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building communicative competence individuals
Developing AAC Competence in Children with Complex ...
Feb 12, 2009 – Light, J. & Binger, C. (1998). Building Communicative Competence with Individuals Who Use Augmentative and. Alternative Communication.
Twelve core competencies for internal communicators
others to make informed decisions; building people's ... o For example, two roles may need a communication planning competency. One role may involve ...
200 A Day the Easy Way Putting It Into Practice
Abstract. Recent research indicates that individuals who are nonverbal need to be ... came from Janice Light's research in building communicative competence.
Teaching Intercultural Communicative Competence through the ...
four macro-skills to build discourse competence for communicative ..... people of different cultures are discussing an area of a cultural topic that the project ...
AAC A Way of Thinking - SET-BC
Building Communicative Competence . ..... systems. Individuals who can successfully coordinate their use of an appropriate AAC system will • exercise control ...
AAC A Way of Thinking - SET-BC
Building communicative competence with individuals who use augmentative and alternative communication. Baltimore Paul H. Brookes. Lloyd, L.L., Fuller, D.R., ...
AACAugmentative & Alternative Communication Resources
Building communicative competence with individuals who use augmentative and alternative communication. Paul H. Brookes Publishing Co. Baltimore, MD.
Building information and communication competence in a - E-LIS
Building information and communication competence in a collaborative learning environment ... opinion and to give adequate feedback to other people's view is ...
Handbook on Communicaiton Skills
Criteria for Assessing Communication Competence. 8. ... influence one another, build trust, and learn more about themselves and how people perceive them.
Building information and communication competence in a - Physnet
communication competence better than traditional methods of instruction. ... people collaboratively work together to share and build up knowledge. In this way ...
DYNAMIC AAC GOALS
light, J. & Binger, C. (1998) building Communicative Competence with individuals. Who use augmentative and alternative Communication. baltimore Paul h.
Light, J. & Binger, C. (1998). Building Communicative. Competence with Individuals Who Use Augmentative and. Alternative Communication. Baltimore Paul H.
The Role of Intercultural Communication Competency in Global ...
Feb 12, 2007 – the intercultural interaction is a unique communication competency issue. It is possible that an individual may be highly competent in com- ...
data provide the benchmarks to build communication competence. When we place the benefits of people who rely on AAC first, then the desired outcome is the ...
2 Communication skills
Communication competence varies depending on an ... individuals and organizations, utilizing appropriate ... Build and sustain relationships with individuals, ...
Building information and communication competence in a ...
communication competence better than traditional methods of instruction. ... people collaboratively work together to share and build up knowledge. In this way ...
Communication Competence A Malaysian Perspective Lailawati ...
Communication competence has been studied in a diverse array of ... For us to understand an individual's communicative performance (and hence competence), .... behaviors (and hence communication) which include building relationships, ...
rynﬂ A Day the Easy W3),
tive competence is "The ability to communi- cate functionally in the ... that we were asking people to change how .... back to our focus on building communicative ...
The Role of Communicative Competence in L2 Learning Masashito ...
current model of communicative competence, which is viewed as the basis of CLT .... how a group of people “speaks well” in a conversational exchange, and hence ..... function-building exercise, but also film their actual performance to collect ...
THE PERCEPTION OF INTERCULTURAL COMMUNICATION ...
With more children and young adults with severe disabilities in today's general education classrooms, SLPs and other professionals must be ready to support their students' communication skills with effective AAC. They'll get the proven strategies they need with this intervention guide from top AAC experts, ideal for use as an in-service professional development resource or a highly practical text students will keep and use long after class is over.
Essential for SLPs, OTs, PTs, educators, and other professionals in school settings, this book helps readers establish a beginning functional communicative repertoire for learners with severe disabilities. Professionals will start with an in-depth intervention framework, including a guide to AAC modes and technologies, variables to consider when selecting AAC, and how AAC research can be used to support practice. Then they'll get explicit, evidence-based instructional strategies they'll use to help children and young adults
initiate, maintain, and terminate an interaction
repair communication breakdowns
match graphic symbols to objects and events
request access to desired objects and activities
escape and avoid unwanted objects and activities
use alternative selection methods if they have severe motor impairments
strengthen language comprehension and adaptive functioning
enhance intelligibility and comprehensibility
generalize communication skills across settings
To help guide their interventions, professionals will get a CD-ROM with more than 35 blank forms and sample filled-in forms, plus helpful hints, research highlights, case examples, and chapter objectives. They'll also have a step-by-step primer on monitoring each learner's performance, including an overview of different types of measurement systems and when to use each of them. The go-to guide to the latest evidence-based AAC strategies, this research-to-practice book will help improve communication and quality of life for learners with a range of significant disabilities
Early Communication Skills for Children with Down Syndrome: A Guide for Parents and Professionals (Topics in Down Syndrome)
This title includes a book & CD-ROM.
