Language disorders in children : (Record no. 4489)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 15982cam a2200301 a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 14464558 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20191115102048.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 060724s2007 maua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 2006050061 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0205393403 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Transcribing agency | DLC |
| Modifying agency | DLC |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | RJ496.L35 |
| Item number | R67 2007 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 618.928 55 ROS |
| Edition number | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Roseberry-McKibbin, Celeste. |
| 245 10 - TITLE STATEMENT | |
| Title | Language disorders in children : |
| Remainder of title | a multicultural and case perspective / |
| Statement of responsibility, etc. | Celeste Roseberry-McKibbin. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Boston : |
| Name of publisher, distributor, etc. | Pearson/Allyn&Bacon, |
| Date of publication, distribution, etc. | c2007. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxii, 506 p. : |
| Other physical details | ill. ; |
| Dimensions | cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references (p. 466-495) and index. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | CHAPTER ONE-INTRODUCTION TO LANGUAGE AND LANGUAGE DISORDERS<br/><br/>PREVIEW OUTLINE<br/><br/>CASE STUDY<br/><br/>INTRODUCTION<br/><br/>Cultural and Linguistic Diversity<br/><br/>Evidence-Based Practice<br/><br/>DEFINITIONS AND TERMINOLOGY<br/><br/>Semantics<br/><br/>Morphology<br/><br/>Syntax<br/><br/>Pragmatics<br/><br/>Phonology<br/><br/>Summary<br/><br/>APPROACHES TO LANGUAGE DISORDERS<br/><br/>Terminology<br/><br/>Models of Language Disorders<br/><br/>General Characteristics of Children with Specific Language Impairment<br/><br/>Summary<br/><br/>LINGUISTIC CHARACTERISTICS OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT<br/><br/>Semantics<br/><br/>Syntax<br/><br/>Morphology<br/><br/>Pragmatics<br/><br/>Written Language<br/><br/>Summary<br/><br/>PROCESSING CHARACTERISTICS OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT<br/><br/>Basic Principles<br/><br/>Summary<br/><br/>CHAPTER HIGHLIGHTS<br/><br/>STUDY AND REVIEW QUESTIONS<br/><br/>ANSWERS TO STUDY AND REVIEW QUESTIONS<br/><br/>CHAPTER 2: LANGUAGE DEVELOPMENT IN CHILDREN: A REVIEW<br/><br/>PREVIEW OUTLINE<br/><br/>CASE STUDY<br/><br/>CHAPTER INTRODUCTION<br/><br/>THEORIES OF LANGUAGE DEVELOPMENT<br/><br/>Behaviorial Theory<br/><br/>Nativist Theory<br/><br/>Cognitive Theory<br/><br/>Social Interactionism Theory<br/><br/>Information Processing Theory<br/><br/>Education, Language, and Literacy Development in the School-Age Years<br/><br/>Summary<br/><br/>NORMAL LANGUAGE DEVELOPMENT: DEVELOPMENTAL MILESTONES<br/><br/>The Role of the Environment in Language Development<br/><br/>Traditional Language Development Milestones<br/><br/>Birth to One Year<br/><br/>One to Two Years<br/><br/>Semantics<br/><br/>Syntax<br/><br/>Pragmatics<br/><br/>Two to Three Years<br/><br/>Semantics<br/><br/>Syntax<br/><br/>Morphology<br/><br/>Pragmatics<br/><br/>Three to Four Years<br/><br/>Semantics<br/><br/>Syntax<br/><br/>Morphology<br/><br/>Pragmatics<br/><br/>Four to Five Years<br/><br/>Semantics<br/><br/>Syntax<br/><br/>Morphology<br/><br/>Pragmatics<br/><br/>Five