Prathibha Karanth – författare

The acquisition ofreading, the teaching ofreading and the difficulties encountered have been ofsubstantial interest to a wide mnge ofresearchers and practitioners for centuries. Given the increasing centrality ofliteracy in modern life they are now of even greater interest to an ever widening base ofprofessionals. The study of the acquired reading disorders, though in existence for over a century, received enormous impetus with the publication of a seminal paper by Marshall and Newcombe in 1966, leading to neuropsychological model building of reading. Over the last 30 years, within the single case study design there has been extensive and exceedingly fme-gmined research on individuals with acquired disorders ofreading, in an attempt to establish the validity ofthese models ofreading and the human brain. In addition these models have had considerable influence on models of the acquisition ofreading in children and their concomitant difficulties. Much ofthis research has been in readers ofthe alphabetic scripts, particularly the opaque English script. During the last decade or so there has been increasing evidence, particularly in research on reading acquisition, that what is true ofalphabetic scripts like English may not be universally true of all of the scripts of the world. This has led to considerable research into the process of learning to read and write and on the factors affecting reading, which are the touchstone ofthe models, within broader cross-linguistic and cross-cultural perspectives.

The acquisition ofreading, the teaching ofreading and the difficulties encountered have been ofsubstantial interest to a wide mnge ofresearchers and practitioners for centuries. Given the increasing centrality ofliteracy in modern life they are now of even greater interest to an ever widening base ofprofessionals. The study of the acquired reading disorders, though in existence for over a century, received enormous impetus with the publication of a seminal paper by Marshall and Newcombe in 1966, leading to neuropsychological model building of reading. Over the last 30 years, within the single case study design there has been extensive and exceedingly fme-gmined research on individuals with acquired disorders ofreading, in an attempt to establish the validity ofthese models ofreading and the human brain. In addition these models have had considerable influence on models of the acquisition ofreading in children and their concomitant difficulties. Much ofthis research has been in readers ofthe alphabetic scripts, particularly the opaque English script. During the last decade or so there has been increasing evidence, particularly in research on reading acquisition, that what is true ofalphabetic scripts like English may not be universally true of all of the scripts of the world. This has led to considerable research into the process of learning to read and write and on the factors affecting reading, which are the touchstone ofthe models, within broader cross-linguistic and cross-cultural perspectives.

The acquisition ofreading, the teaching ofreading and the difficulties encountered have been ofsubstantial interest to a wide mnge ofresearchers and practitioners for centuries. Given the increasing centrality ofliteracy in modern life they are now of even greater interest to an ever widening base ofprofessionals. The study of the acquired reading disorders, though in existence for over a century, received enormous impetus with the publication of a seminal paper by Marshall and Newcombe in 1966, leading to neuropsychological model building of reading. Over the last 30 years, within the single case study design there has been extensive and exceedingly fme-gmined research on individuals with acquired disorders ofreading, in an attempt to establish the validity ofthese models ofreading and the human brain. In addition these models have had considerable influence on models of the acquisition ofreading in children and their concomitant difficulties. Much ofthis research has been in readers ofthe alphabetic scripts, particularly the opaque English script. During the last decade or so there has been increasing evidence, particularly in research on reading acquisition, that what is true ofalphabetic scripts like English may not be universally true of all of the scripts of the world. This has led to considerable research into the process of learning to read and write and on the factors affecting reading, which are the touchstone ofthe models, within broader cross-linguistic and cross-cultural perspectives.

