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Autocad Map 3D 2011 Espaol Manual |[Pdf]
We'll e-mail you with an estimated delivery date as soon as we have more information. Your account will only be charged when we ship the item. Our payment security system encrypts your information during transmission. We don’t share your credit card details with third-party sellers, and we don’t sell your information to others. Please try again.Please try again.Please try again. It is a rapidly changing field that uses the latest innovations and technologies to aid the language-disabled, and requires fluency not only in the hands-on technological aspect, but the service-delivery side as well. This well-written handbook addresses that need and is filled with practical information and extensive referencing. A valuable text for graduate students studying communication disorders and special education, the book would be a useful addition to the professional library of anyone working with AAC users, most especially for those working with children. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. It is a rapidly changing field that uses the latest innovations and technologies to aid the language-disabled, and requires fluency not only in the hands-on technological aspect, but the service-delivery side as well. Some of its unique features include overview of development of assistive technology and its links with AAC, and present service delivery models in a variety of settings; discussions of available technology systems, strategies, and access, and issues of literacy development, funding and legal responsibility, and program effectiveness; examines special populations and special environments; includes case studies throughout; and extensive appendixes of devices, manufacturers, associations.
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A valuable text for graduate students studying communication disorders and special education, the book would be a useful addition to the professional library of anyone working with AAC users, most especially for those working with children.Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Please try again later. Steven E Novitzke 5.0 out of 5 stars The book covers a wide array of essentials needed by parents, students or teachers interested in Special Education matters. Includes nice references to research material related to AAC. It will be a great reference book to have ready when I need it.I would recommend this seller again.Would do business with this seller again in the future. Some features of WorldCat will not be available.By continuing to use the site, you are agreeing to OCLC’s placement of cookies on your device. Find out more here. However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied. Please enter recipient e-mail address(es). Please re-enter recipient e-mail address(es). Please enter your name. Please enter the subject. Please enter the message. Author: Sharon Glennen; Denise C DeCosteThis well-written handbook addresses that need and is filled with practical information and extensive referencing.This well-written handbook addresses that need and is filled with practical information and extensive referencing.Service Delivery. Symbol Systems And Vocabulary Selection Strategies.
Augmentative And Alternative Communication Assessment Strategies: Seating And Positioning. Motor Access And Visual Considerations. The Role Of Literacy In Augmentative And Alternative Communication. Funding and Legal Issues.AAC And Children Wtih Developmental Disabilities. AAC And Individuals With Severe to Profound Disabilities. AAC And Adults With Acquired Disabilities.AAC In The Educational Setting. AAC In The Hospital Setting. Augmentative And Alternative Communication For Adults With Developmental Disabilities.Please select Ok if you would like to proceed with this request anyway. All rights reserved. You can easily create a free account. There are thousands of stories to read on Medium. Visit our homepage to find one that’s right for you. Take me to Medium. We can't connect to the server for this app or website at this time. There might be too much traffic or a configuration error. Try again later, or contact the app or website owner. This highly practical book translates the AAC research into practice and explains the importance of the use of AAC strategies across settings. The handbook also provides school-based practitioners with resources to be used during the assessment, planning, and instructional process.This highly practical book translates the AAC research into practice and explains the importance of the use of AA C strategies across settings. The handbook also pro vides school-based practitioners with resources to be used during the assessment, planning, and instructional process. M. Alexandra Da F onte is Assistant Pr ofessor of the Practice in the Department of Special Education at V anderbilt University, USA. Miriam C. Boesch is Associate Pr ofessor in Special Education at the University of North T exas, USA.
No part of this book ma y be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or her eafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. T rademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identi?cation and explanation without intent to infringe.This book was inspired by you, and to help those who are currently navigating the process to identify ways to support students with complex communication needs. Her areas of interest include inte- grating augmentative and alternative communication interv entions, w orking with students with sever e disabilities, training pr e-service special education teachers to work with students with complex communication needs, teacher preparation, and bridging research-to-practice. Dr. Da Fonte has conducted presentations and training in augmentative and alternativ e communication at local community partners, and at state, national, and international conferences. Dr. Boesch has over 15 years of experience working with students with sever e disabilities including students with complex commu- nication needs. Her areas of interest include augmentativ e and alternative com- munication interventions for individuals with autism, evidence-based strategies for decreasing problem beha vior, and pre- and in-service per sonnel preparation. Dr. Boesch has conducted presentation and trainings in the area of augmentative and alternative communication at the local, national, and international level.
