Supporting Students with Communication Disorders. A Collaborative Approach: A Resource for Speech-Language Pathologists, Parents and Educators
Ms. Eannace has brilliantly combined communication and educational theory, research, and best practice with relevant personal accounts and demonstrative student case studies to explain the best method of support for students with communication disorders. She is masterful in illustrating the pragmatic application of assessment and intervention processes. This illustration will enable parents, educators, and speech-language pathologists to meaningfully facilitate students' communication and academic success. The collaborative model, as the foundation for achieving students' success, is explained in detail. Ms. Eannace methodically educates and explains in concrete terms how parents, as active members of their children's educational teams, can successfully navigate the ever-changing school environment. This book is a must read for any parent with a child who presents with a language disorder, a speech disorder, autism spectrum disorder, Asperger's syndrome, a behavior disorder, an emotional disturbance, a hearing impairment, learning disability and/or any other condition or disorder in which communication success is impacted. In addition, this book is a must read for educators, school personnel and speech-language pathologists. It provides a concise blueprint that outlines best practice when supporting students with communication disorders. This book provides parents, educators, and speech-language pathologists necessary tools to efficiently navigate the dynamic school system facilitating students' communication and academic success and active engagement within total school environments. The principles of: one-size-never-fits-all, best practice is situational and all behavior is communication are examined throughout the book.
1141214361
Supporting Students with Communication Disorders. A Collaborative Approach: A Resource for Speech-Language Pathologists, Parents and Educators
Ms. Eannace has brilliantly combined communication and educational theory, research, and best practice with relevant personal accounts and demonstrative student case studies to explain the best method of support for students with communication disorders. She is masterful in illustrating the pragmatic application of assessment and intervention processes. This illustration will enable parents, educators, and speech-language pathologists to meaningfully facilitate students' communication and academic success. The collaborative model, as the foundation for achieving students' success, is explained in detail. Ms. Eannace methodically educates and explains in concrete terms how parents, as active members of their children's educational teams, can successfully navigate the ever-changing school environment. This book is a must read for any parent with a child who presents with a language disorder, a speech disorder, autism spectrum disorder, Asperger's syndrome, a behavior disorder, an emotional disturbance, a hearing impairment, learning disability and/or any other condition or disorder in which communication success is impacted. In addition, this book is a must read for educators, school personnel and speech-language pathologists. It provides a concise blueprint that outlines best practice when supporting students with communication disorders. This book provides parents, educators, and speech-language pathologists necessary tools to efficiently navigate the dynamic school system facilitating students' communication and academic success and active engagement within total school environments. The principles of: one-size-never-fits-all, best practice is situational and all behavior is communication are examined throughout the book.
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Supporting Students with Communication Disorders. A Collaborative Approach: A Resource for Speech-Language Pathologists, Parents and Educators

Supporting Students with Communication Disorders. A Collaborative Approach: A Resource for Speech-Language Pathologists, Parents and Educators

by Mary E. Eannace
Supporting Students with Communication Disorders. A Collaborative Approach: A Resource for Speech-Language Pathologists, Parents and Educators

Supporting Students with Communication Disorders. A Collaborative Approach: A Resource for Speech-Language Pathologists, Parents and Educators

by Mary E. Eannace

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Overview

Ms. Eannace has brilliantly combined communication and educational theory, research, and best practice with relevant personal accounts and demonstrative student case studies to explain the best method of support for students with communication disorders. She is masterful in illustrating the pragmatic application of assessment and intervention processes. This illustration will enable parents, educators, and speech-language pathologists to meaningfully facilitate students' communication and academic success. The collaborative model, as the foundation for achieving students' success, is explained in detail. Ms. Eannace methodically educates and explains in concrete terms how parents, as active members of their children's educational teams, can successfully navigate the ever-changing school environment. This book is a must read for any parent with a child who presents with a language disorder, a speech disorder, autism spectrum disorder, Asperger's syndrome, a behavior disorder, an emotional disturbance, a hearing impairment, learning disability and/or any other condition or disorder in which communication success is impacted. In addition, this book is a must read for educators, school personnel and speech-language pathologists. It provides a concise blueprint that outlines best practice when supporting students with communication disorders. This book provides parents, educators, and speech-language pathologists necessary tools to efficiently navigate the dynamic school system facilitating students' communication and academic success and active engagement within total school environments. The principles of: one-size-never-fits-all, best practice is situational and all behavior is communication are examined throughout the book.

