Robert E. Owens, Jr, PhD (“Dr. Bob”) is an Associate Professor at the College of St. Rose in Albany, NY and a New York State Distinguished Teaching Professor. He holds the American Speech-Language-Hearing Association Honors of the Association. His teaching includes language development and language disorders courses and is the author of Language Development, An Introduction (9 editions) with Pearson, Language Disorders, A Functional Approach (6 editions), Program for the Acquisition of Language with the Severely Impaired (PALS), Help Your Baby Talk, Introducing the New Shared Communication Method, and Queer Kids, The Challenge & Promise for Lesbian, Gay & Bisexual Youth. His Language Development text is the most widely used in the world and has been translated into Spanish, Korean, and Arabic. He has also co-authored Introduction to Communication Disorders, A Life Span Perspective (4 editions) with Pearson, written a score of book chapters and professional articles, and authored two as-yet unpublished novels which are sure to win a posthumous Pulitzer prize. In love with the sound of his own voice, Dr. Bob has presented over 200 professional papers and workshops around the globe. His professional interests are language disorders in infants, toddlers, and preschoolers who are also some of his best friends.

• BRIEF TABLE OF CONTENTS Chapter 1: Components of Early InterventionChapter 2: Early Communication ImpairmentChapter 3: A Model for Early Communication InterventionChapter 4: Assessment of Early Communication Intervention: What to AssessChapter 5: Early Communication Assessment ProcessChapter 6: Presymbolic Early Communication InterventionChapter 7: Alternative and Augmentative Communication: Introduction and AssessmentChapter 8: Alternative and Augmentative Communication: InterventionChapter 9: Symbolic InterventionChapter 10: Feeding and Swallowing by Jessica Kisenwether, Ph.D., Misericordia University Appendix A: Sample IFSPAppendix B: Evaluation of At-Risk NeonatesAppendix C: Formal Tests for Young ChildrenAppendix D: Caregiver QuestionnaireAppendix E: Developmental MilestonesAppendix F: Interactional ObservationAppendix G: Forms of CommunicationAppendix H: Intervention Approaches for Children with ASDAppendix I: Stimulation ActivitiesAppendix J: Possible Electronic AAC Assessment ProtocolAppendix K: Feeding Assessment Interview Questionnaire DETAILED TABLE OF CONTENTS Chapter 1: Components of Early InterventionOverview of EILegal Basis for Early InterventionEducation of the Handicapped Act Amendments Individuals with Disabilities Education Act (IDEA)Individuals with Disabilities Education Improvement Act (IDEIA)SummaryTransdisciplinary TeamThe Importance of FamiliesCultural ConsiderationsParents/CaregiversIndividualized for Each ChildIndividualized Family Service Plan (IFSP)Natural EnvironmentThe Need for Evidence-Based PracticeChapter Conclusion  Chapter 2: Early Communication ImpairmentLate Language EmergenceRisk of Communication ImpairmentEstablished riskIntellectual Disability (ID)Autism Spectrum Disorder (ASD)Cerebral PalsyDeafness and Deaf-BlindnessCleft PalateAt-risk ChildrenInternational AdoptionsLow Socioeconomic StatusMaltreatment/Neglect, Fetal Alcohol Spectrum Disorder and Prenatal Cocaine ExposurePreterm and Low Birth Weight Infants Early Identifying Signs and BehaviorsAPGAR, an Infant’s First ExamChapter Conclusion  Chapter 3: A Model for Early Communication InterventionThe Evolving Model of ECI Service Delivery Functional CommunicationGeneralizationFamily-Centered InterventionIndividualizationConclusion Content for Improving CommunicationIntervention StrategiesResponsive Interaction StrategiesDirective Interaction StrategiesBlended Strategies Role of a Child’s EnvironmentFamily-Centered ServicesWorking with ParentsA Hybrid Approach to Family-Centered InterventionTeachers, Classroom Aides, and Child Care ProvidersChild PeersRole of the SLP as Part of the Team ConsultationService