| Título : | Building skills for success in the fast-paced classroom : Optimizing achievement for students with hearing loss | | Tipo de documento: | texto impreso | | Autores: | Anderson, Karen L., Autor ; Arnoldi, Kathleen A., Autor | | Editorial: | Hillsboro [Estados Unidos de América] : Butte | | Fecha de publicación: | c2011 | | Número de páginas: | 494 p. | | Il.: | il. | | ISBN/ISSN/DL: | 978-1-88436-296-5 | | Idioma : | Inglés (eng) | | Clasificación: | Accesibilidad
Discapacidad:Sordera
Educación
Etapas de desarrollo:Adolescencia
Etapas de desarrollo:Infancia
| | Nota de contenido: | Table of contents
Foreword
introduction
1. Evaluation
1.1. Background information
1.2. Informal functional evaluation materials
1.2.1. Conducting informal functional evaluations: the role of the deaf/hard of hearing education specialist
1.2.2. Purpose of informal evaluations for students with hearing loss
1.2.3. Examples of informal evaluations
1.2.4. Student access to the general education curriculum: performing evaluations through a deaf/ hard of hearing lens
1.2.5. Rate, rigor, and incidental learning challenges in the integrated setting
1.2.6. The essential components of instructional, curricular, and communicative access
1.2.7. Conducting systematic classroom observations through a deaf/hard of hearing lens
1.2.8. Another option for evaluation: curriculum based measures
1.3. Alternatives to special education services
1.3.1. Alternatives to special education services: response to intervention (RTI) and 504 plans
1.4. Evaluation related tools
1.4.1. The access to curriculum assessment tool (ATCAT)
1.4.2. Example of a primary grade student interview utilizing the ATCAT
1.4.3. Example of a intermediate grade student interview utilizing the ATCAT
1.4.4. Definitions and examples of systematic observation techniques
1.4.5. ATCAT – speech and language clinician
1.4.6. ATCAT – teacher of the deaf/hard of hearing
1.4.7. ATCAT – student
1.4.8. ATCAT – General education teacher
1.4.9. Observational record of behavior of deaf and hard of hearing students
1.4.10. Sample written classroom observation report
1.5. Checklists
1.5.1. Children’s home inventory for listening difficulties (CHILD)
1.5.2. Screening instrument for targeting educational risk (SIFTER)
1.5.3. Preschool screening instrument for targeting educational risk (Preschool SIFTER)
1.5.4. Elementary grade screening instrument for targeting educational risk (Elementary SIFTER)
1.5.5. Secondary screening instrument for targeting educational risk (Secondary SIFTER)
1.5.6. Listening inventory for education – revised (LIFE-R)
1.5.7. Children’s auditory performance scale (CHAPS)
1.5.8. Common core educational standards: selected for vulnerability to progress delays due to hearing loss
1.6. Summarizing results
1.6.1. Summarizing evaluations results to establish a present level of academic achievement and functional performance (PLAAFP)