"Intervention for Toddlers with Communication Delays: Practical Strategies" was created out of concern for the increasing number of children identified with developmental language disorders, including those with autism spectrum disorder, and the lack of adequate resources for them. This manual addresses communication skills for toddlers between the ages of 0-3 years old with communication delays. Since language and overall communication skills are so closely associated with future school success, therapists and caregivers should be equipped to build these skills in children. This manual has been designed with a view to the difficulties faced by therapists and caregivers of children with communication delays during day-to-day interactions. The activities can be used in a wide variety of settings. They can be used in the therapy rooms of speech-language pathologists (SLPs), preschool classrooms, daycare settings, and children's homes. The activities are especially ideal for SLPs who conduct home visits to provide intervention in children's natural, daily settings.This manual is intended to guide the therapist or caregiver in selecting the target skills that a child should be trained in.The lesson plans outline the activities that need to be undertaken to elicit specific responses from children and establish a range of developmental skills. The simple lesson plans are intended to get the therapist or caregiver started on the process of stimulating the child in each of the domains that he or she needs help in, at their current level of functioning. Language development has two major aspects: receptive skills, or the understanding of language, and expressive skills, or the speaking of the language. In children with communication delays, both of these aspects need to be looked at, since a child who cannot understand language will not learn to speak it. In the case of a child with a developmental language disorder, one of the aspects maybe selectively impaired. In this manual are activities and ideas that are aimed at making the learning and use of language fun and fruitful.Also included are "Tech Tips" with recommended YouTube videos, websites, Pinterest sites, and other online resources.These online resources provide the therapist or caregiver with excellent ideas for products and practical intervention strategies that can be used for a variety of purposes when serving young children with special needs.

"Intervention Manual for Prerequisite Learning Skills: Practical Strategies" was created out of concern for the increasing number of children identified with developmental language disorders, including those with autism spectrum disorder, and the lack of adequate resources for them. This manual provides multidisciplinary intervention to children between birth and 6 years of age. It is now well established that there are certain prerequisite skills that facilitate learning in general and development of language and communication skills in particular; the activities described in this manual help to build these prerequisite skills. The activities can be used in a wide variety of settings. They can be used in the therapy rooms of speech-language pathologists (SLPs), preschool classrooms, daycare settings, and children's homes. The activities are especially ideal for SLPs who conduct home visits to provide intervention in children's natural, daily settings.This manual is intended to guide the therapist or caregiver in selecting the target skills that a child should be trained in.The lesson plans outline the activities that need to be undertaken to elicit specific responses from children and establish a range of developmental skills.The simple lesson plans are intended to get the therapist or caregiver started on the process of stimulating the child in each of the domains that he or she needs help in, at their current level of functioning. While the early lessons target the establishment of prerequisite skills such as eye gaze, eye contact, attention, joint attention and sitting tolerance, the later ones target the sustenance of these skills for longer durations and with an increasing number of people in different settings. Later lesson plans target the ability to maintain these skills in larger groups in a classroom setting. Since the skills are to be developed across the 0-6 year age range it is important to note what is appropriate for the child's age.Also included are "Tech Tips" with recommended YouTube videos, websites, Pinterest sites, and other online resources.These online resources provide the therapist or caregiver with excellent ideas for products and practical intervention strategies that can be used for a variety of purposes when serving young children with special needs.

"Comprehensive Intervention for Children with Developmental Delays: Program Manual and Checklists" describes an early intervention program for children with communication disorders such as specific language impairment, developmental verbal dyspraxia, pervasive developmental disorder, and autism spectrum disorder. The program provides multidisciplinary intervention to children, in the age range of 0-6 years, with the goal of integrating them into regular school by the school entry age of 6 years. This manual describes this process, the underlying rationale and what the program is all about.The complete program is contained in nine additional intervention manuals for toddlers and preschoolers that target skill building in children across the domains of motor skills (gross, fine and activities of daily living), communication (receptive and expressive language as well as Alternate and Augmentative Communication) and cognitive, social and emotional development. Lesson plans for each skill are described with clear targets, materials required and simple instructions along with illustrations.Also included in this manual are developmental checklists for assessing a child's proficiency of the target skills prior to intervention.A review of the checklists was carried out by experienced clinicians and the resultant checklists and the format for the composite profile are given. The checklists were administered to children with communication disorders of the types that the program specifically caters to and sample profiles of some of these children are provided.Ideally the checklists should be administered to the primary caregiver of the child and their observation on each of the items recorded. The profile provides a representation of the child's mastery of skills across domains at the time of profiling. This simple user friendly profile is intended to provide a baseline for intervention that enables planning of subsequent targets in intervention towards enabling the child to perform at levels that are more appropriate for his or her chronological age.