Coordination Transition Planning Advocacy Awareness and Advancement of the Knowledge BaseAn Example of Early Intervention: Parents Interacting with Infants (PIWI)Chapter Conclusion  Chapter 4: Assessment of Early Communication Intervention: What to AssessEvaluation vs. AssessmentTransdisciplinary Model of AssessmentPlay-based AssessmentConclusion Role of Parents & CaregiversA Rationale for Parental Involvement in AssessmentInvolving Families in Assessment Family Concerns, Priorities, and ResourcesInformal Communication Assessment Description of CommunicationPresymbolic BehaviorsSymbolic BehaviorsFormal Assessment Infants, Toddlers, and PreschoolersEarly identification of Children with ASDEligibility for ServicesChapter Conclusion  Chapter 5: Early Communication Assessment ProcessCommunication ScreeningFamilies with Culturally Linguistically Diverse Backgrounds Communication AssessmentMultiple MeasuresTransdisciplinary TeamsEcological Validity Pre-assessment Planning and Preliminary Data CollectingQuestionnaireCaregiver InterviewThe Evolving Assessment PlanInteractional ObservationThe Observation ProcessJudging Communication Success and IntentionalityCaregiver-Child InteractionsForming HypothesesPlay-based Interactional AssessmentDynamic AssessmentDescribing CommunicationSymbolic AssessmentPresymbolic BehaviorsSamplingAnalysis of DataDecision-making and RecommendationsOutcomesA Final Word on Parental InvolvementSpecial CasesChildren with Deafness and BlindnessInternational Adoptees and Children from Families Speaking Other-than-EnglishChildren with Challenging Behaviors Children with Motor Speech DisordersChildren with ASDChapter Conclusion  Chapter 6: Presymbolic Early Communication InterventionSpectrum of Early Communication Intervention Location of Intervention Types of ECI Service DeliveryIntervention ApproachEvidence-Based Practice (EBP)AAC and the Pressure to SpeakContingent ImitationExaggerated Intonation and Modified ProsodyFeedbackAvoidance of Non-speech Oral Motor Exercises Getting StartedEnhancing CommunicationIn the NICU or SCNEstablishing Early CommunicationFunctional Equivalence and Challenging BehaviorsEstablishing GesturesVocalizingLanguage Stimulation: Talking to Young ChildrenBilingual FamiliesPresymbolic SkillsEstablishing Joint AttendingImitationMeans-EndsMonitoring Intervention Chapter Conclusion  Chapter 7: Alternative and Augmentative Communication: Introduction and AssessmentTypes of AACUnaided AACAided AACEvidence-Based PracticeDangers in Ignoring EBPAAC MythsAssessmentElements of a Thorough AAC AssessmentDecision-making Chapter Conclusion  Chapter 8: Alternative and Augmentative Communication: InterventionGetting StartedInitiating CommunicationActive Learning Child-based InterventionRepresentationsOrganizationSelectionOutputThe Child’s Communication System IssuesFunctional Equivalence Vocabulary Multimodality and DevelopmentGeneralization: Role of the EnvironmentNeuromotor Considerations Intervention MethodsEarly Communication IntentionsTransitioning from Nonsymbolic to SymbolicReceptive UseExpressive UseChildren with Deafness and BlindnessChildren with ASDAided AACPicture Exchange System (PECS) Chapter ConclusionUseful Websites  Chapter 9: Symbolic InterventionEarly Symbolic GuidelinesSelecting New Symbols Expanding the Range of IntentionsTeaching Semantic CategoriesCombining into Longer UtterancesSymbolic Intervention TechniquesModel Language but Do Not Require a Child ResponseModel Language and Require a Child ResponseProvide Feedback but Do Not Require a Child ResponseRespond and Require a Child ResponseSpecific TargetsSingle WordsTwo-Word Constructions  Longer ConstructionsInvolving Parents, Teachers, and Other AdultsBook SharingLanguage ModelingA Helpful Website Two Examples of Early Communication InterventionHanen Early Language ProgramResponsive Education and Prelinguistic Milieu TeachingChapter Conclusion  Chapter 10: Feeding and Swallowing by Jessica