to Six Years<br/><br/>Semantics<br/><br/>Syntax<br/><br/>Morphology<br/><br/>Pragmatics<br/><br/>Six to Seven Years<br/><br/>Semantics<br/><br/>Syntax<br/><br/>Morphology<br/><br/>Pragmatics<br/><br/>Seven to Nine Years<br/><br/>Semantics<br/><br/>Syntax<br/><br/>Morphology<br/><br/>Pragmatics<br/><br/>Education, Language, and Literacy Development in the School-Age Years<br/><br/>Summary<br/><br/>CHAPTER HIGHLIGHTS<br/><br/>STUDY AND REVIEW QUESTIONS<br/><br/>ANSWERS TO STUDY AND REVIEW QUESTIONS<br/><br/>CHAPTER 3: THE IMPACT OF SECOND LANGUAGE ACQUISITION AND BILINGUALISM ON CHILDREN'S DEVELOPING LANGUAGE<br/><br/>PREVIEW OUTLINE<br/><br/>CASE STUDY<br/><br/>CHAPTER INTRODUCTION<br/><br/>LANGUAGE PROFICIENCY IN BILINGUAL CHILDREN<br/><br/>Separate vs. Common Underlying Proficiency<br/><br/>Simultaneous vs. sequential language acquisition<br/><br/>Additive and subtractive bilingualism<br/><br/>Comprehensible input<br/><br/>Developing bilingual language proficiency<br/><br/>Monolingual norm assumption<br/><br/>Bilingual education<br/><br/>Basic Interpersonal Communication Skills and Cognitive-Academic Language Proficiency<br/><br/>Summary<br/><br/>NORMAL PROCESSES OF SECOND LANGUAGE ACQUISITION<br/><br/>Silent period<br/><br/>Language loss<br/><br/>Language transfer<br/><br/>Interlanguage<br/><br/>Codeswitching<br/><br/>Summary<br/><br/>COGNITIVE-LINGUISTIC VARIABLES IN SECOND LANGUAGE ACQUISITION<br/><br/>Use of routines<br/><br/>High vs. low input generators<br/><br/>Practice opportunities<br/><br/>Avoidance<br/><br/>Modeling<br/><br/>Summary<br/><br/>AFFECTIVE VARIABLES IN SECOND LANGUAGE ACQUISITION<br/><br/>Personality<br/><br/>Anxiety level<br/><br/>Motivation<br/><br/>Summary<br/><br/>CHAPTER HIGHLIGHTS<br/><br/>STUDY AND REVIEW QUESTIONS<br/><br/>ANSWERS TO STUDY AND REVIEW QUESTIONS<br/><br/>CHAPTER 4: FACTORS IMPACTING LANGUAGE DEVELOPMENT IN CULTURALLY AND LINGUISTICALLY DIVERSE CHILDREN<br/><br/>PREVIEW OUTLINE<br/><br/>CASE STUDY<br/><br/>INTRODUCTION<br/><br/>CULTURE AND CULTURAL DIVERSITY<br/><br/>Variables Impacting Behavior of Members of Various Cultural Groups<br/><br/>Increasing Cultural Competence<br/><br/>Summary<br/><br/>CONSIDERATIONS IN WORKING WITH STUDENTS FROM IMMIGRANT AND REFUGEE FAMILIES<br/><br/>General Issues<br/><br/>Acculturation<br/><br/>Considerations in Working with Internationally Adopted Children<br/><br/>Summary<br/><br/>IMPACT OF RELIGIOUS AND CULTURAL BELIEFS ON SERVICE DELIVERY<br/><br/>Beliefs about Causes of Disabilities<br/><br/>Beliefs about Treatment for Disabilities<br/><br/>Summary<br/><br/>WORKING WITH STUDENTS WHO SPEAK AFRICAN AMERICAN ENGLISH<br/><br/>General Considerations<br/><br/>Characteristics of Communication<br/><br/>Summary<br/><br/>WORKING WITH STUDENTS WHO SPEAK SPANISH-INFLUENCED ENGLISH<br/><br/>General Considerations<br/><br/>Characteristics of Communication<br/><br/>Summary<br/><br/>WORKING WITH STUDENTS WHO SPEAK ENGLISH INFLUENCED BY ASIAN LANGUAGES<br/><br/>General Considerations<br/><br/>Characteristics of Communication<br/><br/>Summary<br/><br/>CHAPTER HIGHLIGHTS<br/><br/>STUDY AND REVIEW QUESTIONS<br/><br/>ANSWERS TO STUDY AND REVIEW QUESTIONS<br/><br/>CHAPTER 5: ASSESSMENT OF CHILDREN WITH LANGUAGE IMPAIRMENTS: BASIC PRINCIPLES<br/><br/>PREVIEW OUTLINE<br/><br/>CASE STUDY<br/><br/>INTRODUCTION<br/><br/>PRELIMINARY COMPONENTS OF ASSESSMENT<br/><br/>Screening<br/><br/>Case History<br/><br/>The