A v ery special thanks to: Gw en Diamond who supported us by providing feedback thr oughout the process and allowing us to photograph her instructional mater ials; our research team (in alphabeti- cal order), Olivia Clark, Nathan Dunnavant, Katie McCann, Haley Neil, Shaylin Rawden, and Kayla Richardson who supported us in identifying evidence for each chapter; Christine Douthwaite and Margar et (Mimi) Sanders who allowed us to photograph and use their classrooms and instructional materials as examples. Alexandra Da Fonte: I am thankful beyond words for m y family’s patience, sup- port, and encouragement. Thank you both! Miriam Boesch: I am extr emely grateful to my husband Chr is. Thank you for your unconditional lo ve and support. Illustrations W e would like to acknowledge and extend our gratitude to Nathan Dunnavant for his dedication and the creation of all the customized illustrations for this book.This includes an indi vidual’ s independence in communicating his or her wants and needs across communication partners. There are sev eral factors that have been link ed to the cause of CCN. These factors may include neur ological disorders (e.g., cerebral palsy, traumatic brain injury, or autism), ph ysical structures (e.g., cleft palate), genetic disorders (e.g., Down syndrome), and developmental disabilities (ASHA, 2017a). Communication disorders are de?ned as an impairment in the ability to receiv e, send, process, and comprehend concepts or verbal, nonverbal, and graphic symbol systems (ASHA, 1993). Crich- ton (2013) explains that students with diverse communication needs ma y present dif?culties, such as making eye contact, interacting with others, or engaging in or repairing a conversation when there is a communication br eakdown. Needs in these components of communication can make con versations dif?cult for the student and the communication partner.
These areas of need make it challenging for students to express their wants and needs and understand communicativ e interactions. 1 UNDERST ANDING STUDENTS WITH COMPLEX COMMUNICA TION NEEDS The National Institute on Deafness and Other Communication Disor- ders (NIDOCD, 2015) states that nearly 17.9 million people have troub le using their voice. Moreov er, in a national health sur vey conducted b y the National Center for Health Statistics (2012), it was estimated that 55 of students with a communication disorder wer e receiving intervention services (Black et al., 2015). With the prev alence of communication disorders and services rising, it is expected that services will continue to increase in the classroom for students with CCN. Because of these increasing numbers, it has become e ven more important for educators to understand the various aspects of communication, ho w they develop, and how to better instruct and meet the needs of their students. Understanding the Differences Between Communication, Language, and Speech Communicative de velopment begins early in a child’ s life. The early interactions begin with the shar ing of affection and attention. For special education teachers to be effective elicitors of communication in the classr oom, it is important that they understand what communication is and how it dev elops. Da Fonte and Boesch (2016) emphasized that “when special education teachers can recognize, iden- tify, and pro vide meaning to the form and function of students’ communicati ve attempts, steps can be taken to increase or modify the student’ s communicative skills to be more effectiv e in a myriad of settings” (p. 51). Communication, lan- guage, and speech are closely related, but there are distinct differences betw een them (see Figure 1.1 for an illustration of this relationship). Communication Communication is the process of sharing information among two or more people.
Formulation is the act of pulling y our thoughts together before sharing them with another person (e.g., feeling thirsty and wanting to request a drink of water). T ransmission is the mechanics of relaying this thought to the person (e.g., saying “I’m thirsty. See Figure 1.2 for an illustration of this communicativ e process. Formula?on Recep?on and Comprehension Recep?on and Comprehensio n Form: syntax (morphology, phonology) Content: seman?cs (lexicon ) Transmission Use: pragma?cs (body movement, space) FIGURE 1.2 A model of the communication process. The goal should be for all students to become independent communicators. The National Academies of Sciences, Engi- neering, and Medicine (2016) consider language to be a tool that pla ys a signi?cant It is crucial to remember that language is not necessary to communicate, as people can also communicate using nonv erbal com- munication. De Leo, Lubas, and Mitchell (2012) explain the domains by noting that the content of language refers to the wor ds the student uses (vocabulary) and the meaning behind them ( semantics ). That is, how individuals select appropriate vocabulary to compose their message (Landa, 2007). Form refers to the words, sentences (syntax), and sounds (morphology and phonology) a student uses to conv ey the content of their language. Lastly, use refers to how language meets the social context, expectations, and demands during interactions. This is also known as pragmatics, the social aspect of language. This entails the kno wledge of when, where, and to whom the student is communicating. Consider the example, “I’m thirsty. May I get a drink of water?” According to Landa (2007), the consideration of the words “thirsty, ” “drink,” and “w ater” is referred to as semantics (content). Morphology and phonology are used to structure sounds, syllables, and words into sentences (Landa, 2007). This structural piece is referred to as syntax (form).
