resource, a friendly guide to successfully applying knowledge from teacher prep programs to realworld classrooms.

ORDER EXAM COPY CONTENTS I. INTRODUCTION 1. Getting Started II. 2.

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4.

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THE DAILY WORK OF A TEACHER Understanding Inclusion Lesson Planning Research-based Interventions Classroom Assessment Classroom Management Behavior Managements

III. BEYOND INSTRUCTION 8. IEP: The Legal Document 9. Classroom Observations IV. WORKING AS A PROFESSIONAL WITHIN A SCHOOL 10. Cooperating Teacher: Your New Best Friend and Mentor 11. Professionalism 12. Co-teaching 13. Communicating with Others 14. Teaching as a Career

Developed by two special education experts with decades of experience, this book gives future teachers a complete action plan for on-the-job success—from managing everyday details like paperwork and classroom routines to mastering big-picture strategies for behavior management, collaboration, and assessment. Potts and Howard speak directly to your students, talking them step by step through key procedures, addressing common questions and concerns, and giving them sound advice they can use for their whole career.

Throughout the book, relatable quotes from new and seasoned educators offer real-world perspectives on the joys and challenges of teaching. An important supplemental textbook for the next generation of special educators!

PREPARE TEACHERS TO: •

Set up a classroom

•

Craft IEPs that reflect the student’s and family’s needs and goals

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Plan differentiated lessons that address IEP goals

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Find, use, and evaluate evidence-based practices

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Choose or develop classroom assessments that are reliable and valid

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Use positive strategies to reduce challenging behavior

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Prepare themselves and their students for a classroom observation

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Demonstrate professionalism in everything from attire to online conduct

•

Collaborate effectively with other teachers, paraprofessionals, administrators, and support staff

PRACTICAL MATERIALS: In each chapter, Planning Timeline boxes highlight which tasks to do when; Special Topics boxes guide readers through key issues related to ethics, co-teaching, and English language learners; and Reflection boxes offer activities and checklists to help your students apply what they learn.

US$29.95 | Stock #: 51936 | 2019 | 232 pages | 7 x 10 | paperback | ISBN 978-1-68125-193-6

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

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.

THE IDEAL CORE TEXT FOR DEVELOPMENTAL DISABILITY COURSES:

ORDER EXAM COPY CONTENTS I. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES IN TODAY’S CONTEXT II. HUMAN DEVELOPMENT III. ETIOLOGY AND CONDITIONS IV. SUPPORT AND INTERVENTION V. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES THROUGH THE LIFE SPAN VI. HEALTH VII. THE FUTURE

•

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

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

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

WHAT’S NEW: •

New co-editors and contributors

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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

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

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 | 2017 | 784 pages | 8 ½ x 11 | hardcover | ISBN 978-1-59857-602-3

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K-12 Special Education

www.brookespublishing.com | 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 14. Matching Identified Students with Selected Interventions: Simple Functional Behavioral Assessment 15. Adopting and Implementing Selected Intervention 16. Monitoring, Evaluating, and Sustaining Selected Interventions INDIVIDUALIZED POSITIVE BEHAVIOR SUPPORT: CONDUCTING A FUNCTIONAL BEHAVIORAL ASSESSMENT 18. 1: Identify the Problem(s) and Decide on Priorities 19. 2: Plan and Conduct the Functional Behavioral Assessment (FBA) DESIGNING, USING, AND EVALUATING INDIVIDUALIZED POSITIVE BEHAVIOR SUPPORTS 20. 3: Design an Individualized Positive Behavior Support Plan 21. 4: Implement, Monitor, and Evaluate the Positive Behavior Support Plan

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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

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Improve communication, social, and self-control skills

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

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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

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

K-12 Special Education

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

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

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

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

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

•

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

ORDER EXAM COPY CONTENTS 1.

2.

3.

4.

5.