Newly revised and updated, this compassionate and authoritative guide is based on Libby Kumin's thirty years of experience of working with children and adolescents with Down syndrome and their families. Dr Kumin draws on her vast experience to show parents how they can support and encourage their child's speech and language development from birth to age 6 (or when a child can form 2- to 3-word sentences). Parents and teachers learn how to work through characteristic challenges, including hearing loss, intelligibility issues, apraxia (difficulty planning oral-motor movements), or a slower pace of development. Families soon see that many children with Down syndrome are natural and willing communicators.
In a warm and conversational style, the author shares her professional expertise in parent-friendly terms. She uses specific examples of difficulties and successes to illustrate the concepts behind speech and language development, and includes the latest research supporting current early intervention and pre-school approaches that can be used at home and in schools.
This third edition features expanded information on the needs of children with apraxia, dual diagnosis of autism and Down syndrome, and updated terminology and information on special education law. An expanded chapter explains how technology and augmentative and alternative communication (AAC) can help with speech and language, foster communication, and provide inexpensive transitional language systems. Dozens of forms are now included on a CD-ROM to be used for assessment, developing treatment plans, and keeping detailed records of progress. Teachers, speech-language pathologists, and parents will love the convenience of printing multiple copies of forms and organising information for IEP meetings or periodic evaluations.
Academic Instruction for Students With Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
Packed with instructional strategies for students with significant disabilities, this research-based resource helps teachers adapt their curriculum, work collaboratively, develop accurate assessments, track student progress, and more.
Helping Children with Down Syndrome Communicate Better: Speech and Language Skills for Ages 6-14 (Topics in Down Syndrome)
As children with Down syndrome reach age 6 they encounter more complex speech and language demands in their learning and relationships with others. This is when gaps in communication abilities between children with Down syndrome and their typically developing peers begin to widen. Helping Children with Down Syndrome Communicate Better provides parents and professionals with the information and resources they need to improve their child s communication at school, at home, and in the wider community.
Written by Dr. Libby Kumin, an expert in Down syndrome and communication, this is the only book about speech and language issues for children with Down syndrome ages 6-14, and is the sequel to Early Communication Skills for Children with Down Syndrome. Encouraging and parent-friendly, it covers the scope of speech and language issues important for this age group, from understanding language pragmatics to building conversation skills and from using augmentative and alternative communication systems to improving speech intelligibility. Chapters include case studies, research, home and school activities for practice, and present:
The distinctions between language and speech
Factors that make speech and language difficult (articulation, grammar, fluency)
The evaluation process (school or private evaluation)
Assessment of language and speech skills
Language treatment (grammar, vocabulary, reading)
Speech treatment (articulation, fluency, apraxia)
Communication skills at school
Communication skills at home & in the community
Conversational skills (how to start & end conversations, take turns, stay on topic)
Assistive technology for communication (assessing need, types of augmentative or alternative communication, the right match for your child)
A suggested reading list, resource guide, and appendices (sample evaluations and blank forms) complement the wealth of practical suggestions and strategies in Helping Children with Down Syndrome Communicate Better. Parents, therapists, and teachers will want to refer to it often to help children make communication progress and participate fully in their lives.