The facial expression, gestures, who the message was communicated to (communica- tion partner), and eye contact used to rela y the message “I’m thirsty. May I get a drink of water?” is called pragmatics (use). Speech Often speech and language are used interchangeably. Howe ver, they are not the same. Speech is a voluntary neuromuscular behavior and only one of the w ays in While speech can be used to transmit language, stu- dents may hav e the ability to produce typical speech sounds, but have dif?culty with language and its various aspects (National Academies of Sciences, Engineer- ing, and Medicine, 2016). It is important to note that communication is not bound by language and speech. Communication can take place without these aspects. Typical Communication Development In order to better support the communication development of students with CCN, it is essential to ?r st understand what typical communication looks like. Communication skills are often divided into tw o areas, receptiv e communica- tion skills and expressiv e communication skills. Receptive Communication Skills Receptive language skills ar e closely linked to cognitiv e development (Ow ens, 2012). These skills begin to develop at birth and continue to dev elop throughout life. According to ASHA (2017b), early in the development of recepti ve lan- guage skills (birth to 5 months of age), childr en begin to recognize familiar voices, turn their heads to voices, and react to envir onmental sounds.Starts paying attention to social partners. 2 mo. Recognizes native language vs.Makes cooing sounds. - Investigates and holds (perhaps with the addition of mouthing) objects for a short period of time. Will look at people brie?y. Can recognize unfamiliar situations and people. 4 mo. Recognizes different languages in the same rhythmic classes (e.g., English vs. Dutch). Makes vo wel sounds, squeals, growls. - Identi?es the difference between actions that are performed by accident and on purpose.
Looks at faces and will stare. Can understand when own name is said. 6 mo. Segments words fr om ?uent speech. - Understands the meaning of the word “no. ” Makes efforts to mimic gestures. Participates in joint attention. 8 mo. Differentiates native fr om nonnative stress patterns. - Searches in the right place for objects that are out of the individual’ s range of sight and looks for objects that are partly concealed. Starts using intentional communication. Will use imperative pointing. 12 mo. With the exception of some words, most speech is indecipherable. Half of the verbal pronunciations made are composed of single nouns. First word spoken. Can understand people’s moti ve for actions. 16 mo. A quarter of all words are pronounced clearly. 33 of all spoken wor ds are composed of single nouns. Negation (no) is used. Utilizes anywhere between 3 and 20 words. Will take turns while speaking. 20 mo. Spoken wor ds are processed in increments. Can say around 50 w ords. Can use a few adjectives and v erbs. Multiple gestures will be used in combination. Gestures and words will be used together to form meaning. 24 mo. Questions are asked with ascending intonation. Roughly 65 of total words spoken are pronounced clearly. T wo-word combinations, prepositions “on” and “in, ” possessive and plural morphemes, and irregular past tense verbs are all used. Can say around 200 w ords. Can understand around 500 words. Will utilize language functions that are imaginative, heuristic, and informative. 28 mo. Pronounces roughly 70 of all words clearly. Pro?cient in the use of present progressiv e morpheme - ing. Listens for sentence structure when hearing words for the ?rst time. Can have brief conv ersations. Uses a single verb about a quarter of the time while speaking. Utilizes a few contractions. Can say about 500 wor ds. Can understand about 900 words. Asks for clari?cation and clari?es while speaking to others. Starts paying attention to social partners. 2 mo.