"Intervention for Preschoolers with Cognitive, Social, and Emotional Delays: Practical Strategies" was created out of concern for the increasing number of children identified with developmental language disorders, including those with autism spectrum disorder, and the lack of adequate resources for them. This manual addresses cognitive, social, and emotional skills for preschoolers between the ages of 3-6 years old. Learning is often defined as a process that brings together cognitive, emotional, and environmental influences and experiences. Changes and enhancement of knowledge, skills, values, and world views are often based on these experiences and the learning that results from them. The lesson plans in this manual have been developed on the basis of such associative learning. The activities can be used in a wide variety of settings. They can be used in the therapy rooms of speech-language pathologists (SLPs), preschool classrooms, daycare settings, and children's homes. The activities are especially ideal for SLPs who conduct home visits to provide intervention in children's natural, daily settings.This manual is intended to guide the therapist or caregiver in selecting the target skills that a child should be trained in.The lesson plans outline the activities that need to be undertaken to elicit specific responses from children and establish a range of developmental skills. The simple lesson plans are intended to get the therapist or caregiver started on the process of stimulating the child in each of the domains that he or she needs help in, at their current level of functioning. The first section of this manual addresses the cognitive skills that children acquire. These are the basic skills on which the further cognitive growth of the child rests. The second section deals with social skills development. The lesson plans included here sensitize the therapist or caregiver to the basic social skills that a child needs to learn such as making friends, playing harmoniously with other children, following rule governed games in a group, and generally engaging in socially acceptable behavior. The lesson plans in the third section show how to teach the child to express emotions appropriately. It is important to teach children to express their emotions in a manner that can be identified and interpreted accurately by others.Also included are "Tech Tips" with recommended YouTube videos, websites, Pinterest sites, and other online resources.These online resources provide the therapist or caregiver with excellent ideas for products and practical intervention strategies that can be used for a variety of purposes when serving young children with special needs.

"Intervention for Toddlers with Cognitive, Social, and Emotional Delays: Practical Strategies" was created out of concern for the increasing number of children identified with developmental language disorders, including those with autism spectrum disorder, and the lack of adequate resources for them. This manual addresses cognitive, social, and emotional skills for toddlers between the ages of 0-3 years old. Learning is often defined as a process that brings together cognitive, emotional, and environmental influences and experiences. Changes and enhancement of knowledge, skills, values, and world views are often based on these experiences and the learning that results from them. The lesson plans in this manual have been developed on the basis of such associative learning. The activities can be used in a wide variety of settings. They can be used in the therapy rooms of speech-language pathologists (SLPs), preschool classrooms, daycare settings, and children's homes. The activities are especially ideal for SLPs who conduct home visits to provide intervention in children's natural, daily settings.This manual is intended to guide the therapist or caregiver in selecting the target skills that a child should be trained in.The lesson plans outline the activities that need to be undertaken to elicit specific responses from children and establish a range of developmental skills. The simple lesson plans are intended to get the therapist or caregiver started on the process of stimulating the child in each of the domains that he or she needs help in, at their current level of functioning. The first section of this manual addresses the cognitive skills that children acquire. These are the basic skills on which the further cognitive growth of the child rests. The second section deals with social skills development. The lesson plans included here sensitize the therapist or caregiver to the basic social skills that a child needs to learn at this stage and will help in eliciting these skills in the child. The lesson plans in the third section show how to teach the child to express emotions appropriately. It is important to teach children to express their emotions in a manner that can be identified and interpreted accurately by others. Also included are "Tech Tips" with recommended YouTube videos, websites, Pinterest sites, and other online resources.These online resources provide the therapist or caregiver with excellent ideas for products and practical intervention strategies that can be used for a variety of purposes when serving young children with special needs.

