Intervention Manual for Prerequisite Learning Skills

Publication

Home
Publications
Intervention Manual for Prerequisite Learning Skills

Intervention Manual for Prerequisite Learning Skills
Practical Strategies

: Prathibha Karanth, Celeste Roseberry-McKibbin, Priya James

Details:: 144 pages, Illustrated (B/W), Softcover, 8.5 x 11"

ISBN13:: 978-1-59756-970-5

Release Date:: 05/19/2017

$39.95

Add to Cart

About
Contents
Authors
Related Titles
Resources

Overview

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 children in each of the domains that they need 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- to 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.

Background and Introduction
Directions for Use
Prerequisite Learning Skills
Building on Compliance
Do's and Don'ts
Acknowledgments
Project Team

Lesson Plans
Part I. Toddler Prerequisite Learning Skills
Part II. Sensory Motor Activities
Part III. Preschooler Prerequisite Learning Skills

Conclusion
Glossary
Appendix I. Online Resources for Practical Products and Intervention Strategies
References

About The Authors

Prathibha Karanth

Prathibha Karanth, PhD, received her MSc (1971) and PhD (1981) from the All India Institute of Speech & Hearing (AIISH) in India. For 25 years, she worked on neurogenic communication disorders in adults and children at the National Institute of Mental Health and Neuro Sciences and AIISH. In 2003, she set up the nonprofit Com DEALL Trust to support the Communication DEALL Early Intervention Program, developed by her in 2000, now scaled up to over 20 units across India. She is associated with academic institutions such as SRCISH and NIAS in Bangalore and serves on scientific advisory committees of the Government of India and other academic institutions.

Celeste Roseberry-McKibbin

Celeste Roseberry-McKibbin, PhD, CCC-SLP, received her doctorate from Northwestern University. She is a Professor of Communication Sciences and Disorders at California State University, Sacramento. Dr. Roseberry is also currently a part-time itinerant speech pathologist in San Juan Unified School District, where she provides direct services to students from preschool through high school. She has worked in educational and medical settings with a wide variety of clients ranging from preschoolers through geriatric patients. She serves homeless persons in her community through direct work on the streets.

Priya James

Priya James, MS, CCC-SLP, has over a decade of experience working with special need children and families. Priya's varied experiences include working with preschoolers through high schoolers in the public / private schools, juvenile hall, and postsecondary and vocational schools. She has also worked with adult patients with neurologic disorders and injury.