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

INCLUDES PRINTABLE PLANNING TOOLS: •

Team Roles and Responsibilities Checklist

• Program-at-a-Glance •

Student Profile

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General Assessment of Classroom Activities

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Program Planning Matrix

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Individualized Adaptations and Support Plan

US$36.95 | Stock #: 72933 | 2013 | 224 pages | 7 x 10 | paperback | ISBN: 978-1-59857-293-3

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K-12 Special Education

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

Effective Literacy Instruction for Learners with Complex Support Needs Second Edition Edited by Susan R. Copeland, Ph.D., BCBAD (University of New Mexico), & Elizabeth B. Keefe, Ph.D. (University of New Mexico) What are today’s best methods for teaching literacy skills to students with complex support needs—including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-todate, evidence-based answers for pre- and in-service educators.

ORDER EXAM COPY CONTENTS I.

THE FOUNDATIONS OF LITERACY AS A HUMAN RIGHT 1. Literacy for All 2. Developing Language and Communication 3. Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction 4. Inclusive Literacy Instruction: State and National Standards and Beyond 5. Creating Accessible, Rich and Engaging Literacy Environments II. EVIDENCE-BASED COMPREHENSIVE LITERACY INSTRUCTION 6. Getting the Point: Comprehension Instruction 7. A Broader Approach to Fluency 8. Words, Glorious Words!

9. What’s the Word? Word Recognition Instruction 10. Conveying Your Message: Writing Instruction 11. Organizing Effective Literacy Instruction: A Framework for Planning III. CREATING OPPORTUNITY AND ACCESS TO LITERACY IN SCHOOL AND BEYOND 12. Adapting Books and Other Literacy Genres 13. Beyond the Common Core: Art, Music, And Creativity in Literacy Learning 14. Literacy Beyond High School 15. Where Do We Go from Here?

Developed by Copeland and Keefe, the experts behind the landmark book Effective Literacy Instruction for Students with Moderate or Severe Disabilities, this thoroughly reimagined follow-up reflects 10 years of ground-breaking research and advances in the field. You’ll discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. You’ll also get the guidance you need to put theory into practice: lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life.

Whether used as a text for teachers in training or a guide for practicing educators, this book will help teachers of Grades K–12 increase access to literacy and prepare all learners for successful communication, employment, and community life.

WHAT’S NEW: •

New section on literacy as a human right for all learners (the “why” of instruction)

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Chapters on how to design engaging learning environments

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Cutting-edge guidance on today’s assistive technology and augmentative and alternative communication

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A dedicated chapter on how to use national and state standards in designing instruction

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Recommendations for adapting books and other materials to increase all learners’ access

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Chapters on combining literacy and the arts to enhance student engagement

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More on literacy beyond high school, including community-based learning opportunities

$49.95 | Stock #: 50595 | 2018 | 400 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-059-5

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

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:

HOW TO USE UDL PRINCIPLES TO HELP STUDENTS: •

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

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Improve comprehension and information processing

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Stay engaged during lessons and overcome distractions

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

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Develop self-regulation and self-assessment skills

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Sustain effort and persistence

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Increase autonomy

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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 3. Engagement 4. Representation 5. Action and Expression III. FROM PLANNING TO PRACTICE 6. Designing with Learning in Mind 7. 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

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Communication

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

Bilingual English–Spanish Assessment™ (BESA™)

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

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

—Sandra Barrueco, The Catholic University of America

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

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

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

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

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

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Document children’s speech and language strengths and needs

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

BESA BENEFITS: LEARN MORE: www.brookespublishing.com/besa

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Valid and reliable

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Culturally and linguistically appropriate

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Helps gauge progress in both languages

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Flexible and convenient—use each BESA component independently or combine them as part of an assessment battery

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

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

Communication 19

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.

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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

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Communication

www.brookespublishing.com | 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)

ORDER EXAM COPY CONTENTS 1.

2.

3.

4.

5.

6.

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8.

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

9.

Behavioral Heterogeneity in People with Severe Intellectual Disabilities: Integrating Single-Case and Group Designs to Develop Effective Interventions 10. Randomized Controlled Trials 11. Boxed in by Small Sample Size? Some Ways Out of the Box 12. Recent Innovations in the Assessment of Auditory Discrimination Abilities in Individuals with Intellectual Disabilities Who Are Nonspeaking 13. The Role of Cultural, Ethnic, and Linguistic Differences 14. Measuring Communication and Language Skills in Individuals with Severe Intellectual Disabilities 15. Where does Social Validity Measurement Fit into Identifying and Developing Evidence-Based Practices?

