{"product_id":"introduction-to-augmentative-and-alternative-communication-isbn-9781861561879","title":"Introduction to Augmentative and Alternative Communication","description":"An increasing number of families and professionals are involved with severely communication-impaired children, adolescents and adults who use alternative communication systems to compensate for delayed systems and strategies that can be used to increase the communicative possibilities of people with limited spoken language. The authors discuss factors that are important when choosing communication systems, assessment strategies, environmental adaptation, and the principles for teaching comprehension and use of such communication systems to individuals with different disabilities; including motor impairments, learning disability and autism.  \u003cp\u003eThis book is unique within the field of augmentative and alternative communication with its basis in modern developmental theories of language and communication, its practical approach with many examples and focus on every-day situations, and its coherent and readable text. It may serve as an introductory text book for speech and language therapists, teachers in school and preschool, psychologists and care nurses, as well as a source of information for families with members who have severe developmental speech and language disorders.\u003c\/p\u003e  Preface.  \u003cp\u003e\u003cb\u003eChapter 1 Introduction.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTerminology.\u003c\/p\u003e \u003cp\u003eNotation.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Augmentative and alternative communication.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eManual Signs.\u003c\/p\u003e \u003cp\u003eGraphic Signs.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eBlissymbols.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003ePictogram Ideogram Communication.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003ePicture Communications Symbols.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eRebus.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eLexigrams.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSigsymbols.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePictures.\u003c\/p\u003e \u003cp\u003eOrthographic script.\u003c\/p\u003e \u003cp\u003eTangible signs.\u003c\/p\u003e \u003cp\u003e\u003ci\u003ePremack's word bricks.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eTactile signs.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChoosing a sign system.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eManual, graphic or tangible signs.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eUse of the systems.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eManual signs.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eGraphic signs.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eTangible signs.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Communication aids.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTraditional aids.\u003c\/p\u003e \u003cp\u003eHigh-technology aids.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eArtificial speech.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eTelecommunication aids\u003c\/i\u003e.\u003c\/p\u003e \u003cp\u003ePointing.\u003c\/p\u003e \u003cp\u003eKeyboards.\u003c\/p\u003e \u003cp\u003eSwitches.\u003c\/p\u003e \u003cp\u003eChoosing a communication aid.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eMobility.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eDirect selection and scanning.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eManual and electronic aids.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSome characteristics of aided communication.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eArticulation.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eTime.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe role of the conversational partner.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Children, adolescents and adults in need of augmentative an alternative communication.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThree functional groups.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe expressive language group.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe supportive language group.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe alternative language group\u003c\/i\u003e.\u003c\/p\u003e \u003cp\u003eThe most common groups in need of augmentative and alternative communication.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eMotor impairment.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eDevelopmental language disorders.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eLearning disability.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eAutism.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eRett's syndrome.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSome common problems.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eLearning takes time.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eGeneralisation.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eLearned passivity and dependency on others.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eBehavioural disorders.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Assessment.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe need for toal intervention.\u003c\/p\u003e \u003cp\u003eAssessment methods.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eTests.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eChecklists.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eInformation from those in contact with the individual.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSystematic observation.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eExperimental teaching.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eBasic information.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eOverview of the day.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eGeneral skills.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eInterest in objects, activities and events.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eAttention and initiation of communicative contact with others.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSelf-help skills.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSelf-occupancy.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eMotor skills.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eVision and hearing.\u003c\/p\u003e \u003cp\u003eDiagnosis.\u003c\/p\u003e \u003cp\u003eThe family's need for support, relief and help.\u003c\/p\u003e \u003cp\u003eLanguage and communication.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eUse.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eComprehension.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eEvaluating the language intervention.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSpecific goals\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eGeneralized effects\u003c\/i\u003e.\u003c\/p\u003e \u003cp\u003eInformation transfer when changing schools, work and home.\u003c\/p\u003e \u003cp\u003eDefining areas of responsibility.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 The teaching situation.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eJoint attention.\u003c\/p\u003e \u003cp\u003eDesigning the teaching situation.\u003c\/p\u003e \u003cp\u003ePlanning for generalization.\u003c\/p\u003e \u003cp\u003eDuration and location of teaching sessions.\u003c\/p\u003e \u003cp\u003eStructuring.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eFrame structure.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSituational structure.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eCues.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eInitiating the intervention.\u003c\/p\u003e \u003cp\u003eThe effect of sign teaching on speech acquisition.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Teaching strategies.