Recognizes native language vs.Makes cooing sounds. - Investigates and holds (perhaps with the addition of mouthing) objects for a short period of time. Asks for clari?cation and clari?es while speaking to others. ( Continued ) Starts to form shallow phonological awareness abilities. Utilizes compound sentences with the word “and,” Uses approximately 4 or 5 words per sentence. Utilizes pronouns like “they, ” “them, ” and “us. ” Conversations become longer in length. 40 mo. Articulatory skills are continuing to be perfected. Utilizes adverbs often. Utilizes pronouns regularly. Can say about 1,000 to 1,500 words. Can understand between 1,500 and 2,000 words Comprehends a fe w relational terms like “hard-soft. ” Starts ?xing errors in conversation. 44 mo. Can say most consonants. Uses contractions, past tense, and articles appropriately. Begins to narrow the possible meanings of new words. Comprehends indirect requests that use pointing. 48 mo. Reduces phonological processes (e.g., weak-syllable deletion, cluster reduction). Uses re?exive pr onouns such as himself, herself, itself. Constructs true nar ratives. 52 mo. V ery intelligible. Uses irregular plurals correctly. Knows how to use “what do, what does, what did” questions. Only has dif?culty with sounds that were dev eloped later. Uses this, that, here, there. Uses morphology to infer meaning of new words. Begins to learn to read via decoding. Uses noun phrases, adverbs, and conjunctions. Uses multiword de?nitions. Improv es decoding skills and begins reading unfamiliar words. Starts to read for information. Comprehends if and though. Can make abstract de?nitions. Reads on an approximate adult level. Considers multiple points of view when reading. Uses more words per unit in written language than in spoken language. Understands around 60,000 word meanings. Understands the use of sarcasm, double meaning words, metaphors, and m ultiple perspectives.Starts to form shallow phonological awareness abilities.
Understands the use of sarcasm, double meaning words, metaphors, and m ultiple perspectives.By ar ound 24 months of age, children typically are able to understand approximately 300 w ords, can listen to stories, begin to respond to “wh” questions, and can follow two-step dir ections. These receptive language skills will continue to dev elop throughout life as the child’ s vocabulary and com- municative experiences continue to increase. Expressive Communication Skills From birth to around 8 months of life, infants who are typically developing are considered pre-intentional communicators. Until this point, they do not predict out- comes of their behavior. During the intentional communicative phase, children beg in using gestures partnered with ey e contact, as well as speci?c vocalizations (Ow ens, 2012). These gestures may include sho wing or giving items to listeners and pointing (Colonnesi et al., 2010). Bates and colleagues (1975) explained that, during this stage, children begin to recognize adults as agents and that their own signals can affect the agent. This suggests that a child begins to understand that speci?c behaviors in?uence the world around them. In essence, they begin to have an understanding of cause and effect and begin to develop more sophisticated communicativ e interactions (e.g., words, phrases, sentences). Differences in the Communicative Development of Students with Complex Communication Needs These phases of communication, speech, and language development ar e true for all communicators, regardless of what point in a person’ s life they dev elop (WCWTS, 2017). Ho wev er, it is important to remember that a person with CCN will most likely dev elop these skills at a different chronological age than their typically developing peers (Simion, 2014). Light (1997) suggests that, for students with CCN, the process of learning language is, “a dif?cult one that requires con- certed intervention to facilitate” (Light, 1997, p. 158).
Students with CCN can have de?cits or needs in m ultiple areas of communication. The Ne w Y ork State Department of Health Information (2013) suggested that students with CCN may need intervention in the follo wing areas: articulation, ?uency, language com- prehension, language production, mor phology, phonology, pragmatics, semantics, syntax, and voice. The goal for students with CCN is to make the mov e from pre- intentional to intentional communicators with appropriate support, while keeping in mind that these stages may just be on a different timeline fr om their peers who are typically dev eloping (Simion, 2014). Some potential areas of dif?culties can include gross motor, ?ne motor, sensory integra- tion, or cognitive de velopment, among other s. Basil (1992) suggested that students with CCN also often are passiv e in their communication attempts which can lead to the phenomenon of learned helplessness. She explains that a consequence of learned helplessness may be a lack of motivation to communicate goal-oriented responses. Consequently, understanding the comprehensiv e needs of students with CCN is critical in order to meet their unique needs in the school setting. Importance of Understanding Complex Communication Needs in School Settings At some point in their career, teachers are likely to serve a student with a com- munication disorder, more speci?cally, a student with CCN. The goal, as teach- ers, should be to help students become independent in order for them to lead a productiv e and enjoyable life. Communication is key in ha ving a successful school experience and it will play an important role in the development of v arious life and academic skills, including literacy skills. As childr en learn to read, the y also have the opportunity to think about their use of language.