16. Section Discussion Summary: State of the Evidence 17. Communication Interventions for Individuals with Severe Disabilities: Research and Practice Gaps, Opportunities, and Future Directions 20

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.

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

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prelinguistic communication intervention for young children with intellectual disabilities

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interventions for children who are deafblind

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augmented language interventions for children with severe disabilities

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the role of cultural, ethnic, and linguistic differences

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parents as partners in communication intervention

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

•

and more

*The NJC conference was funded by the National Institute on Deafness and other Communication Disorders . $59.95 | Stock #: 73633 | 2016 | 376 pages | 7 x 10 | paperback | ISBN 978-1-59857-363-3

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

Communication 21

Interventions for Individuals with Autism Spectrum Disorder and Complex Communication Needs Edited by Jennifer B. Ganz, Ph.D., BCBA-D (Texas A&M University), & Richard L. Simpson, Ed.D. (formerly of University of Kansas)

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

—Janice Light, Penn State University

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

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

With this meticulously researched guide to today’s best strategies and supports, your students will have the information they need to improve outcomes for people with autism and complex communication needs.

RESEARCH-BASED GUIDANCE ON: •

Using evidence-based teaching methods with learners of all ages

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Conducting effective assessment and linking results with intervention planning

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

•

Bringing about lasting changes to behavior with functional communication training

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Evaluating specific interventions that target social communication

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Implementing parent- and peer-mediated interventions

•

Using customized visual and environmental supports in a variety of settings

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

ORDER EXAM COPY CONTENTS 1. Characteristics of Individuals with Autism Spectrum Disorder Who Have Complex Communication Needs 2. Autism-Focused Assessment and Program Planning 3. Overview of Evidence-Based Practices for Individuals with Autism Spectrum Disorder and Complex Communication Needs 4. Overview of AAC for Individuals with Autism Spectrum Disorder and Complex Communication Needs 5. Considerations in Implementing Aided Low-Tech AAC Systems for Individuals With Autism Spectrum Disorder and Complex Communication Needs 6. High-Tech Aided AAC for Individuals With Autism Spectrum Disorder and Complex Communication Needs 7. Functional Communication Training for Durable Behavior Change 8. Effective Strategies for Working with Young Children with Autism Spectrum Disorder and Complex Communication Needs 9. Evidence-Based Methods for Teaching School-Age Children and Youth with Autism Spectrum Disorder and Complex Communication Needs 10. Evidence-Based Practices for Adolescents and Adults With Autism Spectrum Disorder and Complex Communication Needs 11. Naturalistic Developmental Behavioral Interventions for Young Children With Autism Spectrum Disorder and Complex Communication Needs 12. Parent- and Peer-Mediated Interventions for Children With Autism Spectrum Disorder and Complex Communication Needs 13. Visual and Environmental Supports for Learners With Autism Spectrum Disorder and Complex Communication Needs 14. Conclusions and Directions for Future Research

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Communication

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

NEW

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

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

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

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

YOUR STUDENTS WILL: •

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

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

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

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

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

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

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

Communication 23

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

Pivotal Response Treatment for Autism Spectrum Disorders, Second Edition Edited by Robert L. Koegel, Ph.D. (Stanford University School of Medicine), & Lynn Kern Koegel, Ph.D. (Stanford University School of Medicine), with invited contributors The pioneering experts behind Pivotal Response Treatment have created a comprehensive modern guide to this highly respected, research-based approach, completely reworked and revised for a new generation of therapists and educators. Strengthened with new research and more step-by-step guidance, this bestselling PRT text is now reorganized to support children on their whole developmental trajectory, from infancy through adulthood. New and revised chapters cover critical topics—including assessment and self-management— and the book’s down-to-earth, accessible style ensures that your students can grasp PRT principles and apply them effectively.

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

USE THE PROVEN PRT APPROACH TO: •

Advance children’s communication and language skills

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Aid early identification and intervention

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Improve children’s motivation and performance in school

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Foster friendships with peers during play dates and other social interactions

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

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Decrease disruptive behavior

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

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

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

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

ORDER EXAM COPY CONTENTS I. OVERVIEW: PIVOTAL RESPONSE TREATMENT IN CONTEXT 1. The History and Basic Components of Pivotal Response Treatment 2. Assessment, Feedback, and Treatment Planning 3. Ecocultural Theory and Cultural Diversity II. 4.

