MARC details
| 000 -LEADER |
|---|
| fixed length control field |
15383cam a2200409 i 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20221101233309.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
010101s2009 njua 001 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2007052965 |
| 011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE] |
|---|
| Local cataloguing issues note |
BIB MATCHES WORLDCAT |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0131745980 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780131745988 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(ATU)b11441471 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)190760673 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
YDX |
| -- |
BAKER |
| -- |
BTCTA |
| -- |
YDXCP |
| -- |
OCoLC |
| -- |
ATU |
| 043 ## - GEOGRAPHIC AREA CODE |
|---|
| Geographic area code |
n-us--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LC4019.3 |
| Item number |
.R38 2009 |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
371.90472 |
| Edition number |
22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Raver, Sharon A., |
| Relator term |
author. |
| 9 (RLIN) |
1073057 |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Early childhood special education, 0 to 8 years : |
| Remainder of title |
strategies for positive outcomes / |
| Statement of responsibility, etc. |
Sharon A. Raver. |
| 246 3# - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
Early childhood special education, zero to eight years |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Upper Saddle River, N.J. : |
| Name of producer, publisher, distributor, manufacturer |
Merill/Pearson, |
| Date of production, publication, distribution, manufacture, or copyright notice |
[2009] |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Date of production, publication, distribution, manufacture, or copyright notice |
©2009 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xvi, 368 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
24 cm |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Includes indexes. |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Foundations of Early Childhood Special Education -- |
| -- |
Introduction to Working with Infants, Toddlers, Preschoolers, and Primary-Aged Children with Special Needs -- |
| -- |
Overview -- |
| -- |
Case Study -- |
| -- |
Federal Legislation Affecting Early Childhood Special Education Services -- |
| -- |
The 1973-Section 504 of the Rehabilitation Act -- |
| -- |
The 1990-Individuals with Disabilities Education Act -- |
| -- |
The 2001-No Child Left Behind -- |
| -- |
The 2004-Individuals with Disabilities Education Improvement Act -- |
| -- |
Characteristics of Early Childhood Special Education -- |
| -- |
Characteristics of General Early Childhood Education -- |
| -- |
Least Restrictive Environment -- |
| -- |
Characteristics of Children Receiving Early Childhood Special Education Services -- |
| -- |
Characteristics of Infants and Toddlers -- |
| -- |
Characteristics of Preschoolers -- |
| -- |
Characteristics of Primary-Aged Students -- |
| -- |
Program Objectives for Educating Young Children with Special Needs -- |
| -- |
Intervention with Infants and Toddlers -- |
| -- |
Intervention with Preschoolers -- |
| -- |
Intervention with Primary-Aged Students -- |
| -- |
Service Delivery Models for Educating Young Children with Special Needs -- |
| -- |
Home-Based Program Model -- |
| -- |
Center-Based Program Model -- |
| -- |
Home-Center Program Model -- |
| -- |
Itinerant Teacher Model /Inclusion -- |
| -- |
Models for Primary-Aged Students -- |
| -- |
An Ecological Approach to Early Childhood Special Education -- |
| -- |
Microsystem -- |
| -- |
Mesosystem -- |
| -- |
Exosystem -- |
| -- |
Professional Standards -- |
| -- |
Standards-Based Education -- |
| -- |
Conclusion -- |
| -- |
Building Partnerships in Culturally /Linguistically Diverse Settings -- |
| -- |
Overview -- |
| -- |
Case Study -- |
| -- |
Building Partnerships with Families -- |
| -- |
Impact of a Disability /Developmental Delay on Parents -- |
| -- |
Impact of a Disability /Developmental Delay on Siblings -- |
| -- |
Impact of a Disability /Developmental Delay on Extended Family -- |
| -- |
A Family-Based Approach -- |
| -- |
Communicating with Parents and Professionals -- |
| -- |
Nonverbal Communication Skills -- |
| -- |
Verbal Communication Skills -- |
| -- |
The Family Systems Approach -- |
| -- |
Family Characteristics -- |
| -- |
Family Interaction -- |
| -- |
Family Functions -- |
| -- |
Developing Professional-Family Partnerships in Planning -- |
| -- |
Servings Families from Culturally /Ethnically /Linguistically Diverse Backgrounds -- |
| -- |
Parents' Personal Rights -- |
| -- |
The Right to Feel Angry -- |
| -- |
The Right to Seek Another Opinion -- |
| -- |
The Right to Stop Trying -- |
| -- |
The Right to Be Annoyed with Their Child -- |
| -- |
The Right to Be a Parent -- |
| -- |
Building Effective Teams -- |
| -- |
Types of Teams -- |
| -- |
Developing Effective Teams -- |
| -- |
Conclusion -- |
| -- |
Assessment and Individualized Interventions -- |
| -- |
Overview -- |
| -- |
Case Study -- |
| -- |
Assessment -- |
| -- |
Norm-Referenced Assessments -- |
| -- |