Pre-Evaluation Process<br/><br/>Summary<br/><br/>THE USE OF STANDARDIZED TESTS<br/><br/>Definitions<br/><br/>Test Validity<br/><br/>Test Reliability<br/><br/>Potential Misuses of Standardized Tests<br/><br/>Summary<br/><br/>CONSIDERATIONS IN USING STANDARDIZED TESTS WITH CLD STUDENTS<br/><br/>Formal Test Assumptions<br/><br/>Sources of Bias in the use of Standardized Tests with CLD Students<br/><br/>Modifying Standardized Tests for use with CLD Students<br/><br/>Summary<br/><br/>LANGUAGE SAMPLES<br/><br/>Introduction<br/><br/>Strategies for Collecting Language Samples<br/><br/>Informal Strategies for Evaluating Morphology and Syntax<br/><br/>Informal Evaluation of Language Use<br/><br/>Summary<br/><br/>OTHER ALTERNATIVES TO STANDARDIZED ASSESSMENT<br/><br/>Introduction<br/><br/>Legal Considerations in the Assessment of CLD Students<br/><br/>Dynamic Assessment<br/><br/>Assessment of Information Processing Skills<br/><br/>Assessment of Narrative Skills<br/><br/>Portfolio Assessment<br/><br/>Use of Interpreters in the Assessment of CLD Students<br/><br/>Summary<br/><br/>CLD STUDENTS: LANGUAGE DIFFERENCE OR LANGUAGE IMPAIRMENT?<br/><br/>Introduction<br/><br/>Diagnostic Pie<br/><br/>Summary<br/><br/>CHAPTER HIGHLIGHTS<br/><br/>STUDY AND REVIEW QUESTIONS<br/><br/>CHAPTER 6: INTERVENTION FOR CHILDREN WITH LANGUAGE IMPAIRMENTS: GENERAL PRINCIPLES AND STRATEGIES<br/><br/>PREVIEW OUTLINE<br/><br/>CASE STUDY<br/><br/>GENERAL PRINCIPLES OF INTERVENTION FOR CHILDREN WITH LANGUAGE IMPAIRMENTS<br/><br/>Purposes of Intervention<br/><br/>Basic Approaches to Language Intervention<br/><br/>Structure of Therapy Sessions<br/><br/>Using Reinforcement in Language Therapy<br/><br/>Schedules of Reinforcement<br/><br/>Summary<br/><br/>SPECIFIC TREATMENT TECHNIQUES<br/><br/>Incidental Teaching<br/><br/>Focused Stimulation<br/><br/>Self-Talk<br/><br/>Parallel Talk<br/><br/>Expansion<br/><br/>Extension<br/><br/>Mand-Model<br/><br/>Recasting<br/><br/>Joint Routines<br/><br/>Joint Book Reading<br/><br/>Whole Language<br/><br/>Using Sabotage<br/><br/>Modifying Linguistic Input<br/><br/>Summary<br/><br/>FACILITATING GENERALIZATION OF TREATMENT TARGETS TO OTHER SETTINGS<br/><br/>Introduction<br/><br/>Connecting with Significant Others: General Principles<br/><br/>Suggestions for Working with Caretakers<br/><br/>Suggestions for Working with Classroom Teachers<br/><br/>Summary<br/><br/>SPECIAL CONSIDERATIONS FOR CLD CHILDREN WITH LANGUAGE IMPAIRMENTS<br/><br/>Language of Intervention<br/><br/>Program Placement Alternatives<br/><br/>Incorporating Multiculturalism into Treatment Activities<br/><br/>Suggestions for Therapy with CLD Students with LI<br/><br/>Involving the Families of CLD Students with LI<br/><br/>Summary<br/><br/>CHAPTER HIGHLIGHTS<br/><br/>STUDY AND REVIEW QUESTIONS<br/><br/>ANSWERS TO STUDY AND REVIEW QUESTIONS<br/><br/>CHAPTER 7: LANGUAGE IMPAIRMENT IN TODDLERS AND PRESCHOOLERS<br/><br/>PREVIEW OUTLINE<br/><br/>INTRODUCTION<br/><br/>Background Facts<br/><br/>Established Risk Factors for Developing Language Impairment<br/><br/>Conditions that put Children at Risk for Developing Language Impairment<br/><br/>Summary<br/><br/>CHARACTERISTICS OF TODDLERS AND PRESCHOOLERS WITH LANGUAGE IMPAIRMENTS<br/><br/>Precursors of Language Development<br/><br/>Linguistic Characteristics of Young Children with Language Impairments<br/><br/>Late Talkers<br/><br/>Summary<br/><br/>ASSESSMENT OF TODDLERS AND PRESCHOOLERS WITH LANGUAGE IMPAIRMENTS<br/><br/>General