5.

6.

BEGINNING STAGES: EARLY INTERVENTION Intervention for Infants and Young Toddlers Teaching First Words Expanding Friendship Opportunities for Children with ASD

III. CHILDHOOD: TREATMENT OPTIONS AT HOME AND AT SCHOOL 7. Parent Education in Pivotal Response Treatment 8. Inclusive Education 9. Motivational Academics IV. ADOLESCENCE AND YOUNG ADULTHOOD: MOVING TOWARD INDEPENDENCE 10. Functional Behavior Assessment and Self-Management 11. Improving Communication Skills in Adolescents and Adults with ASD 12. Improving Socialization in Adolescents and Adults with ASD V. ADULTHOOD: HIGHER EDUCATION AND EMPLOYMENT 13. Improving Outcomes in Higher Education for Adults with ASD 14. Supporting Individuals with ASD in Employment Settings

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Communication

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

Observational Measurement of Behavior Second Edition

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

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

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

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

Ideal for use in research methodology courses in diverse fields—including special education, communication sciences, psychology, and social work—this fundamental graduate text will prepare future researchers to skillfully collect, summarize, and communicate their observations of children’s behavior.

STUDENTS WILL: •

Fully understand key methods of observational research and measurement

•

Get comprehensive information on both foundational and advanced topics

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Learn from real-world examples based on the authors’ experience

•

Apply specific recommendations for effective techniques and best practices

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

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

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Communication 25

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

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

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Aligning everyday practice with the ASHA code of ethics

•

Collecting communication samples

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Conducting effective assessment and implementing interventions

•

Understanding public policies that affect clinical practice

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

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

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Working with families from diverse cultural and linguistic backgrounds

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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

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Communication

www.brookespublishing.com | 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, Ph.D., CCC-SLP, School of Behavioral and Brain Sciences, University of Texas at Dallasa

ORDER EXAM COPY CONTENTS 1.

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 26

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

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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

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

Early Childhood/Early Intervention

Blended Practices for Teaching Young Children in Inclusive Settings Second Edition

By Jennifer Grisham-Brown, Ed.D. (University of Kentucky), & Mary Louise Hemmeter, Ph.D. (Vanderbilt University), with Kristie PrettiFrontczak, 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.

WHAT’S NEW •

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

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

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

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

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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 of 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.

US$44.95 | Stock #: 76689 | 2017 | 384 pages | 7 x 10 | paperback | ISBN 978-1-59857-668-9

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Early Childhood/Early Intervention

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

Multi-Tiered Systems of Support for Young Children Driving Change in Early Education Edited by Judith J. Carta, Ph.D. (University of Kansas), & Robin Miller Young, Ed.D. (Northern Illinois University) Multi-Tiered Systems of Support (MTSS)—a framework focused on designing services and supports to meet the needs of all students— can help strengthen school readiness and improve young children’s social and academic outcomes before they start kindergarten. With this evidence-based text, you’ll prepare future education professionals to design, implement, and monitor successful MTSS for children ages 3–5 across environments, including classrooms, programs, districts, and at the state level.

ORDER EXAM COPY CONTENTS 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

Introduction to Multi-Tiered Systems of Support in Early Education Leadership Practices to Design and Operationalize MTSS Frameworks for Young Children Employing Implementation Science to Transition Early Childhood Systems into MTSS Using Data-Based Decision Making to Improve Learning Outcomes for All Children Developing and Sustaining High-Quality Tier 1 Early Literacy and Language Practices Designing and Implementing Tier 2 Instructional Support in Early Literacy and Language Designing and Implementing Tier 2 Instructional Supports to Promote Social-Emotional Outcomes Creating and Providing Tier 3 Instructional Support Meeting the Needs of Young Dual Language Learners in Multi-Tiered Systems of Support Meeting the Needs of Young Children with Disabilities in a Blended ECE and ECSE MultiTiered Systems of Support Scaling Up Multi-Tiered Systems of Support Engaging Families in Multi-Tiered Systems of Support The Path Forward for Multi-Tiered Systems of Support in Early Education

Filled with the wisdom and research findings of more than 25 experts, this book brings tomorrow’s educators foundational information about MTSS and its benefits, plus concrete guidance on creating a tiered system to help all learners reach their potential. Practical tools (reproducible and available online) help with key steps of MTSS implementation, and six videos enhance your students’ application of important concepts covered in the book. A visionary textbook for tomorrow’s professionals, this book will help early childhood education leaders usher in big-picture change that will benefit all young learners.