1.6.2. Functional skills for students with hearing loss
1.6.3. Suggested assessment measures to use with students with hearing loss
1.6.4. Addressing state criteria for special education services
1.7. IEP Planning and instructional resources
1.7.1. IEP Planning guide for students with hearing loss
1.7.2. Common core content standards
1.7.3. Planning checklist for self-advocacy and instructional access
1.7.4. Suggested specialized instructional supports
2. Understanding the effects of hearing loss and speech perception and auditory skill development
2.1. Background information
2.2. Including functional listening skills in the IEP
2.3. Teacher resources on speech perception and classroom acoustics
2.3.1. Speech perception in a 3D world
2.3.2. Listening to learn in a sea of noise: the insidious effect of classroom acoustics on student performance
2.4. Evaluation of speech perception
2.4.1. The functional listening evaluation
2.4.2. Speech perception breakdown checklist
2.5. Auditory skill development evaluation and information
2.5.1. Listening skills develop early – a hierarchy of auditory skills learned by age 4 years
2.5.2. Checklist of auditory skills for classroom success
2.5.3. Listening development profile
2.5.4. Activities for listening and learning (ALL) Performance checklist for development of complex listening skills
2.5.5. Functional listening assessment
2.5.6. Pre-feature identification contrast (PreFICs)
2.5.7. Listening for single words – phonetically balanced kindergarten (PBK) lists
2.5.8. Common phrases test
2.5.9. Mr. potato head task
2.5.10. A detailed guide to assessing auditory skill development in school-age children
2.5.11. Auditory development skill assessment resources
2.5.12. Improving auditory memory: techniques and ideas
2.5.13. Practicing auditory closure and use of contextual cues
2.5.14. Working together: the cochlear implant team and educators
2.5.15. Relationship of hearing loss to listening and learning needs
2.5.16. Sample speech perception and auditory kill assessment report
2.6. Student materials
2.6.1. Listening in the classroom pre-test
2.6.2. You hear what you hear – how much you don’t hear?
2.6.3. Estimating classroom noise effects
2.6.4. What I know about my hearing
2.6.5. Missing bits and pieces of words
2.6.6. Listening in the classroom post-test
2.6.7. Thinking about listening skills
2.7. Family information and activities
2.7.1. Auditory behavior in everyday life (ABEWL) revised
2.7.2. Parent counseling – an essential component in the (re) habilitation process
3. Social and conversational competence
3.1. Background information
3.2. Including social and conversational competence in the IEP
3.3. Evaluating the student
3.3.1. Observational of social interaction – preschool and kindergarten
3.3.2. Social interaction skills checklist – elementary
3.3.3. Minnesota social skills checklist for students who are deaf / Hard of hearing – pre-k to high school
3.3.4. What is the student’s stage of conversational skill development? Teacher guidance
3.3.5. Tracking development of conversational competence
3.3.6. Theory of mind: another typical limitation for students with hearing loss – teacher guidance
3.3.7. Sample social and conversational competence assessment report
3.4. Student materials
3.4.1. Communication is a two way street. Rules of conversation
3.4.2. Everyone experiences communication breakdowns
3.4.3. What’s the problem?
3.4.4. School communication styles – does this sound like you?
3.4.5. Types of communication characteristics
3.4.6. Communication styles – in action
3.4.7. Understanding communicator characteristics quiz
3.4.8. Ways of communicating that don’t help you
3.4.9. Bluffing – teacher guidance for student discussion
3.4.10. Making a friendship sandwich
3.4.11. How to be cool – teacher guidance
3.4.12. How to be cool
3.4.13. Group intervention strategies for developing appropriate social interaction skills
3.4.14. Learning frame for improving conversational competence
3.5. Family information and activities
3.5.1. Home communication styles
3.5.2. Socialization and success for children who are deaf or hard of haring