Principles<br/><br/>Strategies for Evaluating Language Skills<br/><br/>Summary<br/><br/>INTERVENTION FOR TODDLERS AND PRESCHOOLERS WITH LANGUAGE IMPAIRMENT<br/><br/>General Principles<br/><br/>Indirect Intervention: Working with Caregivers and Teachers<br/><br/>Increasing Oral Language Skills: Direct Intervention Techniques<br/><br/>Increasing Emergent Literacy Skills: Direct Intervention Techniques<br/><br/>Serving Toddlers and Preschoolers in the Public School Setting<br/><br/>Summary<br/><br/>ADDITIONAL CONSIDERATIONS FOR CLD CHILDREN AND THEIR FAMILIES<br/><br/>Working with Families<br/><br/>Serving CLD Children with Language Impairments in Day Care and Preschool Settings<br/><br/>Summary<br/><br/>CHAPTER HIGHLIGHTS<br/><br/>STUDY AND REVIEW QUESTIONS<br/><br/>ANSWERS TO STUDY AND REVIEW QUESTIONS<br/><br/>CHAPTER 8 LANGUAGE IN SCHOOL-AGED STUDENTS AND ADOLESCENTS WITH LEARNING DISABILITIES<br/><br/>PREVIEW OUTLINE<br/><br/>CASE STUDY<br/><br/>CHAPTER INTRODUCTION<br/><br/>Learning Disability: Definition, Identification, and Characteristics<br/><br/>Oral and Written Language: The Relationship<br/><br/>Federal Laws Impacting Service Delivery to Students with Learning Disabilities<br/><br/>ORAL COMMUNICATION PROBLEMS OF STUDENTS WITH LEARNING DISABILITIES<br/><br/>Pragmatic Skills<br/><br/>Narrative Skills<br/><br/>Semantic Skills<br/><br/>Grammatical Skills<br/><br/>Summary<br/><br/>WRITTEN LANGUAGE PROBLEMS IN CHILDREN WITH LEARNING DISABILITIES<br/><br/>Reading Disabilities (Dyslexia)<br/><br/>General Facts<br/><br/>Visual-Perceptual/Motor Theories<br/><br/>Deficits in Phonological Processing<br/><br/>Writing Disabilities<br/><br/>Spelling Disabilities<br/><br/>Summary<br/><br/>ASSESSMENT OF STUDENTS WITH LEARNING DISABILITIES<br/><br/>Challenges in Nonbiased Assessment<br/><br/>Principles of Nonbiased Assessment<br/><br/>Summary<br/><br/>INTERVENTION FOR SCHOOL-AGED CHILDREN AND ADOLESCENTS WITH LEARNING DISABILITIES<br/><br/>Service Delivery in the Public Schools<br/><br/>Collaboration in the General Education Classroom<br/><br/>Specific Strategies for Teaching Students with Learning Disabilities<br/><br/>Basic Principles<br/><br/>Providing Support for Written Language Skills<br/><br/>Additional Considerations for CLD Students<br/><br/>Summary<br/><br/>CHAPTER HIGHLIGHTS<br/><br/>STUDY AND REVIEW QUESTIONS<br/><br/>ANSWERS TO STUDY AND REVIEW QUESTIONS<br/><br/>CHAPTER 9: LANGUAGE IN CHILDREN WITH<br/><br/>DEVELOPMENTAL DISABILITIES<br/><br/>PREVIEW OUTLINE<br/><br/>CASE STUDY<br/><br/>INTRODUCTION<br/><br/>MENTAL RETARDATION: DEFINITION AND CAUSES<br/><br/>Definition and Classifications<br/><br/>Causes of MR<br/><br/>Summary<br/><br/>COGNITIVE AND LINGUISTIC CHARACTERISTICS OF STUDENTS WITH MENTAL RETARDATION<br/><br/>The Relationship Between Language and Cognition<br/><br/>Cognitive and Processing Characteristics of Children with MR<br/><br/>Language Characteristics of Children with MR<br/><br/>Phonological Characteristics<br/><br/>Morphological and Syntactic Characteristics<br/><br/>Semantic Characteristics<br/><br/>Pragmatic Characteristics<br/><br/>Children with Down Syndrome<br/><br/>Summary<br/><br/>AUTISM SPECTRUM DISORDER: DEFINITION AND CAUSES<br/><br/>Definition<br/><br/>Causes of ASD<br/><br/>Summary<br/><br/>BEHAVIORAL, COGNITIVE, AND LINGUISTIC CHARACTERISTICS OF STUDENTS WITH AUTISM SPECTRUM DISORDERS<br/><br/>Theory of Mind<br/><br/>Behavioral Characteristics<br/><br/>Phonological