LEARN HOW TO: • • • • • • • • •

Shift into MTSS with shared leadership and Implementation Science (IS) strategies Set up a successful system of data-based decision making Identify children needing targeted or intensive interventions Deliver evidence-based primary, secondary, and tertiary programming Provide effective instruction in key areas, including language and social-emotional skills Meet the needs of dual language learners and children with disabilities Engage families in designing and delivering services and supports Scale up MTSS implementation to broaden impact throughout system levels Evaluate your MTSS model’s strengths and identify areas for improvement

PRACTICAL TOOLS AND RESOURCES: A Stage-Based Active Implementation Planning Tool * Language Exposure Evaluation Report * Self-Assessment of Family Engagement Practices * Home-School Plan * Tune-Up Checklist * Six videos on key MTSS concepts * and more 28

US$39.95 | Stock #: 51943 | 2019 | 304 pages | 7 x 10 | paperback | ISBN 978-1-68125-194-3

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

Early Childhood/Early Intervention

Early Social-Emotional Development Your Guide to Promoting Children’s Positive Behavior

By Nicole M. Edwards, Ph.D. (Rowan University) Behavior is one of the biggest and most pressing challenges faced by early childhood educators and providers. Find research-based guidance and strategies in this essential textbook for professionals preparing to work with children from birth to 5.

Your students will start with a comprehensive, reader-friendly overview of early growth and learning across developmental domains, with special emphasis on the components of emotional development and the environmental factors that influence it. Then students will learn the guiding principles for nurturing social-emotional development, aligned with the positive behavioral interventions and supports (PBIS) framework and the Pyramid Model. Concrete examples of specific, research-based strategies prepare future professionals to put the principles into action and improve child outcomes in both center- and home-based settings.

A keystone of professional preparation for preservice early childhood providers, this book will help your students work effectively with children, families, and colleagues to foster social-emotional growth in the critical early years.

DISCOVER HOW TO: •

Apply evidence-based universal prevention strategies to proactively support social-emotional growth

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Collect data and use tailored secondary behavior strategies with children who have more intensive challenges

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Collaborate with families and share concerns sensitively

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Overcome roadblocks to PBIS through team communication and consistency

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Encourage mindfulness in yourself and parental caregivers

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Ensure that providers, caregivers, agencies, and other stakeholders work together and share accountability

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Engage in ongoing reflection to improve your self-efficacy and confidence

ORDER EXAM COPY CONTENTS I. OVERVIEW: EARLY SOCIAL-EMOTIONAL DEVELOPMENT AND INTERVENTION 1. The Impact of Early Social-Emotional Development 2. Environmental Influences and the Educator’s Role II: SUPPORTING SOCIAL-EMOTIONAL GROWTH 3. Guiding Principles 4. Strategies Supporting Social-Emotional Growth III. WE CAN’T DO IT ALONE: ANTICIPATING AND OVERCOMING OBSTACLES 5. Potential Roadblocks to Implementing PBIS 6. Effective Family–Provider Communication 7. Next Steps for Sustaining Healthy Social-Emotional Development

PRACTICAL MATERIALS: Sample scenarios that show how to apply strategies, textboxes on collaborating with families, quotes from parents and educators, reflection questions, supplemental exercises, and access to a list of useful web-based resources US$34.95 | Stock #: 51929 | 2018 | 224 pages | 7 x 10 | paperback | ISBN 978-1-68125-192-9

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Early Childhood/Early Intervention

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

Family-Centered Early Intervention Supporting Infants and Toddlers in Natural Environments

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 Everyday 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.

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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!

LEARN THE FOUNDATIONS OF: •

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

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Developing and implementing IFSPs

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Weaving intervention services into a family’s established routines

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Empowering parents to guide and support their child’s development

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

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Working in effective teams with professionals from diverse disciplines

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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.