"Intervention for Preschoolers using Augmentative and Alternative Communication: Practical Strategies" was created out of concern for the increasing number of children identified with developmental language disorders, including those with autism spectrum disorder, and the lack of adequate resources for them. This manual addresses the use of Augmentative and Alternative Communication (AAC) modes for preschoolers between the ages of 3-6 years old who have difficulty with communication skills in the verbal mode. The activities can be used in a wide variety of settings. They can be used in the therapy rooms of speech-language pathologists (SLPs), preschool classrooms, daycare settings, and children's homes. The activities are especially ideal for SLPs who conduct home visits to provide intervention in children's natural, daily settings.This manual is intended to guide the therapist or caregiver in selecting the target skills that a child should be trained in. The lesson plans outline the activities that need to be undertaken to elicit specific responses from children and establish a range of developmental skills.The simple lesson plans are intended to get the therapist or caregiver started on the process of stimulating the child in each of the domains that he or she needs help in, at their current level of functioning.The focus of the lessons is primarily the enhancement of language expression through alternate modes (expressive language skills), though lesson plans for enhancing understanding of language are also included (receptive language skills). The goal of the activities is increasing successful communication using various materials such as communication boards. Communication boards are boards with symbols on them, which the child uses to communicate his or her needs by indicating the appropriate symbol. The symbols can be written words, pictures, or even objects. Within the lessons is information about the individual boards that are necessary to build particular skills.Also included are "Tech Tips" with recommended YouTube videos, websites, Pinterest sites, and other online resources.These online resources provide the therapist or caregiver with excellent ideas for products and practical intervention strategies that can be used for a variety of purposes when serving young children with special needs.

"Intervention for Toddlers using Augmentative and Alternative Communication: Practical Strategies" was created out of concern for the increasing number of children identified with developmental language disorders, including those with autism spectrum disorder, and the lack of adequate resources for them. This manual addresses the use of Augmentative and Alternative Communication (AAC) modes for toddlers between the ages of 0-3 years old who have difficulty with communication skills in the verbal mode. The activities can be used in a wide variety of settings. They can be used in the therapy rooms of speech-language pathologists (SLPs), preschool classrooms, daycare settings, and children's homes. The activities are especially ideal for SLPs who conduct home visits to provide intervention in children's natural, daily settings.This manual is intended to guide the therapist or caregiver in selecting the target skills that a child should be trained in. The lesson plans outline the activities that need to be undertaken to elicit specific responses from children and establish a range of developmental skills.The simple lesson plans are intended to get the therapist or caregiver started on the process of stimulating the child in each of the domains that he or she needs help in, at their current level of functioning.The focus of the lessons is primarily the enhancement of language expression through alternate modes (expressive language skills), though lesson plans for enhancing understanding of language are also included (receptive language skills). The goal of the activities is increasing successful communication using various materials such as communication boards. Communication boards are boards with symbols on them, which the child uses to communicate his or her needs by indicating the appropriate symbol. The symbols can be written words, pictures, or even objects. Within the lessons is information about the individual boards that are necessary to build particular skills.Also included are "Tech Tips" with recommended YouTube videos, websites, Pinterest sites, and other online resources.These online resources provide the therapist or caregiver with excellent ideas for products and practical intervention strategies that can be used for a variety of purposes when serving young children with special needs.

