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AAC Strategies for Individuals with Moderate to Severe Disabilities Paperback – November 3, 2011

ISBN-13: 978-1598572063 ISBN-10: 1598572067 Edition: 1st

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Product Details

  • Paperback: 408 pages
  • Publisher: Brookes Publishing; 1 edition (November 3, 2011)
  • Language: English
  • ISBN-10: 1598572067
  • ISBN-13: 978-1598572063
  • Product Dimensions: 10.4 x 6.8 x 0.8 inches
  • Shipping Weight: 1.5 pounds (View shipping rates and policies)
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (3 customer reviews)
  • Amazon Best Sellers Rank: #46,324 in Books (See Top 100 in Books)

Editorial Reviews

Review

"Succeeds in integrating the how-to with research evidence in guiding its readers to more effective AAC intervention."
(Erna Alant, D.Phil)

About the Author


Kathleen M. Feeley, Ph.D., Associate Professor, Department of Special Education and Literacy, C.W. Post Campus, Long Island University, Brookville, New York 11367

Dr. Feeley is the clinical coordinator for the Certifi cate in Autism and Special Education Program at C.W. Post Campus, Long Island University. As the founder and director of the Center for Community Inclusion at C.W. Post Campus, Dr. Feeley provides training and technical assistance to families, school districts, and adult service agencies as they include individuals with developmental disabilities within their communities. She is also Senior Editor for the journal Down Syndrome Research and Practice and is a member of the international research group Research Action for People with Down Syndrome (RAPID), sponsored by Down Syndrome International.

Susan S. Johnston, Ph.D., Professor, Department of Special Education, University of Utah, 1705 East Campus Center Drive, Room 221, Salt Lake City, Utah 84112

Dr. Johnston conducts research, teaches, and provides technical assistance in the areas of augmentative and alternative communication, early language and literacy intervention, and early childhood special education. During her tenure at the University of Utah, Dr. Johnston served as Associate Dean for Academic Affairs for the College of Education and currently serves as Director of International Initiatives for the College of Education. She received her Master of Arts degree and doctorate in speech-language pathology from the University of Minnesota in Minneapolis.

Emily A. Jones, Ph.D., Assistant Professor, Department of Psychology, Queens College, City University of New York, Flushing, New York 11367

Dr. Jones received her doctorate in clinical psychology from the State University of New York Stony Brook. She was Associate Professor in the Department of Psychology at C.W. Post Campus, Long Island University. Dr. Jones teaches courses in applied behavior analysis and developmental disabilities. She also provides training and technical assistance to families, school districts, and other service providers to support children with developmental disabilities in inclusive settings. Dr. Jones's research involves the development and demonstration of interventions to address early emerging core deficits in young children with developmental disabilities such as autism and Down syndrome. Her current interests are in the area of social and communication skills, including joint attention in children with autism and early requesting skills in children with Down syndrome.

Joe Reichle, Ph.D., Professor and American Speech-Language-Hearing Association (ASHA) Fellow, Department of Educational Psychology, Special Education Area, University of Minnesota, 250 Educational Sciences Building, 56 East River Road, Minneapolis, Minnesota 55455

Dr. Reichle holds a joint appointment in the Departments of Speech-Language-Hearing Sciences and Educational Psychology at the University of Minnesota. He is an internationally recognized expert in the areas of augmentative and alternative communication and communication intervention for individuals with significant developmental disabilities, with more than 55 articles in refereed journals. He has coedited 10 books focused on his areas of expertise and has served as an associate editor of the Journal of Speech-Language-Hearing Research.

During his tenure at the University of Minnesota, Dr. Reichle served on the executive committee of the dean of the graduate school, was associate chair of the Department of Speech- Language-Hearing, and was training director of the Center on Community Integration. He has also served as a principal investigator, coprincipal investigator, and investigator on numerous federally funded research and training grants.

Dr. Smith is a New York State Licensed Psychologist. He has worked with children and adults with

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Most Helpful Customer Reviews

3 of 3 people found the following review helpful By Francesc Sistach on November 17, 2013
Format: Paperback
(Note: I received a free copy of this book for review in iAutism and I have also decided to include the review here.)
In part, this book is the second edition of one with a very similar title published in 1991 by Dr. Reichle and several of his doctoral students. Two decades later, history repeats itself, this time with a much longer list of much more experienced coauthors.

In short, this book provides methods of implementing strategies from ACC (Augmentative and Alternative Communication), always combining great academic rigor with a high level of practicality. Its audience is special education professionals and speech therapists who work with people with severe learning disabilities (including, but not limited to, autism).

The authors aren’t providing a unique method, but a combination of procedures, based on proven scientific and empirical evidence, that help practical implementation of the AAC in many ways.

The first chapter focuses on how small children in general become active communicators. The second chapter explains the main types of AAC and how to select the most appropriate one for each case. Hence, it talks about the use of real pictures, various types of pictograms, or communicating with gestures, providing rules and recommendations for choosing among these options, and answering questions about whether using these methods affect the development of verbal language.

Chapters 3 and 4 present the different systems of AAC, including non-electronic ones, and explain the main points of value in each AAC system. This book doesn’t focus solely on autism, so you will find many references here to systems based on scanning and light switches, for example.
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3 of 3 people found the following review helpful By Mom, Teacher, Sister and Daughter on December 22, 2013
Format: Paperback Verified Purchase
As a mother of a child with a severe disability and a special education teacher, I have looked and looked for a book that would guide me to teach my daughter and my students how to communicate. But I found out that I needed to learn first. This book is written easily and step by step. I highly recommend this book for any parent, speech therapist etc that wants to truly learn how to teach a child with a severe disability how to communicate with an augmentative device.
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Very thorough and comprehensive. The authors did an exceptional job of organizing ideas and presenting information. this will be a great resource for me professionally.
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