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US$42.95 | Stock #: 75699 | 2015 | 312 pages | 7 x 10 | paperback | ISBN: 978-1-59857-569-9

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

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

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

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

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Develop individualized IFSP and IEP goals

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Observe children before and after intervention to determine next steps

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Understand and address the challenges of establishing evidencebased practices

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Work as a team with other professionals and families

WHAT’S NEW: •

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

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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 31

Early Childhood/Early Intervention

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

Effective Early Intervention The Developmental Systems Approach

By Michael J. Guralnick, Ph.D. (University of Washington) After decades of rapid evolution and ground-breaking research, the field of early intervention can be understood within a common framework: the Developmental Systems Approach (DSA). Created by a highly influential leader in the field, Michael Guralnick, this evidencebased, relationship-oriented, family-centered framework focuses on strengthening the quality of key family patterns of interaction that influence a child’s development.

ORDER EXAM COPY CONTENTS I. 1.

2.

3.

INTRODUCTION AND OVERVIEW Foundations of Early Intervention Environmental Influences on Development Early Intervention in the Context of the Developmental Systems Approach

II. CHILDREN AT BIOLOGICAL RISK: PRETERM BIRTH 4. Preterm Birth: Developmental Science 5. Preterm Birth: Intervention Science and Community Systems III. CHILDREN AT ENVIRONMENTAL RISK 6. Environmental Risk: Developmental Science 7. Environmental Risk: Intervention Science and Community Systems IV. CHILDREN WITH DEVELOPMENTAL DELAYS 8. Developmental Delay: Developmental Science 9. Developmental Delay: Intervention Science and Community Systems V. CHILDREN WITH AUTISM SPECTRUM DISORDER 10. Autism Spectrum Disorder: Developmental Science 11. Autism Spectrum Disorder: Intervention Science and Community Systems VI. APPLYING THE DEVELOPMENTAL SYSTEMS APPROACH TO COMMUNITY PROGRAMS 12. Advancing the System of Early Intervention

In this important text, Guralnick organizes and analyzes the most current research and developments in early intervention through the lens of the DSA. Starting with a clear explanation of the foundations of early intervention, the book then applies the DSA to four vulnerable populations: children at risk due to biological factors, specifically preterm birth, children at environmental risk, children with developmental delays, and children with autism spectrum disorder. Your students will discover how the DSA can guide the development of effective services and supports for diverse young children and families, and they’ll come away with insights on how to use this framework to improve early intervention programs in their own communities. An invaluable textbook for future early childhood researchers, faculty, and policy makers, this forward-thinking book is the key to establishing inclusive community-based early intervention systems that nurture each family’s strengths and promote child development.

YOUR STUDENTS WILL: •

Understand the developmental science that applies to all children

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Learn how child development is influenced by three critical family patterns of interaction—parent–child transactions, family-orchestrated child experiences, and parent promotion of child health and safety

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Explore the influence of family resources as well as child-specific risk and protective factors on a child’s health and development in the context of early intervention

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Discover ways to select interventions that are most effective for children and families based on intervention science and the DSA conceptual framework

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Learn the fundamentals of applying the DSA framework to designing and implementing inclusive community-based systems of early intervention

US$89.95 | Stock #: 52889 | 2019 | 384 pages | 7 x 10 | hardcover | ISBN 978-1-68125-288-9

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

Early Childhood/Early Intervention

The Project Approach for All Learners A Hands-On Guide for Inclusive Early Childhood Classrooms

By Sallee J. Beneke, Ph.D. (St. Ambrose University), Michaelene M. Ostrosky, Ph.D. (University of Illinois at Urbana-Champaign), & Lilian G. Katz, Ph.D. (Professor Emerita, University of Illinois at Urbana-Champaign) A proven and popular teaching method, the Project Approach engages the natural curiosity of children through in-depth investigations of topics that capture their interest. Now there’s a guidebook that shows future educators how use this child-centered approach to reach and teach all learners in their early childhood classroom—regardless of background or ability.