Kisenwether, Ph.D., Misericordia UniversityBackgroundRole of the SLPSpecific Considerations in Pediatric SwallowingDifferences in Anatomy and PhysiologyDifferences in EtiologyDifferences in Communication SkillsDifferences in Treatment Development of FeedingNewborns - 3 Months6 - 12 Months15 - 24 Months Causes of Feeding/Swallowing DifficultyPrematurity and/or Low Birth WeightNeurological ConditionsCardiovascular ConditionsRespiratory ConditionsTraumatic Brain InjuryFailure to ThriveEsophageal ComplicationsCraniofacial AnomaliesEnvironmental Conditions Feeding TeamAssessment StrategiesMedical HistoryInterview ObservationPhysical ExaminationSwallow EvaluationInstrumental Evaluation Treatment StrategiesEnvironmentPositioningPacingTexture ChangesOral Motor/Sensory StimulationBehavioral TreatmentCultural Considerations Chapter Conclusion AppendicesAppendix A: Sample IFSPAppendix B: Evaluation of At-Risk NeonatesAppendix C: Formal Tests for Young ChildrenAppendix D: Caregiver QuestionnaireAppendix E: Developmental MilestonesAppendix F: Interactional ObservationAppendix G: Forms of CommunicationAppendix H: Intervention Approaches for Children with ASDAppendix I: Stimulation ActivitiesAppendix J: Possible Electronic AAC Assessment ProtocolAppendix K: Feeding Assessment Interview QuestionnaireGlossaryAuthor IndexContent Index

Robert E. Owens, Jr, PhD (“Dr. Bob”) is an Associate Professor at the College of St. Rose in Albany, NY and a New York State Distinguished Teaching Professor. He holds the American Speech-Language-Hearing Association Honors of the Association. His teaching includes language development and language disorders courses and is the author of Language Development, An Introduction (9 editions) with Pearson, Language Disorders, A Functional Approach (6 editions), Program for the Acquisition of Language with the Severely Impaired (PALS), Help Your Baby Talk, Introducing the New Shared Communication Method, and Queer Kids, The Challenge & Promise for Lesbian, Gay & Bisexual Youth. His Language Development text is the most widely used in the world and has been translated into Spanish, Korean, and Arabic. He has also co-authored Introduction to Communication Disorders, A Life Span Perspective (4 editions) with Pearson, written a score of book chapters and professional articles, and authored two as-yet unpublished novels which are sure to win a posthumous Pulitzer prize. In love with the sound of his own voice, Dr. Bob has presented over 200 professional papers and workshops around the globe. His professional interests are language disorders in infants, toddlers, and preschoolers who are also some of his best friends.

• BRIEF TABLE OF CONTENTS Chapter 1: Components of Early InterventionChapter 2: Early Communication ImpairmentChapter 3: A Model for Early Communication InterventionChapter 4: Assessment of Early Communication Intervention: What to AssessChapter 5: Early Communication Assessment ProcessChapter 6: Presymbolic Early Communication InterventionChapter 7: Alternative and Augmentative Communication: Introduction and AssessmentChapter 8: Alternative and Augmentative Communication: InterventionChapter 9: Symbolic InterventionChapter 10: Feeding and Swallowing by Jessica Kisenwether, Ph.D., Misericordia University Appendix A: Sample IFSPAppendix B: Evaluation of At-Risk NeonatesAppendix C: Formal Tests for Young ChildrenAppendix D: Caregiver QuestionnaireAppendix E: Developmental MilestonesAppendix F: Interactional ObservationAppendix G: Forms of CommunicationAppendix H: Intervention Approaches for Children with ASDAppendix I: Stimulation ActivitiesAppendix J: Possible Electronic AAC Assessment ProtocolAppendix K: Feeding Assessment Interview Questionnaire DETAILED TABLE OF CONTENTS Chapter 1: Components of Early InterventionOverview of EILegal Basis for Early InterventionEducation of the Handicapped Act Amendments Individuals with Disabilities Education Act (IDEA)Individuals with Disabilities Education Improvement