Characteristics<br/><br/>Morphological and Syntactic Characteristics<br/><br/>Semantic Characteristics<br/><br/>Pragmatic Characteristics<br/><br/>Written Language Characteristics<br/><br/>Summary<br/><br/>FOUNDATIONAL PRINCIPLES OF ASSESSMENT<br/><br/>Basic Principles<br/><br/>Parent Interview and Case History<br/><br/>Specific Considerations in the Assessment of Children with ASD and/or MR<br/><br/>Summary<br/><br/>FOUNDATIONAL PRINCIPLES OF TREATMENT<br/><br/>General Principles<br/><br/>Utilizing Principles of Behaviorism<br/><br/>Reinforcement<br/><br/>Generalization<br/><br/>Written Language<br/><br/>Practical Techniques and Strategies for Increasing Language Skills<br/><br/>Inclusion in General Education Classrooms<br/><br/>Training Social Skills<br/><br/>Training Attention and Listening Skills<br/><br/>Students with Severe Deficits<br/><br/>Supports for Children with ASD and MR<br/><br/>Considerations for Working with CLD Students and Their Families<br/><br/>Summary<br/><br/>CHAPTER HIGHLIGHTS<br/><br/>STUDY AND REVIEW QUESTIONS<br/><br/>ANSWERS TO STUDY AND REVIEW QUESTIONS<br/><br/>CHAPTER 10 THE IMPACT OF ENVIRONMENTAL FACTORSON LANGUAGE DEVELOPMENT<br/><br/>PREVIEW OUTLINE<br/><br/>CASE STUDY<br/><br/>CHAPTER INTRODUCTION<br/><br/>CHILDREN FROM LOW-SOCIOECONOMIC STATUS BACKGROUNDS<br/><br/>Background Information<br/><br/>Language and Behavioral Characteristics<br/><br/>Implications for Service Delivery<br/><br/>Additional Considerations for CLD Children from Low-SES Backgrounds<br/><br/>Summary<br/><br/>CHILDREN FROM BACKGROUNDS OF ABUSE AND/OR NEGLECT<br/><br/>Background Information<br/><br/>Language and Behavioral Characteristics<br/><br/>Implications for Service Delivery<br/><br/>Additional Considerations for CLD Children from Backgrounds of Abuse and/or Neglect<br/><br/>Summary<br/><br/>CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER<br/><br/>Background Information<br/><br/>Language and Behavioral Characteristics<br/><br/>Implications for Service Delivery<br/><br/>Additional Considerations for CLD Children<br/><br/>Summary<br/><br/>CHILDREN FROM BACKGROUNDS INVOLVING MATERNAL SUBSTANCE ABUSE<br/><br/>Background Information<br/><br/>Language and Behavioral Characteristics<br/><br/>Implications for Service Delivery<br/><br/>Additional Considerations for CLD Children<br/><br/>Summary<br/><br/>CHILDREN WITH HIV/AIDS<br/><br/>Background Information<br/><br/>Language and Behavioral Characteristics<br/><br/>Implications for Service Delivery<br/><br/>Additional Considerations for CLD Children<br/><br/>Summary<br/><br/>CHILDREN WITH BEHAVIORAL AND EMOTIONAL PROBLEMS<br/><br/>Background Information<br/><br/>Language and Behavioral Characteristics<br/><br/>Implications for Service Delivery<br/><br/>Additional Considerations for CLD Children<br/><br/>Summary<br/><br/>CHAPTER HIGHLIGHTS<br/><br/>STUDY AND REVIEW QUESTIONS<br/><br/>ANSWERS TO STUDY AND REVIEW QUESTIONS<br/><br/>CHAPTER 11: LANGUAGE IMPAIRMENT IN SPECIAL POPULATIONS<br/><br/>PREVIEW OUTLINE<br/><br/>CHILDREN WITH HEARING IMPAIRMENTS<br/><br/>Introduction and Basic Principles<br/><br/>Implications for Assessment and Intervention<br/><br/>Early Assessment and Intervention<br/><br/>Basic Principles of Aural Rehabilitation<br/><br/>Communication and Educational Approaches to Language Development for Hearing ImpairedChildren<br/><br/>Additional Considerations for CLD Children and Their Families<br/><br/>Summary<br/><br/>CHILDREN