Product Details

ISBN-13: 9781667831213
Publisher: BookBaby
Publication date: 03/14/2022
Sold by: Barnes & Noble
Format: eBook
Pages: 298
File size: 4 MB

About the Author

Mary E. Eannace is a highly respected licensed speech-language pathologist, autism, and educational consultant with extensive and diverse experience. Ms. Eannace practiced for thirty-five years within dynamic school settings, serving students with diverse communication disorders. She is currently engaged in private practice as a communication, autism, and educational consultant. She has presented numerous seminars, training programs and consultations to school districts, special education cooperatives, professional organizations, and parent groups on various topics. Ms. Eannace previously served as an adjunct professor at St. Xavier University in Chicago, Illinois and Lewis University in Romeoville, Illinois.

In addition to a Master's degree in Speech-Language Pathology, Ms. Eannace has a Master's Degree in Educational Administration and Supervision. She holds the Certificate of Clinical Competence in Speech-Language Pathology from the American Speech, Language and Hearing Association and the following Illinois Teaching Certificates: Speech-Language Pathology (preschool through secondary teaching), Type 75 Administrative Certificate and Director of Special Education.

Table of Contents

Dedication 1

About the Author 3

Preface 5

Chapter 1 Introduction 11

The Importance of Experience 11

Case Study: Eric 12

Engagement is One of the Strongest Indicators of Positive Student Outcomes 16

Knowledge is Power 17

No Room for Judgments 21

Chapter 2 Effective Communication within the Instructional Process 23

Teaching, Learning and Communication 23

To All the Wonderful Parents 28

Challenge to All Parents 30

Chapter 3 The Collaborative Problem-Solving Model 32

Parents (Caregivers) as Full Members of Educational Collaborative Teams 32

Educational Teams 35

Approaches to Teaching 36

Collaboration vs. Teaming 37

Chapter 4 The Dynamic Communication Process 42

Speech 43

Case Study: Bob (Speech Disorder) 44

Speech Delay or Disorder 45

Speech: One Means of Communication 47

Language 50

Language Delay or Disorder 50

Five Components or Elements of Language 51

Phonology (Phonological Knowledge) 52

Morphology (Morphemic Knowledge) 53

Syntax (Syntactic Knowledge) 53

Semantics (Semantic Knowledge) 54

Case Study: High School Reading Class (Semantic Language Disorder) 55

Pragmatics (Pragmatic Knowledge) 56

Auditory Processing Disorders 57

Communication 61

Communication Disorders 62

Shared Communication Intents (Speech Acts) 63

Communication Breakdowns 65

Case Study: Vicky (Communication Disorder) 66

Impact of Communication Delays or Disorders 69

Chapter 5 All Behavior Is Communication 73

Communication Frustrations and Anxiety 79

Communication is a 24-Hour, 7-Day a Week Process 81

Relationships between Domain Areas 82

Case Study: Emily 85

Educational Classifications and Medical Diagnoses 88

Chapter 6 Executive Function Skills 90

Case Study: Billy (Executive Functions) 90

Case Study: Noah (Executive Functions) 91

Executive Function Skills 92

Case Study: Intermediate Student (Flexibility) 95

Case Study: Donny (Flexibility) 96

Case Study: Billy (Task Initiation) 98

Chapter 7 Cognitive Processes 102

Theory of Mind (ToM) 102

Case Study: Mike (Theory of Mind) 102

Case Study: Tommy (Theory of Mind) 103

Case Study: Tony (Theory of Mind) 104

Case Study: Ethan (Theory of Mind) 107

Supporting Students with Deficits within Theory of Mind 107

Case Study: Kevin (Theory of Mind) 108