4. Communication repair: SCRIPT
4.1. Background information
4.2. Including communication repair in the IEP
4.3. Evaluating the student
4.3.1. Directions for using the script inventory
4.3.2. Scoring the SCRIPT inventory
4.3.3. SCRIPT inventory response sheet
4.3.4. SCRIPT inventory response summary
4.3.5. SCRIPT inventory scoring interpretation
4.3.6. SCRIPT teaching chide for prioritizing communication repair strategies
4.3.7. Classroom participation questionnaire for deaf/hard of hearing students revised (CPQ-R)
4.3.8. Sample SCRIPT communication repair assessment report
4.4. Student materials
4.4.1. Communication breakdown worksheets
4.4.2. Communication repair handouts for repetition, revision, addition and nonverbal strategies familiarization and practice
4.4.3. SCRIPT – phases of practical training
4.4.4. Communication wheel
4.4.5. SCRIPT practical training phase 1 – modeling repair strategies
4.4.6. SCRIPT practical training phase 2 – specific strategy practice
4.4.7. SCRIPT practical training phase 3 – random practice of repair skills
4.4.8. SCRIPT practical training phase 4 – home and community scenarios
4.4.9. Homework for practicing communication repair
4.4.10. Teacher guidance for homework for practicing communication repair
4.4.11. School scenarios – role play
4.4.12. Reviewing communication repair at school
4.4.13. Using SCRIPT communication repair skills – student self assessment
4.5. SCRIPT additional information
4.5.1. SCRIPT user feedback form
4.5.2. Chronological review of communication repair literature
5. Self-concept development
5.1. Background information
5.2. Including self-concept development in the IEP
5.3. Evaluating the student
5.3.1. Guide to assessment self concept
5.3.2. Areas of support to provide the skills to encourage at each stage of psychosocial development
5.3.3. Children’s peer relationship scale
5.3.4. The secondary school survey
5.3.5. Self-assessment of communication – adolescent (SAC_A)
5.3.6. Significant other assessment of communication – adolescent (SOAC-A)
5.3.7. Sample self concept assessment report
5.4. Student materials
5.4.1. Feelings
5.4.2. Feelings mad libs
5.4.3. Feelings word of the day
5.4.4. Teasing – it happens to everyone
5.4.5. Speaking up and ebbing scared or being prepared
5.4.6. Hearing technology and you: your idea of the perfect hearing device
5.4.7. You and your tricky hearing loss – teacher guidance
5.4.8. A wizard’s challenge
5.4.9. Challenges of school success – at Hogwarts and in the mainstream classroom
5.4.10. Living in the world with hearing loss: what other people may think
5.5. Family information and activities
5.5.1. Self concept and your child: the elementary school years
5.5.2. Self-concept and your child
5.5.3. What is self steem?
5.5.4. Helping children achieve self-determination
6. Self-advocacy
6.1. Background information
6.2. Including self-advocacy in the IEP
6.3. Evaluating the student
6.3.1. Student advocacy and independence development (SAID) teacher checklist
6.3.2. Student expectations for advocacy and monitoring listening and hearing technology (SEAM)
6.3.3. Hearing and listening your best is your responsibility
6.3.4. Student listening inventory for education – revised (LIFE)
6.3.5. Look for clues
6.3.6. Sample self-advocacy assessment report
6.4. Student materials (Grades 3+)
6.4.1. Facilitating development of self advocacy skills – teacher guidance
6.4.2. Classroom challenges – pre test
6.4.3. When do you need to advocate for yourself?
6.4.4. Self advocacy menu
6.4.5. Step by step changes
6.4.6. Classroom challenges port test
6.5. Student materials designed for secondary students
6.5.1. Legal protections for individuals who are deaf or hard of hearing – teacher guidance
6.5.2. The laws and me
6.5.3. What is self advocacy?
6.5.4. What do I think
6.5.5. Self-advocacy quiz
6.5.6. Self advocacy: what is it and why is it important
6.5.7. Negotiating with others
6.5.8. Problem solving
6.6. Family information and activities
7. Accessing the general education curriculum
7.1. Background information