WITH VISUAL IMPAIRMENTS<br/><br/>Introduction and Basic Principles<br/><br/>Implications for Assessment and Intervention<br/><br/>Assessment<br/><br/>Intervention<br/><br/>Summary<br/><br/>CHILDREN WITH SEVERE/MULTIPLE DISABILITIES<br/><br/>Cerebral Palsy<br/><br/>Spina Bifida<br/><br/>Muscular Dystrophy<br/><br/>Spinal Cord Injury<br/><br/>Summary<br/><br/>AUGMENTATIVE, ALTERNATIVE COMMUNICATION<br/><br/>Introduction and Basic Principles<br/><br/>Implications for Assessment and Intervention<br/><br/>Assessment<br/><br/>Intervention<br/><br/>Additional Considerations for CLD Children and Their Families<br/><br/>Summary<br/><br/>CHAPTER HIGHLIGHTS<br/><br/>STUDY AND REVIEW QUESTIONS<br/><br/>ANSWERS TO STUDY AND REVIEW QUESTIONS<br/><br/>CHAPTER 12 SCHOOL LANGUAGE AND CLASSROOM PROGRAMS: COLLABORATING WITH PARENTS AND SCHOOL PERSONNEL<br/><br/>Alejandro E. Brice and Roanne G. Brice<br/><br/>PREVIEW OUTLINE<br/><br/>CASE STUDY<br/><br/>INTRODUCTION<br/><br/>The Changing Nature of Special Education<br/><br/>Educational Reform<br/><br/>Program Types<br/><br/>Summary<br/><br/>COLLABORATION VERSUS CONSULTATION<br/><br/>Definitions<br/><br/>Models of Collaboration<br/><br/>Instructional Strategies for use with Miguel<br/><br/>Instructional Strategies for use with John<br/><br/>Suggestions for Collaboration with Classroom Teachers: Enhancing Students' Listening and Attention Skills<br/><br/>Strategies for Collaboration with Classroom Teachers: Enhancing Students' Self Esteem Collaborative Instruction<br/><br/>Strategies for Collaborating with Administrators<br/><br/>Summary<br/><br/>CONCLUSIONS<br/><br/>CHAPTER HIGHLIGHTS<br/><br/>STUDY AND REVIEW QUESTIONS<br/><br/>ANSWERS TO STUDY AND REVIEW QUESTIONS |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Language disorders in children. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Language and culture. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Multicultural education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Education, Bilingual. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ocip |
| f | 20 |
| g | y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Stack text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Date last checked out | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | 101/2 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 15/11/2019 | 6 | 618.928 55 ROS;3 | 18042 | 07/05/2026 | 05/05/2026 | 15/11/2019 | Stack text books | ||||
| Dewey Decimal Classification | 101/2 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 15/11/2019 | 4 | 618.928 55 ROS;2 | 18041 | 07/05/2026 | 28/04/2026 | 15/11/2019 | Stack text books | ||||
| Dewey Decimal Classification | 101/2 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 15/11/2019 | 23 | 618.928 55 ROS;4 | 18043 | 07/05/2026 | 05/05/2026 | 15/11/2019 | Stack text books | ||||
| Dewey Decimal Classification | 101/2 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 15/11/2019 | 18 | 618.928 55 ROS;5 | 18044 | 05/05/2026 | 24/04/2026 | 15/11/2019 | Stack text books | ||||
| Dewey Decimal Classification | R-63/1 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 05/02/2020 | 3 | 618.928 55 ROS | 14351 | 16/06/2026 | 15/06/2026 | 05/02/2020 | Reference text books | ||||
| Dewey Decimal Classification | R-63/1 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 06/02/2020 | 5 | 618.928 55 ROS | 18040 | 25/04/2026 | 22/04/2026 | 06/02/2020 | Reference text books |