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStructured overinterpretation and total communication.\u003c\/p\u003e \u003cp\u003eImplicit and explicit teaching.\u003c\/p\u003e \u003cp\u003eComprehension and use of signs.\u003c\/p\u003e \u003cp\u003eTeaching comprehension.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eNatural situations.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSpecial training.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eTeaching sign use.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eWatch, wait and react.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eReacting to habitual behaviour.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eBuild-and-break chains.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eReacting to signal-triggered anticipatory behaviour.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eFulfilling wants.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eFocusing on expression and comprehension.\u003c\/p\u003e \u003cp\u003eIncidental teaching.\u003c\/p\u003e \u003cp\u003eStructured waiting.\u003c\/p\u003e \u003cp\u003eNaming.\u003c\/p\u003e \u003cp\u003eStructured and unstructured situations.\u003c\/p\u003e \u003cp\u003ePreparatory training.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEye contact.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eGaze direction and attentiveness.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSitting still.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eBehaviour chains.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eImitation.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eMotor skills\u003c\/i\u003e.\u003c\/p\u003e \u003cp\u003eFacilitating techniques.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Choosing the first signs.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExisiting communication.\u003c\/p\u003e \u003cp\u003eGeneral and specific signs.\u003c\/p\u003e \u003cp\u003eRepetitions.\u003c\/p\u003e \u003cp\u003eMotor skills.\u003c\/p\u003e \u003cp\u003ePerception.\u003c\/p\u003e \u003cp\u003eIconicity.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eManual signs.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eGraphic signs.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eTangible signs.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSimple and complex concepts.\u003c\/p\u003e \u003cp\u003eWhat to expect.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Further vocabulary development.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAlternative and supportive language groups.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eContrasts between signs.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSigns for proper names.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eExpanding use.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eIndividual sign dictionaries.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe expressive language group.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eUser involment.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eExpanding the situations in which signs may be used.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eIncreased access to signs.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eExpanding the vocabulary by using sign combinations.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReady-made vocabularies.\u003c\/p\u003e \u003cp\u003eFrom graphic signs to orthographic script.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Multi-sign utterances.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eVocabulary.\u003c\/p\u003e \u003cp\u003e\u003ci\u003ePivots.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eVerb island constructs.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eNew sign categories.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eInflections.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSentences.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eHorizontal and verical structures.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eTopic-comment.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSemantic roles.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eNegation.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eFill-in.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eChaining.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eReady-made sentences.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCognitive effort.\u003c\/p\u003e \u003cp\u003eComprehension.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eBootstrapping.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003ePerspective.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eComprehension of spoken language.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eVariation.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 Conversational skills.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAlternative language group.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eRoutines,plans and scripts.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSupportive language group.\u003c\/p\u003e \u003cp\u003eExpressive language group.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEnvironmental strategies.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003ePartner strategies.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eConversational strategies.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eNarratives.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 The language environment.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAdapting the environment.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe simultaneous use of speech and signs.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSimplified language.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eModels.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eTeaching families.\u003c\/p\u003e \u003cp\u003eTeaching peers and friends.\u003c\/p\u003e \u003cp\u003eCost and benefit.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 Overview of case studies.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eList of sign illustrations.\u003c\/p\u003e \u003cp\u003eReferences and citation index.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e  \u003cp\u003eEdited by \u003cstrong\u003eStephen von Tetzchner\u003c\/strong\u003e, University of Oslo, Norway.   An increasing number of families and professionals are involved with severely communication-impaired children, adolescents and adults who use alternative communication systems to compensate for delayed systems and strategies that can be used to increase the communicative possibilities of people with limited spoken language. The authors discuss factors that are important when choosing communication systems, assessment strategies, environmental adaptation, and the principles for teaching comprehension and use of such communication systems to individuals with different disabilities; including motor impairments, learning disability and autism.  \u003c\/p\u003e\u003cp\u003eThis book is unique within the field of augmentative and alternative communication with its basis in modern developmental theories of language and communication, its practical approach with many examples and focus on every-day situations, and its coherent and readable text. It may serve as an introductory text book for speech and language therapists, teachers in school and preschool, psychologists and care nurses, as well as a source of information for families with members who have severe developmental speech and language disorders.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989456142565,"sku":"NP9781861561879","price":102.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781861561879.jpg?v=1761784171","url":"https:\/\/k12savings.com\/es\/products\/introduction-to-augmentative-and-alternative-communication-isbn-9781861561879","provider":"K12savings","version":"1.0","type":"link"}