7.2. Including general education curriculum access in the IEP
7.3. Evaluating the student
7.3.1. Access to instruction checklist
7.3.2. Informal inventory of independence and self advocacy skills for deaf/hard of hearing students
7.3.3. Mediated communication: student readiness checklist
7.3.4. Placement and readiness checklist for students who are deaf and hard of hearing (PARC)
7.3.5. Checklist for language of directions – skills development
7.3.6. Language of directions – hierarchy of development
7.3.7. Sample general education curriculum access assessment report
7.4. Teacher/Therapist resources
7.4.1. Bumps along the road to good communication
7.4.2. Common American idioms
7.4.3. Figurative language
7.4.4. Supporting the success of students with hearing loss: a self-checklist for teachers
7.5. Handouts for classroom teachers
7.5.1. Question-answer routines
7.5.2. Language of directions
7.5.3. Making your instruction accessible
7.5.4. Environmental print
7.5.5. Test taking
7.5.6. Classroom rituals and routines
7.5.7. Textbooks
7.5.8. Paper and pencil assignments
7.5.9. Using mediated communication in the classroom
7.6. The school principal’s role in ensuring access
7.6.1. Family information and activities
7.6.1.1. Conquering figurative language
7.6.1.2. Making sense of idioms
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Building skills for success in the fast-paced classroom : Optimizing achievement for students with hearing loss [texto impreso] / Anderson, Karen L., Autor ; Arnoldi, Kathleen A., Autor . - Hillsboro (Estados Unidos de América) : Butte, c2011 . - 494 p. : il. ISBN : 978-1-88436-296-5 Idioma : Inglés ( eng) | Clasificación: | Accesibilidad
Discapacidad:Sordera
Educación
Etapas de desarrollo:Adolescencia
Etapas de desarrollo:Infancia
| | Nota de contenido: | Table of contents
Foreword
introduction
1. Evaluation
1.1. Background information
1.2. Informal functional evaluation materials
1.2.1. Conducting informal functional evaluations: the role of the deaf/hard of hearing education specialist
1.2.2. Purpose of informal evaluations for students with hearing loss
1.2.3. Examples of informal evaluations
1.2.4. Student access to the general education curriculum: performing evaluations through a deaf/ hard of hearing lens
1.2.5. Rate, rigor, and incidental learning challenges in the integrated setting
1.2.6. The essential components of instructional, curricular, and communicative access
1.2.7. Conducting systematic classroom observations through a deaf/hard of hearing lens
1.2.8. Another option for evaluation: curriculum based measures
1.3. Alternatives to special education services
1.3.1. Alternatives to special education services: response to intervention (RTI) and 504 plans
1.4. Evaluation related tools
1.4.1. The access to curriculum assessment tool (ATCAT)
1.4.2. Example of a primary grade student interview utilizing the ATCAT
1.4.3. Example of a intermediate grade student interview utilizing the ATCAT
1.4.4. Definitions and examples of systematic observation techniques
1.4.5. ATCAT – speech and language clinician
1.4.6. ATCAT – teacher of the deaf/hard of hearing
1.4.7. ATCAT – student
1.4.8. ATCAT – General education teacher
1.4.9. Observational record of behavior of deaf and hard of hearing students
1.4.10. Sample written classroom observation report
1.5. Checklists
1.5.1. Children’s home inventory for listening difficulties (CHILD)
1.5.2. Screening instrument for targeting educational risk (SIFTER)
1.5.3. Preschool screening instrument for targeting educational risk (Preschool SIFTER)
1.5.4. Elementary grade screening instrument for targeting educational risk (Elementary SIFTER)
1.5.5. Secondary screening instrument for targeting educational risk (Secondary SIFTER)
1.5.6. Listening inventory for education – revised (LIFE-R)
1.5.7. Children’s auditory performance scale (CHAPS)
1.5.8. Common core educational standards: selected for vulnerability to progress delays due to hearing loss
1.6. Summarizing results
1.6.1. Summarizing evaluations results to establish a present level of academic achievement and functional performance (PLAAFP)
