Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134509684. Early Language Intervention by Robert Owens is a comprehensive text on assessment and intervention with both verbal and nonverbal communication of infants, toddlers, and preschoolers. Informative and authoritative, it offers practical guidelines for functional methods that highlight language use within the daily routines of the home and classroom. Designed as an undergraduate-level text for communication disorders students, it covers assessment an intervention of both verbal and nonverbal communication, including augmentative and alternative communication (AAC), with young children who need support in learning to communicate. Also included are valuable resources, tables, and materials particularly useful for clinicians in practice. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.

Table of Contents:
BRIEF TABLE OF CONTENTS Chapter 1: Components of Early Intervention Chapter 2: Early Communication Impairment Chapter 3: A Model for Early Communication Intervention Chapter 4: Assessment of Early Communication Intervention: What to Assess Chapter 5: Early Communication Assessment Process Chapter 6: Presymbolic Early Communication Intervention Chapter 7: Alternative and Augmentative Communication: Introduction and Assessment Chapter 8: Alternative and Augmentative Communication: Intervention Chapter 9: Symbolic Intervention Chapter 10: Feeding and Swallowing by Jessica Kisenwether, Ph.D., Misericordia University Appendix A: Sample IFSP Appendix B: Evaluation of At-Risk Neonates Appendix C: Formal Tests for Young Children Appendix D: Caregiver Questionnaire Appendix E: Developmental Milestones Appendix F: Interactional Observation Appendix G: Forms of Communication Appendix H: Intervention Approaches for Children with ASD Appendix I: Stimulation Activities Appendix J: Possible Electronic AAC Assessment Protocol Appendix K: Feeding Assessment Interview Questionnaire DETAILED TABLE OF CONTENTS Chapter 1: Components of Early Intervention Overview of EI Legal Basis for Early Intervention Education of the Handicapped Act Amendments Individuals with Disabilities Education Act (IDEA) Individuals with Disabilities Education Improvement Act (IDEIA) Summary Transdisciplinary Team The Importance of Families Cultural Considerations Parents/Caregivers Individualized for Each Child Individualized Family Service Plan (IFSP) Natural Environment The Need for Evidence-Based Practice Chapter Conclusion   Chapter 2: Early Communication Impairment Late Language Emergence Risk of Communication Impairment Established risk Intellectual Disability (ID) Autism Spectrum Disorder (ASD) Cerebral Palsy Deafness and Deaf-Blindness Cleft Palate At-risk Children International Adoptions      Low Socioeconomic Status Maltreatment/Neglect, Fetal Alcohol Spectrum Disorder and Prenatal Cocaine Exposure      Preterm and Low Birth Weight Infants Early Identifying Signs and Behaviors APGAR, an Infant’s First Exam Chapter Conclusion   Chapter 3: A Model for Early Communication Intervention The Evolving Model of ECI Service Delivery       Functional Communication      Generalization      Family-Centered Intervention      Individualization      Conclusion Content for Improving Communication Intervention Strategies      Responsive Interaction Strategies      Directive Interaction Strategies      Blended Strategies Role of a Child’s Environment Family-Centered Services Working with Parents A Hybrid Approach to Family-Centered Intervention Teachers, Classroom Aides, and Child Care Providers Child Peers Role of the SLP as Part of the Team      Consultation      Service Coordination       Transition Planning       Advocacy Awareness and Advancement of the Knowledge Base An Example of Early Intervention: Parents Interacting with Infants (PIWI) Chapter Conclusion   Chapter 4: Assessment of Early Communication Intervention: What to Assess Evaluation vs. Assessment Transdisciplinary Model of Assessment      Play-based Assessment      Conclusion Role of Parents & Caregivers      A Rationale for Parental Involvement in Assessment      Involving Families in Assessment       Family Concerns, Priorities, and Resources Informal Communication Assessment Description of Communication Presymbolic Behaviors Symbolic Behaviors Formal Assessment Infants, Toddlers, and Preschoolers Early identification of Children with ASD Eligibility for Services Chapter Conclusion   Chapter 5: Early Communication Assessment Process Communication Screening      Families with Culturally Linguistically Diverse Backgrounds Communication Assessment      Multiple Measures      Transdisciplinary Teams      Ecological Validity Pre-assessment Planning and