Murphy, Justice, Con- nell, Pentimonti, and Kaderavek (2016) suggested that oral language plays a pi votal role in the dev elopment of writing and reading skills, and that writing and reading skills play a piv otal role in language development. See Figure 1.4 for a representa- tion of this relationship. See Chapters 4 and 11 for more infor mation on assess- ment and instruction of literacy skills. Not only is communication a skill that is important at school, but it is also a skill that affects students well bey ond their school experiences and throughout their lives. Effective communication is a ke y piece in developing self-determination. Carter, Lane, Pierson, and Stang (2008) explained that the dev elopment of effective communication skills is a key factor in students with disabilities obtaining impor- tant post-school outcomes (e.g., independent living, secondary education, and employment). Car ter and colleagues (2008) also explain that self-determination is a key factor in the post-school success of students with any type of disability, but this is especially true for students with CCN. The y de?ne self-determination as “the capacity to steer one’ s own life in personally meaningful ways and v al- ued directions” (Carter et al., 2008; see Chapter 2). If a teacher’ s, school’ s, or district’s main goal is to pr epare students for life after high school, the ?rst goal should be to teach them to communicate effectiv ely. Helping them achieve high level communication skills will support the dev elopment of self-determination skills and avoid learned helplessness. Communication is not just a set of skills, but a fundamental human right. The International Communication Project (2014) states that it is “the most fundamental of human capacities.
” Regardless of lev el The Communication Bill of Rights, c r e - ated by the National Joint Committee for the Communication Needs of P ersons with Sever e Disabilities (1992, 2016), outlines the rights of all students to develop speci?c appropriate communication skills with the hope that the adoption by all practitioners would create advancements for indi viduals with communication needs. This Bill of Rights consists of 15 speci?c rights that all individuals should be afforded in personal, educational, and intervention settings (see Communi- cation Bill of Rights on Figure 1.5). T arget areas within the Communication Bill of Rights are addressed that identify potential barriers, such as socialization, learning and shar ing knowledge, choice making, judicial and medical access, and respect. In 2016, Brady and colleagues updated the Communication Bill of Rights to highlight the importance of assessment, interv ention, community access, and socialization (see Chapter 4 for detailed information on how to evaluate access barr iers, and Chapter 7 for information on how to evaluate opportunity barr iers). In understanding students with CCN and how to best serve these students’ needs, teachers can work together to help students become independent communica- tors, enabling them to lead high quality and productiv e lives. FIGURE 1.4 Relationship between language and reading and writing abilities.Access opportuni?e s 13. Being respecte d 14. Ad dr essed directly 15.The ISAAC Bulletin, 67, 2. Basil, C. (1992). Social interaction and learned helplessness in severely disabled children.Patrichi, A. (2013). The process of communication in the classroom. Portland, OR: Oregon Health and Sciences University. Shannon, C. E. (1948). A mathematical theor y of communication. Wisconsin Child Welfare Training System. (2017). Developmental stages of infants and children.American Speech-Language-Hearing Association. (1993). Definitions of communication disorders and variations.
The ISAAC Bulletin, 67, 2. Basil, C. (1992). Social interaction and learned helplessness in severely disabled children.Patrichi, A. (2013). The process of communication in the classroom. The International Journal of Communication Research, 3, 342???347. Rowland, C. (2004). Communication matrix. Portland, OR: Oregon Health and Sciences University. Shannon, C. E. (1948). A mathematical theory of communication. Wisconsin Child Welfare Training System. (2017). Developmental stages of infants and children. Retrieved from Wood, J. T. (2016). Interpersonal communication: Everyday encounters (8th ed.). Boston, MA: Cengage Learning. And how can SLPs help get them the reading support they need.Wehmeyer, M. L. (2003). Theory in self-determination: Foundations for educational practice. Springfield, IL: Charles C Thomas.Paterson, H. L. (2017). The use of social media by adults with acquired conditions who use AAC: Current gaps and considerations in research. Developmental Disabilities Bulletin, 35, 103???130.82 Identifying the Student???s Present Level of Performance American Speech-Language-Hearing Association. (2017). Augmentative and Alternative Communication (AAC).Augmentative and Alternative Communication, 30, 200???212. Cambridge, MA: Harvard University Press. Curriculum Associates. (2010). The brigance comprehensive inventory of basic skills II and III.Education and Training in Autism and Developmental Disabilities, 47, 359???372. Smith, M. (2005). Literacy and augmentative and alternative communication. Tobii Dynavox. (2015). Accessible Literacy Learning (ALL) user???s manual. Pittsburgh, PA: Author.I: Expressive labelling. In Research Symposium of International Society for Augmentative and Alternative Communication, 16. International Society for Augmentative and Alternative Communication (ISAAC).Pittsburgh, PA: Dynavox Mayer Johnson. Calculator, S. N. (1999). AAC outcomes for children and youths with severe disabilities: When seeing is believing. Baltimore, MD: Paul H.
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