1.6.2. Functional skills for students with hearing loss
1.6.3. Suggested assessment measures to use with students with hearing loss
1.6.4. Addressing state criteria for special education services
1.7. IEP Planning and instructional resources
1.7.1. IEP Planning guide for students with hearing loss
1.7.2. Common core content standards
1.7.3. Planning checklist for self-advocacy and instructional access
1.7.4. Suggested specialized instructional supports
2. Understanding the effects of hearing loss and speech perception and auditory skill development
2.1. Background information
2.2. Including functional listening skills in the IEP
2.3. Teacher resources on speech perception and classroom acoustics
2.3.1. Speech perception in a 3D world
2.3.2. Listening to learn in a sea of noise: the insidious effect of classroom acoustics on student performance
2.4. Evaluation of speech perception
2.4.1. The functional listening evaluation
2.4.2. Speech perception breakdown checklist
2.5. Auditory skill development evaluation and information
2.5.1. Listening skills develop early – a hierarchy of auditory skills learned by age 4 years
2.5.2. Checklist of auditory skills for classroom success
2.5.3. Listening development profile
2.5.4. Activities for listening and learning (ALL) Performance checklist for development of complex listening skills
2.5.5. Functional listening assessment
2.5.6. Pre-feature identification contrast (PreFICs)
2.5.7. Listening for single words – phonetically balanced kindergarten (PBK) lists
2.5.8. Common phrases test
2.5.9. Mr. potato head task
2.5.10. A detailed guide to assessing auditory skill development in school-age children
2.5.11. Auditory development skill assessment resources
2.5.12. Improving auditory memory: techniques and ideas
2.5.13. Practicing auditory closure and use of contextual cues
2.5.14. Working together: the cochlear implant team and educators
2.5.15. Relationship of hearing loss to listening and learning needs
2.5.16. Sample speech perception and auditory kill assessment report
2.6. Student materials
2.6.1. Listening in the classroom pre-test
2.6.2. You hear what you hear – how much you don’t hear?
2.6.3. Estimating classroom noise effects
2.6.4. What I know about my hearing
2.6.5. Missing bits and pieces of words
2.6.6. Listening in the classroom post-test
2.6.7. Thinking about listening skills
2.7. Family information and activities
2.7.1. Auditory behavior in everyday life (ABEWL) revised
2.7.2. Parent counseling – an essential component in the (re) habilitation process
3. Social and conversational competence
3.1. Background information
3.2. Including social and conversational competence in the IEP
3.3. Evaluating the student
3.3.1. Observational of social interaction – preschool and kindergarten
3.3.2. Social interaction skills checklist – elementary
3.3.3. Minnesota social skills checklist for students who are deaf / Hard of hearing – pre-k to high school
3.3.4. What is the student’s stage of conversational skill development? Teacher guidance
3.3.5. Tracking development of conversational competence
3.3.6. Theory of mind: another typical limitation for students with hearing loss – teacher guidance
3.3.7. Sample social and conversational competence assessment report
3.4. Student materials
3.4.1. Communication is a two way street. Rules of conversation
3.4.2. Everyone experiences communication breakdowns
3.4.3. What’s the problem?
3.4.4. School communication styles – does this sound like you?
3.4.5. Types of communication characteristics
3.4.6. Communication styles – in action
3.4.7. Understanding communicator characteristics quiz
3.4.8. Ways of communicating that don’t help you
3.4.9. Bluffing – teacher guidance for student discussion
3.4.10. Making a friendship sandwich
3.4.11. How to be cool – teacher guidance
3.4.12. How to be cool
3.4.13. Group intervention strategies for developing appropriate social interaction skills
3.4.14. Learning frame for improving conversational competence
3.5. Family information and activities
3.5.1. Home communication styles
3.5.2. Socialization and success for children who are deaf or hard of haring
4. Communication repair: SCRIPT
4.1. Background information
4.2. Including communication repair in the IEP
4.3. Evaluating the student
4.3.1. Directions for using the script inventory
4.3.2. Scoring the SCRIPT inventory
4.3.3. SCRIPT inventory response sheet
4.3.4. SCRIPT inventory response summary
4.3.5. SCRIPT inventory scoring interpretation
4.3.6. SCRIPT teaching chide for prioritizing communication repair strategies
4.3.7. Classroom participation questionnaire for deaf/hard of hearing students revised (CPQ-R)
4.3.8. Sample SCRIPT communication repair assessment report
4.4. Student materials
4.4.1. Communication breakdown worksheets