Act (IDEIA)SummaryTransdisciplinary TeamThe Importance of FamiliesCultural ConsiderationsParents/CaregiversIndividualized for Each ChildIndividualized Family Service Plan (IFSP)Natural EnvironmentThe Need for Evidence-Based PracticeChapter Conclusion  Chapter 2: Early Communication ImpairmentLate Language EmergenceRisk of Communication ImpairmentEstablished riskIntellectual Disability (ID)Autism Spectrum Disorder (ASD)Cerebral PalsyDeafness and Deaf-BlindnessCleft PalateAt-risk ChildrenInternational AdoptionsLow Socioeconomic StatusMaltreatment/Neglect, Fetal Alcohol Spectrum Disorder and Prenatal Cocaine ExposurePreterm and Low Birth Weight Infants Early Identifying Signs and BehaviorsAPGAR, an Infant’s First ExamChapter Conclusion  Chapter 3: A Model for Early Communication InterventionThe Evolving Model of ECI Service Delivery Functional CommunicationGeneralizationFamily-Centered InterventionIndividualizationConclusion Content for Improving CommunicationIntervention StrategiesResponsive Interaction StrategiesDirective Interaction StrategiesBlended Strategies Role of a Child’s EnvironmentFamily-Centered ServicesWorking with ParentsA Hybrid Approach to Family-Centered InterventionTeachers, Classroom Aides, and Child Care ProvidersChild PeersRole of the SLP as Part of the Team ConsultationService Coordination Transition Planning Advocacy Awareness and Advancement of the Knowledge BaseAn Example of Early Intervention: Parents Interacting with Infants (PIWI)Chapter Conclusion  Chapter 4: Assessment of Early Communication Intervention: What to AssessEvaluation vs. AssessmentTransdisciplinary Model of AssessmentPlay-based AssessmentConclusion Role of Parents & CaregiversA Rationale for Parental Involvement in AssessmentInvolving Families in Assessment Family Concerns, Priorities, and ResourcesInformal Communication Assessment Description of CommunicationPresymbolic BehaviorsSymbolic BehaviorsFormal Assessment Infants, Toddlers, and PreschoolersEarly identification of Children with ASDEligibility for ServicesChapter Conclusion  Chapter 5: Early Communication Assessment ProcessCommunication ScreeningFamilies with Culturally Linguistically Diverse Backgrounds Communication AssessmentMultiple MeasuresTransdisciplinary TeamsEcological Validity Pre-assessment Planning and Preliminary Data CollectingQuestionnaireCaregiver InterviewThe Evolving Assessment PlanInteractional ObservationThe Observation ProcessJudging Communication Success and IntentionalityCaregiver-Child InteractionsForming HypothesesPlay-based Interactional AssessmentDynamic AssessmentDescribing CommunicationSymbolic AssessmentPresymbolic BehaviorsSamplingAnalysis of DataDecision-making and RecommendationsOutcomesA Final Word on Parental InvolvementSpecial CasesChildren with Deafness and BlindnessInternational Adoptees and Children from Families Speaking Other-than-EnglishChildren with Challenging Behaviors Children with Motor Speech DisordersChildren with ASDChapter Conclusion  Chapter 6: Presymbolic Early Communication InterventionSpectrum of Early Communication Intervention Location of Intervention Types of ECI Service DeliveryIntervention ApproachEvidence-Based Practice (EBP)AAC and the Pressure to SpeakContingent ImitationExaggerated Intonation and Modified ProsodyFeedbackAvoidance of Non-speech Oral Motor Exercises Getting StartedEnhancing CommunicationIn the NICU or SCNEstablishing Early CommunicationFunctional Equivalence and Challenging BehaviorsEstablishing GesturesVocalizingLanguage Stimulation: Talking to Young ChildrenBilingual FamiliesPresymbolic SkillsEstablishing Joint AttendingImitationMeans-EndsMonitoring Intervention Chapter Conclusion  Chapter 7: Alternative and Augmentative Communication: Introduction and AssessmentTypes of AACUnaided AACAided AACEvidence-Based PracticeDangers in Ignoring EBPAAC MythsAssessmentElements of a Thorough AAC AssessmentDecision-making Chapter Conclusion  Chapter 8: Alternative and Augmentative