Preliminary Data Collecting Questionnaire Caregiver Interview The Evolving Assessment Plan Interactional Observation The Observation Process Judging Communication Success and Intentionality Caregiver-Child Interactions Forming Hypotheses Play-based Interactional Assessment Dynamic Assessment Describing Communication Symbolic Assessment Presymbolic Behaviors Sampling Analysis of Data Decision-making and Recommendations Outcomes A Final Word on Parental Involvement Special Cases Children with Deafness and Blindness International Adoptees and Children from Families Speaking Other-than-English      Children with Challenging Behaviors Children with Motor Speech Disorders Children with ASD Chapter Conclusion   Chapter 6: Presymbolic Early Communication Intervention Spectrum of Early Communication Intervention      Location of Intervention      Types of ECI Service Delivery      Intervention Approach Evidence-Based Practice (EBP)      AAC and the Pressure to Speak      Contingent Imitation      Exaggerated Intonation and Modified Prosody      Feedback      Avoidance of Non-speech Oral Motor Exercises Getting Started Enhancing Communication In the NICU or SCN Establishing Early Communication Functional Equivalence and Challenging Behaviors Establishing Gestures Vocalizing Language Stimulation: Talking to Young Children      Bilingual Families Presymbolic Skills Establishing Joint Attending Imitation Means-Ends Monitoring Intervention Chapter Conclusion   Chapter 7: Alternative and Augmentative Communication: Introduction and Assessment Types of AAC Unaided AAC Aided AAC Evidence-Based Practice Dangers in Ignoring EBP AAC Myths Assessment Elements of a Thorough AAC Assessment Decision-making Chapter Conclusion   Chapter 8: Alternative and Augmentative Communication: Intervention Getting Started      Initiating Communication      Active Learning Child-based Intervention      Representations      Organization      Selection      Output      The Child’s Communication System Issues Functional Equivalence Vocabulary Multimodality and Development Generalization: Role of the Environment       Neuromotor Considerations Intervention Methods Early Communication Intentions Transitioning from Nonsymbolic to Symbolic Receptive Use Expressive Use Children with Deafness and Blindness Children with ASD      Aided AAC      Picture Exchange System (PECS) Chapter Conclusion Useful Websites   Chapter 9: Symbolic Intervention Early Symbolic Guidelines      Selecting New Symbols Expanding the Range of Intentions Teaching Semantic Categories Combining into Longer Utterances Symbolic Intervention Techniques Model Language but Do Not Require a Child Response Model Language and Require a Child Response Provide Feedback but Do Not Require a Child Response Respond and Require a Child Response Specific Targets Single Words Two-Word Constructions  Longer Constructions Involving Parents, Teachers, and Other Adults      Book Sharing      Language Modeling      A Helpful Website Two Examples of Early Communication Intervention Hanen Early Language Program Responsive Education and Prelinguistic Milieu Teaching Chapter Conclusion   Chapter 10: Feeding and Swallowing by Jessica Kisenwether, Ph.D., Misericordia University Background Role of the SLP Specific Considerations in Pediatric Swallowing      Differences in Anatomy and Physiology      Differences in Etiology      Differences in Communication Skills      Differences in Treatment Development of Feeding      Newborns - 3 Months      6 - 12 Months      15 - 24 Months Causes of Feeding/Swallowing Difficulty      Prematurity and/or Low Birth Weight      Neurological Conditions      Cardiovascular Conditions      Respiratory Conditions      Traumatic Brain Injury      Failure to Thrive      Esophageal Complications      Craniofacial Anomalies      Environmental Conditions Feeding Team Assessment Strategies      Medical History      Interview      Observation      Physical Examination      Swallow Evaluation      Instrumental Evaluation Treatment Strategies      Environment      Positioning      Pacing      Texture Changes      Oral Motor/Sensory Stimulation      Behavioral Treatment      Cultural Considerations Chapter Conclusion Appendices Appendix A: Sample IFSP Appendix B: Evaluation of At-Risk Neonates Appendix C: Formal Tests for Young Children Appendix D: Caregiver Questionnaire Appendix E: Developmental Milestones Appendix F: Interactional Observation Appendix G: Forms of Communication Appendix H: Intervention Approaches for Children with ASD Appendix I: Stimulation Activities Appendix J: Possible Electronic AAC Assessment Protocol Appendix K: Feeding Assessment Interview Questionnaire Glossary Author Index Content Index