"Intervention for Preschoolers with Gross and Fine Motor Delays: Practical Strategies" was created out of concern for the increasing number of children identified with developmental language disorders, including those with autism spectrum disorder, and the lack of adequate resources for them. This manual addresses gross and fine motor skills, and activities of daily living for preschoolers between the ages of 3-6 years old. Children with developmental disabilities often have difficulties in or uneven development of gross and fine motor skills. These delays have a related effect on the acquisition of daily life skills. The activities in this manual for building gross motor, fine motor, and ADL skills encourage sensory stimulation. Sensory integration skills, or a child's ability to integrate sensory stimulation from her environment, are automatically targeted in the activities. The activities can be used in a wide variety of settings. They can be used in the therapy rooms of speech-language pathologists (SLPs), preschool classrooms, daycare settings, and children's homes.The activities are especially ideal for SLPs who conduct home visits to provide intervention in children's natural, daily settings.This manual is intended to guide the therapist or caregiver in selecting the target skills that a child should be trained in. The lesson plans outline the activities that need to be undertaken to elicit specific responses from children and establish a range of developmental skills. The simple lesson plans are intended to get the therapist or caregiver started on the process of stimulating the child in each of the domains that he or she needs help in, at their current level of functioning. The first section of this manual addresses the basic gross motor skills that children acquire. For instance, during the ages of 3 to 6 years the child learns to hop, swing, climb, cycle, throw and catch with increasing independence. The second section deals with fine motor skill development. The lesson plans included here sensitize the therapist or caregiver to the basic fine motor skills that a child needs to learn at this stage. The third section addresses mastering the activities of daily living.The lesson plans that are included in this section are designed to help the child progressively take care of basic needs with increasing independence.Also included are "Tech Tips" with recommended YouTube videos, websites, Pinterest sites, and other online resources.These online resources provide the therapist or caregiver with excellent ideas for products and practical intervention strategies that can be used for a variety of purposes when serving young children with special needs.

"Intervention for Toddlers with Gross and Fine Motor Delays: Practical Strategies" was created out of concern for the increasing number of children identified with developmental language disorders, including those with autism spectrum disorder, and the lack of adequate resources for them. This manual addresses gross and fine motor skills, and activities of daily living for toddlers between the ages of 0-3 years old. Children with developmental disabilities often have difficulties in or uneven development of gross and fine motor skills. These delays have a related effect on the acquisition of daily life skills. The activities in this manual for building gross motor, fine motor, and ADL skills encourage sensory stimulation. Sensory integration skills, or a child's ability to integrate sensory stimulation from her environment, are automatically targeted in the activities. The activities can be used in a wide variety of settings. They can be used in the therapy rooms of speech-language pathologists (SLPs), preschool classrooms, daycare settings, and children's homes.The activities are especially ideal for SLPs who conduct home visits to provide intervention in children's natural, daily settings.This manual is intended to guide the therapist or caregiver in selecting the target skills that a child should be trained in. The lesson plans outline the activities that need to be undertaken to elicit specific responses from children and establish a range of developmental skills. The simple lesson plans are intended to get the therapist or caregiver started on the process of stimulating the child in each of the domains that he or she needs help in, at their current level of functioning. The first section of this manual addresses the basic gross motor skills that children acquire. These basic skills form the foundation of the child's further motor growth. The second section deals with fine motor skill development. The lesson plans included here sensitize the therapist or caregiver to the basic fine motor skills that a child needs to learn at this stage. The third section addresses mastering the activities of daily living.The lesson plans that are included in this section are designed to help the child progressively take care of basic needs with increasing independence.Also included are "Tech Tips" with recommended YouTube videos, websites, Pinterest sites, and other online resources.These online resources provide the therapist or caregiver with excellent ideas for products and practical intervention strategies that can be used for a variety of purposes when serving young children with special needs.