Communication: InterventionGetting StartedInitiating CommunicationActive Learning Child-based InterventionRepresentationsOrganizationSelectionOutputThe Child’s Communication System IssuesFunctional Equivalence Vocabulary Multimodality and DevelopmentGeneralization: Role of the EnvironmentNeuromotor Considerations Intervention MethodsEarly Communication IntentionsTransitioning from Nonsymbolic to SymbolicReceptive UseExpressive UseChildren with Deafness and BlindnessChildren with ASDAided AACPicture Exchange System (PECS) Chapter ConclusionUseful Websites  Chapter 9: Symbolic InterventionEarly Symbolic GuidelinesSelecting New Symbols Expanding the Range of IntentionsTeaching Semantic CategoriesCombining into Longer UtterancesSymbolic Intervention TechniquesModel Language but Do Not Require a Child ResponseModel Language and Require a Child ResponseProvide Feedback but Do Not Require a Child ResponseRespond and Require a Child ResponseSpecific TargetsSingle WordsTwo-Word Constructions  Longer ConstructionsInvolving Parents, Teachers, and Other AdultsBook SharingLanguage ModelingA Helpful Website Two Examples of Early Communication InterventionHanen Early Language ProgramResponsive Education and Prelinguistic Milieu TeachingChapter Conclusion  Chapter 10: Feeding and Swallowing by Jessica Kisenwether, Ph.D., Misericordia UniversityBackgroundRole of the SLPSpecific Considerations in Pediatric SwallowingDifferences in Anatomy and PhysiologyDifferences in EtiologyDifferences in Communication SkillsDifferences in Treatment Development of FeedingNewborns - 3 Months6 - 12 Months15 - 24 Months Causes of Feeding/Swallowing DifficultyPrematurity and/or Low Birth WeightNeurological ConditionsCardiovascular ConditionsRespiratory ConditionsTraumatic Brain InjuryFailure to ThriveEsophageal ComplicationsCraniofacial AnomaliesEnvironmental Conditions Feeding TeamAssessment StrategiesMedical HistoryInterview ObservationPhysical ExaminationSwallow EvaluationInstrumental Evaluation Treatment StrategiesEnvironmentPositioningPacingTexture ChangesOral Motor/Sensory StimulationBehavioral TreatmentCultural Considerations Chapter Conclusion AppendicesAppendix A: Sample IFSPAppendix B: Evaluation of At-Risk NeonatesAppendix C: Formal Tests for Young ChildrenAppendix D: Caregiver QuestionnaireAppendix E: Developmental MilestonesAppendix F: Interactional ObservationAppendix G: Forms of CommunicationAppendix H: Intervention Approaches for Children with ASDAppendix I: Stimulation ActivitiesAppendix J: Possible Electronic AAC Assessment ProtocolAppendix K: Feeding Assessment Interview QuestionnaireGlossaryAuthor IndexContent Index

Robert E. Owens, Jr, PhD (“Dr. Bob”) is an Associate Professor at the College of St. Rose in Albany, NY and a New York State Distinguished Teaching Professor. He holds the American Speech-Language-Hearing Association Honors of the Association. His teaching includes language development and language disorders courses and is the author of Language Development, An Introduction (9 editions) with Pearson, Language Disorders, A Functional Approach (6 editions), Program for the Acquisition of Language with the Severely Impaired (PALS), Help Your Baby Talk, Introducing the New Shared Communication Method, and Queer Kids, The Challenge & Promise for Lesbian, Gay & Bisexual Youth. His Language Development text is the most widely used in the world and has been translated into Spanish, Korean, and Arabic. He has also co-authored Introduction to Communication Disorders, A Life Span Perspective (4 editions) with Pearson, written a score of book chapters and professional articles, and authored two as-yet unpublished novels which are sure to win a posthumous Pulitzer prize. In love with the sound of his own voice, Dr. Bob has presented over 200 professional papers and workshops around the globe. His professional interests are language disorders in infants, toddlers, and preschoolers who are also some of his best friends.