Children with Down syndrome have a wide range of speech and language abilities, and most need the help of a speech-language pathologist (SLP) beginning at birth to maximise communication development. Early Communication Skills for Children with Down Syndrome explains the role of a SLP, the stages of communication development, and how certain characteristics of Down syndrome, such as low muscle tone, hearing loss, and cognitive delays, can slow progression of those skills. Delays can lead to frustration and other problems for children who do not have intelligible speech until age 2 or later. This new book is the updated, expanded edition of Communication Skills in Children with Down Syndrome. It focuses on speech and language development from birth through the stage of making 3-word phrases, which is often around kindergarten age, but can occur later. This book offers parents a wealth of information on intelligibility issues, hearing loss, apraxia (difficulty planning oral-motor movements), and other factors that affect communication for children with Down syndrome. It explains how to prepare for and understand the results of a speech-language assessment, and goes on to describe what to expect in the years ahead when a child enters elementary school. Throughout the new edition, the author incorporates the latest research on Down Syndrome and communication development. She has added new chapters on augmentative and alternative communication and other high- and low-tech supplemental communication options, as well as articulation, and literacy (how reading aids in the learning of language, speech, and auditory skills). New checklists on evaluating and treating speech problems, and numerous home activities designed to help children master each stage of communication development have also been added
Planning and Support for People With Intellectual Disabilities: Issues for Case Managers and Other Professionals
"Planning and Support for People with Intellectual Disabilities" provides comprehensive information for any professional working with people with intellectual disabilities, particularly case managers. The authors outline the skills needed and common issues in case management practice across a range of people with different disabilities at different stages of their life. Emphasising the importance of taking a rights-based approach to supporting people with learning disabilities, the authors argue that effective case management needs to be individualised and carried out in partnership with the individual and their family in order to draw up a lifestyle plan that meets their many needs, including employment, education, vocational training, therapy and behaviour support. The book includes chapters on inter-agency and cross-sector negotiation and collaboration, balancing rights and protection, listening to individuals and families, communication, optimising health outcomes, approaches to behaviour support, ethical decision-making and reflective supervision, and the text is complemented by case studies throughout. An essential reference for practitioners, the book is also an invaluable guide for policy makers, researchers and students, nurses, carers, and people with intellectual disabilities and their families.
A massive reference work on the scale of MITECS (The MIT Encyclopedia of Cognitive Sciences), The MIT Encyclopedia of Communication Disorders will become the standard reference in this field for both research and clinical use. It offers almost 200 detailed entries, covering the entire range of communication and speech disorders in children and adults, from basic science to clinical diagnosis.MITECD is divided into four sections that reflect the standard categories within the field (also known as speech-language pathology and audiology): Voice, Speech, Language, and Hearing. Within each category, entries are organized into three subsections: Basic Science, Disorders, and Clinical Management. Basic Science includes relevant information on normal anatomy and physiology, physics, psychology and psychophysics, and linguistics; this provides a scientific foundation for entries in the other subsections. The entries that appear under Disorders offer information on the definition and characterization of specific disorders, and tools for their identification and assessment. The Clinical Management subsection describes appropriate interventions, including behavioral, pharmacological, surgical, and prosthetic.Because the approach to communication disorders can be quite different for children and adults, many topics include separate entries reflecting this. Although some disorders that are first diagnosed in childhood may persist in some form throughout adulthood, many disorders can have an onset in either childhood or adulthood, and the timing of onset can have many implications for both assessment and intervention.Topics covered in MITECD include cochlear implants for children and adults, pitch perception, tinnitus, alaryngeal voice and speech rehabilitation, neural mechanisms of vocalization, holistic voice therapy techniques, computer-based approaches to children?s speech and language disorders, neurogenic mutism, regional dialect, agrammatism, global aphasia, and psychosocial problems associated with communicative disorders.
Webster's bibliographic and event-based timelines are comprehensive in scope, covering virtually all topics, geographic locations and people. They do so from a linguistic point of view, and in the case of this book, the focus is on "Brookes," including when used in literature (e.g. all authors that might have Brookes in their name). As such, this book represents the largest compilation of timeline events associated with Brookes when it is used in proper noun form. Webster's timelines cover bibliographic citations, patented inventions, as well as non-conventional and alternative meanings which capture ambiguities in usage. These furthermore cover all parts of speech (possessive, institutional usage, geographic usage) and contexts, including pop culture, the arts, social sciences (linguistics, history, geography, economics, sociology, political science), business, computer science, literature, law, medicine, psychology, mathematics, chemistry, physics, biology and other physical sciences. This "data dump" results in a comprehensive set of entries for a bibliographic and/or event-based timeline on the proper name Brookes, since editorial decisions to include or exclude events is purely a linguistic process. The resulting entries are used under license or with permission, used under "fair use" conditions, used in agreement with the original authors, or are in the public domain.
Most young children with autism have significant delays in acquiring communication skills, a hallmark characteristic of autism. But with intensive early intervention and Applied Behaviour Analysis techniques, children can be taught how to communicate successfully, even before they acquire the ability to use speech. This book examines the value of non-verbal communication strategies for children with autism, and presents the Picture Exchange Communication System (PECS) in detail. PECS is a communication system that allows a child to use a picture (or series of pictures) to express his needs and desires without a prompt or cue from another person. The authors co-developed PECS during many years of experience working with children with autism, and now share their expertise in this easy-to-understand guide for parents.