Developed by a team of experts that includes Project Approach leader Lilian G. Katz, this book is a complete guide to implementing project-based learning in inclusive early childhood classrooms. Future teachers will discover how to support diverse groups of children as they study realworld topics that fascinate them, play detective with peers to find answers to questions, and show what they’ve learned in interesting and creative ways. Teachers will also get practical, startto-finish guidance on how to apply the Project Approach, including a complete package of training materials, examples of successful projects from real inclusive classrooms, and a Project Approach Implementation Checklist that helps educators use the approach effectively.

LEARN HOW TO: •

Use the Project Approach in combination with universal design for learning (UDL) strategies

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Choose a compelling project topic that encourages hands-on learning in inclusive settings

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Teach children effective strategies for investigating the topic and conducting research

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Build on children’s natural motivation by actively engaging and listening to them

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Make the most of each child’s individual strengths and expertise during project work

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Support children in representing their learning through displays and presentations

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Offer accommodations and supports that meet diverse learning needs

ORDER EXAM COPY CONTENTS 1.

2.

3.

4.

5.

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Getting Started with the Project Approach Defining the Role of the Teacher Implementing with Fidelity Supporting the Investigation Representing and Sharing Project Work Sustaining the Project Approach

TRAINING & IMPLEMENTATION MATERIALS: Your students will master each step of the Project Approach with the comprehensive package of supplementary materials, including the Project Approach Implementation Checklist, 38 video clips that illustrate key concepts, 22 PowerPoint presentations on important elements of the Project Approach, and six sets of training materials that correspond with each chapter. Supplementary materials are available online to purchasers of the book.

US$39.95 | Stock #: 52285 | 2019 | 208 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-228-5

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Early Childhood/Early Intervention

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

NEW

Building Blocks for Teaching Preschoolers with Special Needs Third Edition

By Susan R. Sandall, Ph.D., Ilene S. Schwartz, Ph.D., BCBA-D, Gail E. Joseph, Ph.D., & Ariane N. Gauvreau, Ph.D., BCBA-D (all authors from University of Washington) Expanded with timely new content and consistent with DEC Recommended Practices, the third edition of this bestselling textbook will fully prepare a new generation of early childhood educators to teach and include every child.

ORDER EXAM COPY CONTENTS I. USING THE BUILDING BLOCKS FRAMEWORK 1. Introduction 2. Evidence-Based Practice and the Building Blocks Framework 3. Keys to Collaboration 4. Getting Started II. 5.

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TEACHING STRATEGIES Curriculum Modifications Embedded Learning Opportunities Child-Focused Instructional Strategies

III. IMPORTANT TOPICS RELATED TO THE BUILDING BLOCKS FRAMEWORK 8. Becoming More Independent 9. Acquiring and Using Knowledge: Literacy and STEAM 10. Friendships and Social Relationships 11. Developmentally Appropriate Classroom Behavior 12. Concluding Thoughts

Like the groundbreaking previous editions, this updated Building Blocks guide gives preservice teachers three types of practical, evidence-based inclusion strategies: curriculum modifications, embedded learning opportunities, and child-focused instructional strategies. Educators will learn how to apply these three strategies for the benefit of all children; review the latest research that supports the Building Blocks model; and find ready-to-use tips and guidance on key topics, such as fostering friendships, encouraging independence, and promoting positive behavior.

Reproducible forms help with planning and assessment, and seven comprehensive new training modules make it easy to teach the Building Blocks framework in college courses and professional development sessions.

NEW GUIDANCE AND TIPS ON: • Applying UDL principles to engage every student in a diverse classroom • Integrating literacy and STEAM into daily activities and routines • Supporting the executive function skills of all young learners • Applying new and expanded curriculum modifications • Collaborating successfully with other team members to ensure the best child outcomes • Conducting classroom quality assessment INCLUDES 7 TRAINING MODULES! • Using the Building Blocks framework • Conducting ongoing child assessment • Planning for the individual child • Using visuals to support learning • Applying the Building Blocks framework to math and science • Applying the framework to challenging classroom behavior • Extending the framework to infants and toddlers Each module includes a slide deck, presentation notes, learning activities, and a list of other resources and references.

US$49.95 | Stock #: 53411 | 2019 | 240 pages | 8 ½ x 11 | paperback | ISBN 978-1-68125-341-1

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