• BRIEF TABLE OF CONTENTS Chapter 1: Components of Early InterventionChapter 2: Early Communication ImpairmentChapter 3: A Model for Early Communication InterventionChapter 4: Assessment of Early Communication Intervention: What to AssessChapter 5: Early Communication Assessment ProcessChapter 6: Presymbolic Early Communication InterventionChapter 7: Alternative and Augmentative Communication: Introduction and AssessmentChapter 8: Alternative and Augmentative Communication: InterventionChapter 9: Symbolic InterventionChapter 10: Feeding and Swallowing by Jessica Kisenwether, Ph.D., Misericordia University Appendix A: Sample IFSPAppendix B: Evaluation of At-Risk NeonatesAppendix C: Formal Tests for Young ChildrenAppendix D: Caregiver QuestionnaireAppendix E: Developmental MilestonesAppendix F: Interactional ObservationAppendix G: Forms of CommunicationAppendix H: Intervention Approaches for Children with ASDAppendix I: Stimulation ActivitiesAppendix J: Possible Electronic AAC Assessment ProtocolAppendix K: Feeding Assessment Interview Questionnaire DETAILED TABLE OF CONTENTS Chapter 1: Components of Early InterventionOverview of EILegal Basis for Early InterventionEducation of the Handicapped Act Amendments Individuals with Disabilities Education Act (IDEA)Individuals with Disabilities Education Improvement Act (IDEIA)SummaryTransdisciplinary TeamThe Importance of FamiliesCultural ConsiderationsParents/CaregiversIndividualized for Each ChildIndividualized Family Service Plan (IFSP)Natural EnvironmentThe Need for Evidence-Based PracticeChapter Conclusion  Chapter 2: Early Communication ImpairmentLate Language EmergenceRisk of Communication ImpairmentEstablished riskIntellectual Disability (ID)Autism Spectrum Disorder (ASD)Cerebral PalsyDeafness and Deaf-BlindnessCleft PalateAt-risk ChildrenInternational AdoptionsLow Socioeconomic StatusMaltreatment/Neglect, Fetal Alcohol Spectrum Disorder and Prenatal Cocaine ExposurePreterm and Low Birth Weight Infants Early Identifying Signs and BehaviorsAPGAR, an Infant’s First ExamChapter Conclusion  Chapter 3: A Model for Early Communication InterventionThe Evolving Model of ECI Service Delivery Functional CommunicationGeneralizationFamily-Centered InterventionIndividualizationConclusion Content for Improving CommunicationIntervention StrategiesResponsive Interaction StrategiesDirective Interaction StrategiesBlended Strategies Role of a Child’s EnvironmentFamily-Centered ServicesWorking with ParentsA Hybrid Approach to Family-Centered InterventionTeachers, Classroom Aides, and Child Care ProvidersChild PeersRole of the SLP as Part of the Team ConsultationService Coordination Transition Planning Advocacy Awareness and Advancement of the Knowledge BaseAn Example of Early Intervention: Parents Interacting with Infants (PIWI)Chapter Conclusion  Chapter 4: Assessment of Early Communication Intervention: What to AssessEvaluation vs. AssessmentTransdisciplinary Model of AssessmentPlay-based AssessmentConclusion Role of Parents & CaregiversA Rationale for Parental Involvement in AssessmentInvolving Families in Assessment Family Concerns, Priorities, and ResourcesInformal Communication Assessment Description of CommunicationPresymbolic BehaviorsSymbolic BehaviorsFormal Assessment Infants, Toddlers, and PreschoolersEarly identification of Children with ASDEligibility for ServicesChapter Conclusion  Chapter 5: Early Communication Assessment ProcessCommunication ScreeningFamilies with Culturally Linguistically Diverse Backgrounds Communication AssessmentMultiple MeasuresTransdisciplinary TeamsEcological Validity Pre-assessment Planning and Preliminary Data CollectingQuestionnaireCaregiver InterviewThe Evolving Assessment PlanInteractional ObservationThe Observation ProcessJudging Communication Success and IntentionalityCaregiver-Child InteractionsForming HypothesesPlay-based Interactional AssessmentDynamic AssessmentDescribing CommunicationSymbolic AssessmentPresymbolic