Chapter 8 Communication Assessment 110

The Power of Observation and Active Listening 110

Differential Diagnosis 112

Request for an Evaluation (Assessment) 114

The Assessment Process 116

Domain Meetings 116

Educational Disability Classifications (IDEA, 2006, Sec. 300.8, (c)) 118

Example Domain Meeting Discussions: Communication Domain 120

Assessment Questions 122

IDEA 2004: Academic, Social, Vocational Impact 126

Case Study: Frank (Assessment) 132

Assessing Speech-Language, Communication Skills: English Language Learners 134

Dynamic Communication Assessment 136

Formal Standardized Communication Assessments 140

Know Your Students 144

Language Samples 145

Communication Samples 147

Case Study: Tommy (Assessment) 150

Pragmatic Checklists - Pragmatic Protocols 153

Chapter 9 The Individual Education Program (IEP) 165

What Parents Should Bring to an Evaluation Meeting and/or an Individual Education Program (IEP) meeting. 167

Present Level of Performance 169

Goals and Benchmarks 171

Consideration of Special Factors. 172

Supplementary Aids, Accommodations and Modifications. 173

Supports for School Personnel. 174

Educational Placement 175

Service Delivery Options 175

Inclusive Education: Active Engagement - Active Participation 180

Case Study: Tim (Inclusion) 181

Case Study: Sam (Inclusion) 183

Least Restrictive Environment (LRE) 185

Educational Supports, Modification, Adaptations and Differentiation 189

Universal Design of Instruction (UDI) 196

Chapter 10 Communication Interventions and Supports 198

Make Communication a Priority! 199

Structure, Consistency and Predictability 200

Functional Communication 201

Multimodality Approach 203

Case study: Katie (Multimodality Approach) 203

Evidence-Based Practice 206

Chapter 11 Visual Processing Interventions and Supports 209

Students Diagnosed with Autism and Asperger's Syndrome 209

Case Study: Andrew (Visual Processing) 211

Following are Visual Processing Intervention Goals: 212

Visualization and Active Listening are Two Effective Interventions 218

Case Study: Students with Hearing Impairments (Active Listening) 220

Case Study: Jay (Active listening) 220

Visual Supports: Structure, Predictability, Consistency 224

Intervention: Get Ready-Do-Done (Ward, 2012) 226

Making Conversations Visual Intervention 228

Example: Making Conversations Visual 232

Think Like a Scientist Intervention 236

Mind Maps - Mind Mapping Intervention 240

Social Thinking® Curriculum (M. G. Winner, 2000, 2007, 2008) 249

Case study: High School Social Thinking Group 253

Power Card Strategy© (Gagnon, 2001) 254

Social Stories© (Gray, 2010) 254

Structuring Classroom Groups 255

Paraphrasing Strategy 256

Visual Language Boards 258

Examples of Visual Language Boards 262

Case Study: Sixth Grade Student (Visual Language Board) 272

Monitoring Students' Progress 274

References 282

Charts

Chart 1 The Means of Communication 48

Chart 2 The Components or Elements of Language 52

Chart 3 Communication - Speech - Language 63

Chart 4 Communication Intents (Speech Acts) 64

Chart 5 Academic, Social and Vocational Success 83

Chart 6 Dynamic Assessment - Intervention Loop 114

Chart 7 Assessment Domain Areas 119

Chart 8 Means of Communication Observation Form 157

Chart 9 Pragmatic Observation Form 158

Chart 10 Observations of Behavior 160

Chart 11 Language Sample Form 162

Chart 12 Classroom Observation Form 163

Chart 13 Classroom Observation Form 164

Appendices

Appendix 1 Special Education School Laws 277

Appendix 2 Educational Disability Classifications (Idea Part B, 2006) 279

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