4.4.2. Communication repair handouts for repetition, revision, addition and nonverbal strategies familiarization and practice
4.4.3. SCRIPT – phases of practical training
4.4.4. Communication wheel
4.4.5. SCRIPT practical training phase 1 – modeling repair strategies
4.4.6. SCRIPT practical training phase 2 – specific strategy practice
4.4.7. SCRIPT practical training phase 3 – random practice of repair skills
4.4.8. SCRIPT practical training phase 4 – home and community scenarios
4.4.9. Homework for practicing communication repair
4.4.10. Teacher guidance for homework for practicing communication repair
4.4.11. School scenarios – role play
4.4.12. Reviewing communication repair at school
4.4.13. Using SCRIPT communication repair skills – student self assessment
4.5. SCRIPT additional information
4.5.1. SCRIPT user feedback form
4.5.2. Chronological review of communication repair literature
5. Self-concept development
5.1. Background information
5.2. Including self-concept development in the IEP
5.3. Evaluating the student
5.3.1. Guide to assessment self concept
5.3.2. Areas of support to provide the skills to encourage at each stage of psychosocial development
5.3.3. Children’s peer relationship scale
5.3.4. The secondary school survey
5.3.5. Self-assessment of communication – adolescent (SAC_A)
5.3.6. Significant other assessment of communication – adolescent (SOAC-A)
5.3.7. Sample self concept assessment report
5.4. Student materials
5.4.1. Feelings
5.4.2. Feelings mad libs
5.4.3. Feelings word of the day
5.4.4. Teasing – it happens to everyone
5.4.5. Speaking up and ebbing scared or being prepared
5.4.6. Hearing technology and you: your idea of the perfect hearing device
5.4.7. You and your tricky hearing loss – teacher guidance
5.4.8. A wizard’s challenge
5.4.9. Challenges of school success – at Hogwarts and in the mainstream classroom
5.4.10. Living in the world with hearing loss: what other people may think
5.5. Family information and activities
5.5.1. Self concept and your child: the elementary school years
5.5.2. Self-concept and your child
5.5.3. What is self steem?
5.5.4. Helping children achieve self-determination
6. Self-advocacy
6.1. Background information
6.2. Including self-advocacy in the IEP
6.3. Evaluating the student
6.3.1. Student advocacy and independence development (SAID) teacher checklist
6.3.2. Student expectations for advocacy and monitoring listening and hearing technology (SEAM)
6.3.3. Hearing and listening your best is your responsibility
6.3.4. Student listening inventory for education – revised (LIFE)
6.3.5. Look for clues
6.3.6. Sample self-advocacy assessment report
6.4. Student materials (Grades 3+)
6.4.1. Facilitating development of self advocacy skills – teacher guidance
6.4.2. Classroom challenges – pre test
6.4.3. When do you need to advocate for yourself?
6.4.4. Self advocacy menu
6.4.5. Step by step changes
6.4.6. Classroom challenges port test
6.5. Student materials designed for secondary students
6.5.1. Legal protections for individuals who are deaf or hard of hearing – teacher guidance
6.5.2. The laws and me
6.5.3. What is self advocacy?
6.5.4. What do I think
6.5.5. Self-advocacy quiz
6.5.6. Self advocacy: what is it and why is it important
6.5.7. Negotiating with others
6.5.8. Problem solving
6.6. Family information and activities
7. Accessing the general education curriculum
7.1. Background information
7.2. Including general education curriculum access in the IEP
7.3. Evaluating the student
7.3.1. Access to instruction checklist
7.3.2. Informal inventory of independence and self advocacy skills for deaf/hard of hearing students
7.3.3. Mediated communication: student readiness checklist
7.3.4. Placement and readiness checklist for students who are deaf and hard of hearing (PARC)
7.3.5. Checklist for language of directions – skills development
7.3.6. Language of directions – hierarchy of development
7.3.7. Sample general education curriculum access assessment report
7.4. Teacher/Therapist resources
7.4.1. Bumps along the road to good communication
7.4.2. Common American idioms
7.4.3. Figurative language
7.4.4. Supporting the success of students with hearing loss: a self-checklist for teachers
7.5. Handouts for classroom teachers
7.5.1. Question-answer routines
7.5.2. Language of directions
7.5.3. Making your instruction accessible
7.5.4. Environmental print
7.5.5. Test taking
7.5.6. Classroom rituals and routines
7.5.7. Textbooks
7.5.8. Paper and pencil assignments
7.5.9. Using mediated communication in the classroom
7.6. The school principal’s role in ensuring access
7.6.1. Family information and activities
7.6.1.1. Conquering figurative language
7.6.1.2. Making sense of idioms
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