"Intervention for Preschoolers with Communication Delays: Practical Strategies" was created out of concern for the increasing number of children identified with developmental language disorders, including those with autism spectrum disorder, and the lack of adequate resources for them. This manual addresses communication skills for preschoolers between the ages of 3-6 years old with communication delays. Since language and overall communication skills are so closely associated with future school success, therapists and caregivers should be equipped to build these skills in children. This manual has been designed with a view to the difficulties faced by therapists and caregivers of children with communication delays during day-to-day interactions. The activities can be used in a wide variety of settings. They can be used in the therapy rooms of speech-language pathologists (SLPs), preschool classrooms, daycare settings, and children's homes. The activities are especially ideal for SLPs who conduct home visits to provide intervention in children's natural, daily settings.This manual is intended to guide the therapist or caregiver in selecting the target skills that a child should be trained in.The lesson plans outline the activities that need to be undertaken to elicit specific responses from children and establish a range of developmental skills. The simple lesson plans are intended to get the therapist or caregiver started on the process of stimulating the child in each of the domains that he or she needs help in, at their current level of functioning. Language development has two major aspects: receptive skills, or the understanding of language, and expressive skills, or the speaking of the language. In children with communication delays, both of these aspects need to be looked at, since a child who cannot understand language will not learn to speak it. In the case of a child with a developmental language disorder, one of the aspects maybe selectively impaired. In this manual are activities and ideas that are aimed at making the learning and use of language fun and fruitful.Also included are "Tech Tips" with recommended YouTube videos, websites, Pinterest sites, and other online resources.These online resources provide the therapist or caregiver with excellent ideas for products and practical intervention strategies that can be used for a variety of purposes when serving young children with special needs.

"Comprehensive Intervention for Children with Developmental Delays and Disorders" describes an early intervention program for children with communication disorders such as specific language impairment, developmental verbal dyspraxia, pervasive developmental disorder, and autism spectrum disorder. The program provides multidisciplinary intervention to children, in the age range of 0-6 years, with the goal of integrating them into regular school by the school entry age of 6 years.The complete program is contained in nine intervention manuals for toddlers and preschoolers that target skill building in children across the domains of motor skills (gross, fine and activities of daily living), communication (receptive and expressive language as well as Alternate and Augmentative Communication) and cognitive, social and emotional development. Lesson plans for each skill are described with clear targets, materials required and simple instructions along with illustrations. An additional program manual with checklists describes this process, the underlying rationale and what the program is all about.The individual program manuals are also sold separately.This 10 book set includes:Comprehensive Intervention for Children with Developmental Delays: Program Manual and Checklists;Intervention Manual for Prerequisite Learning Skills: Practical Strategies;Intervention for Preschoolers with Cognitive, Social, and Emotional Delays: Practical Strategies;Intervention for Toddlers with Cognitive, Social, and Emotional Delays: Practical Strategies;Intervention for Preschoolers using Augmentative and Alternative Communication: Practical Strategies;Intervention for Toddlers using Augmentative and Alternative Communication: Practical Strategies;Intervention for Preschoolers with Gross and Fine Motor Delays: Practical Strategies;Intervention for Toddlers with Gross and Fine Motor Delays: Practical Strategies;Intervention for Preschoolers with Communication Delays: Practical Strategies;Intervention for Toddlers with Communication Delays: Practical Strategies

"Comprehensive Intervention for Children with Developmental Delays and Disorders" describes an early intervention program for children with communication disorders such as specific language impairment, developmental verbal dyspraxia, pervasive developmental disorder, and autism spectrum disorder. The program provides multidisciplinary intervention to children, in the age range of 0-6 years, with the goal of integrating them into regular school by the school entry age of 6 years.This subset of the complete program focuses on toddlers and contains in six intervention manuals for toddlers (age 0-3) that target skill building in children across the domains of motor skills (gross, fine and activities of daily living), communication (receptive and expressive language as well as Alternate and Augmentative Communication) and cognitive, social and emotional development. Lesson plans for each skill are described with clear targets, materials required and simple instructions along with illustrations. An additional program manual with checklists describes this process, the underlying rationale and what the program is all about.This 6 book set includes:Comprehensive Intervention for Children with Developmental Delays: Program Manual and Checklists;Intervention Manual for Prerequisite Learning Skills: Practical Strategies;Intervention for Toddlers with Cognitive, Social, and Emotional Delays: Practical Strategies;Intervention for Toddlers using Augmentative and Alternative Communication: Practical Strategies;Intervention for Toddlers with Gross and Fine Motor Delays: Practical Strategies;Intervention for Toddlers with Communication Delays: Practical Strategies