BehaviorsSamplingAnalysis of DataDecision-making and RecommendationsOutcomesA Final Word on Parental InvolvementSpecial CasesChildren with Deafness and BlindnessInternational Adoptees and Children from Families Speaking Other-than-EnglishChildren with Challenging Behaviors Children with Motor Speech DisordersChildren with ASDChapter Conclusion  Chapter 6: Presymbolic Early Communication InterventionSpectrum of Early Communication Intervention Location of Intervention Types of ECI Service DeliveryIntervention ApproachEvidence-Based Practice (EBP)AAC and the Pressure to SpeakContingent ImitationExaggerated Intonation and Modified ProsodyFeedbackAvoidance of Non-speech Oral Motor Exercises Getting StartedEnhancing CommunicationIn the NICU or SCNEstablishing Early CommunicationFunctional Equivalence and Challenging BehaviorsEstablishing GesturesVocalizingLanguage Stimulation: Talking to Young ChildrenBilingual FamiliesPresymbolic SkillsEstablishing Joint AttendingImitationMeans-EndsMonitoring Intervention Chapter Conclusion  Chapter 7: Alternative and Augmentative Communication: Introduction and AssessmentTypes of AACUnaided AACAided AACEvidence-Based PracticeDangers in Ignoring EBPAAC MythsAssessmentElements of a Thorough AAC AssessmentDecision-making Chapter Conclusion  Chapter 8: Alternative and Augmentative Communication: InterventionGetting StartedInitiating CommunicationActive Learning Child-based InterventionRepresentationsOrganizationSelectionOutputThe Child’s Communication System IssuesFunctional Equivalence Vocabulary Multimodality and DevelopmentGeneralization: Role of the EnvironmentNeuromotor Considerations Intervention MethodsEarly Communication IntentionsTransitioning from Nonsymbolic to SymbolicReceptive UseExpressive UseChildren with Deafness and BlindnessChildren with ASDAided AACPicture Exchange System (PECS) Chapter ConclusionUseful Websites  Chapter 9: Symbolic InterventionEarly Symbolic GuidelinesSelecting New Symbols Expanding the Range of IntentionsTeaching Semantic CategoriesCombining into Longer UtterancesSymbolic Intervention TechniquesModel Language but Do Not Require a Child ResponseModel Language and Require a Child ResponseProvide Feedback but Do Not Require a Child ResponseRespond and Require a Child ResponseSpecific TargetsSingle WordsTwo-Word Constructions  Longer ConstructionsInvolving Parents, Teachers, and Other AdultsBook SharingLanguage ModelingA Helpful Website Two Examples of Early Communication InterventionHanen Early Language ProgramResponsive Education and Prelinguistic Milieu TeachingChapter Conclusion  Chapter 10: Feeding and Swallowing by Jessica Kisenwether, Ph.D., Misericordia UniversityBackgroundRole of the SLPSpecific Considerations in Pediatric SwallowingDifferences in Anatomy and PhysiologyDifferences in EtiologyDifferences in Communication SkillsDifferences in Treatment Development of FeedingNewborns - 3 Months6 - 12 Months15 - 24 Months Causes of Feeding/Swallowing DifficultyPrematurity and/or Low Birth WeightNeurological ConditionsCardiovascular ConditionsRespiratory ConditionsTraumatic Brain InjuryFailure to ThriveEsophageal ComplicationsCraniofacial AnomaliesEnvironmental Conditions Feeding TeamAssessment StrategiesMedical HistoryInterview ObservationPhysical ExaminationSwallow EvaluationInstrumental Evaluation Treatment StrategiesEnvironmentPositioningPacingTexture ChangesOral Motor/Sensory StimulationBehavioral TreatmentCultural Considerations Chapter Conclusion AppendicesAppendix A: Sample IFSPAppendix B: Evaluation of At-Risk NeonatesAppendix C: Formal Tests for Young ChildrenAppendix D: Caregiver QuestionnaireAppendix E: Developmental MilestonesAppendix F: Interactional ObservationAppendix G: Forms of CommunicationAppendix H: Intervention Approaches for Children with ASDAppendix I: Stimulation ActivitiesAppendix J: Possible Electronic AAC Assessment ProtocolAppendix K: Feeding Assessment Interview QuestionnaireGlossaryAuthor IndexContent Index