Criterion-Referenced Assessments -- |
| -- |
Play-Based Assessments -- |
| -- |
Judgment-Based Assessments -- |
| -- |
The Purposes of Assessment -- |
| -- |
Developing Individualized Programs -- |
| -- |
Developing an Individualized Family Service Plan -- |
| -- |
Developing an Individualized Education Program -- |
| -- |
Monitoring Skill Acquisition -- |
| -- |
Individualized Instruction for Primary-Aged Students -- |
| -- |
Conclusion -- |
| -- |
Effective Instructional and Accommodative Practices -- |
| -- |
Overview -- |
| -- |
Case Study -- |
| -- |
Designing and Managing the Physical Space -- |
| -- |
Using Staff Effectively -- |
| -- |
Organizing Learning Centers -- |
| -- |
Planning for Instruction -- |
| -- |
Using Thematic /Unit Curricular Organization -- |
| -- |
Understanding the Stages of Learning -- |
| -- |
Instructional Approaches -- |
| -- |
Direct Instruction -- |
| -- |
Naturalistic Instruction -- |
| -- |
Embedded Learning Opportunities /Routine-Based Instruction -- |
| -- |
Instructional Strategies -- |
| -- |
Prompting -- |
| -- |
Modeling -- |
| -- |
Response-Contingent Feedback -- |
| -- |
Mand-Model Procedure -- |
| -- |
Active Student Responding -- |
| -- |
Increasing Engagement in Young Children -- |
| -- |
Providing Sufficient Skill Practice -- |
| -- |
Using Activity Mini-Schedules -- |
| -- |
Using Scaffolding -- |
| -- |
Using Computers to Support Learning -- |
| -- |
Inclusive and Accommodative Practices -- |
| -- |
Program and Assessment Accommodations -- |
| -- |
Coplanning and Collaboration -- |
| -- |
Consultation -- |
| -- |
Inclusion of Infants, Toddlers, and Preschoolers -- |
| -- |
Inclusion of Primary-Aged Students -- |
| -- |
Writing Section 504 Accommodation Plans -- |
| -- |
Conclusion -- |
| -- |
Techniques for Promoting Development and Learning -- |
| -- |
Promoting Communication Development -- |
| -- |
Overview -- |
| -- |
Case Study -- |
| -- |
Overview of Communication and Language Development -- |
| -- |
Communication, Speech, and Language -- |
| -- |
Language Delay -- |
| -- |
Language Disorder -- |
| -- |
Communication Development in Infants and Toddlers -- |
| -- |
Semantic Development: The First Words -- |
| -- |
Pragmatic Development -- |
| -- |
The Role of Parents and Caregivers -- |
| -- |
The Role of the Speech-Language Pathologist (SLP) -- |
| -- |
General Principles of Communication Intervention with Young Children -- |
| -- |
General Approaches to Communication Intervention -- |
| -- |
Facilitative Strategies for Promoting Communication in Young Children -- |
| -- |
Communication Development in Toddlers -- |
| -- |
Late Talkers Versus Late Bloomers -- |
| -- |
Assessment of Language Delays in Toddlers -- |
| -- |
Strategies for Promoting Communication in Toddlers with Language Delays -- |
| -- |
Communication Development in Preschoolers with Specific Language Impairment -- |
| -- |
Limitations in Language Content: Semantics -- |
| -- |
Limitations in Language Form: Phonology, Morphology, and Syntax -- |
| -- |
Limitations in Language Use: Pragmatics -- |
| -- |
Language and Communication Assessment of Preschoolers -- |
| -- |
Strategies for Promoting Communication in Preschoolers -- |
| -- |
Language Characteristics of Primary-Aged Students with Language Impairments -- |
| -- |
Phonological Characteristics of Students with LLD -- |
| -- |
Syntactic Characteristics of Students with LLD -- |
| -- |
Semantic Characteristics of Students with LLD -- |
| -- |
Pragmatic Characteristics of Students with LLD -- |
| -- |
Communication and Language Assessment of Primary-Aged Students -- |
| -- |
Strategies for Promoting Communication in School-Age Children with Language and Learning Impairments -- |
| -- |
Augmentative-Alternative Communication -- |
| -- |
Types of AAC Systems -- |
| -- |
Conclusion -- |
| -- |
Promoting Cognitive and Literacy Development -- |
| -- |
Overview -- |
| -- |
Case Study -- |
| -- |
Theories of Cognitive Development and Learning -- |
| -- |
Behavioral Theory of Learning -- |
| -- |
Information-Processing Theory of Learning -- |
| -- |
Cognitive-Development Theory of Learning -- |
| -- |
The Effects of Early Experience -- |
| -- |
Infants and Toddlers -- |
| -- |
Preschoolers -- |
| -- |
Cognitive Milestones and Intervention Implications Assessment -- |
| -- |
Infants and Toddlers -- |
| -- |
Preschoolers -- |
| -- |
Primary-Aged Students -- |
| -- |
Assessment of Cognitive Development -- |
| -- |
Formal Cognitive Assessment -- |
| -- |
Informal Assessments -- |
| -- |
Promoting Cognitive Development and Learning in Infants, Toddlers, and Preschoolers -- |
| -- |
Promoting Cognitive Development and Academic Learning in Primary-Aged Students -- |
| -- |
Reading Instruction -- |
| -- |
Models of Reading Instruction -- |
| -- |
Monitoring Reading Progress -- |
| -- |
Teaching Mathematics -- |
| -- |
Approaches to Teaching Mathematics -- |
| -- |
Conclusion -- |
| -- |
Promoting Fine and Gross Motor and Adaptive Skills Development -- |
| -- |
Overview -- |
| -- |
Case Study -- |
| -- |
Theories of Fine and Gross Motor Development -- |
| -- |
Neuromaturational Theory -- |
| -- |
Motor Learning Theory -- |
| -- |
Sensorimotor Theory -- |
| -- |
Treatment Models -- |
| -- |
Approaches to Intervention -- |
| -- |
Activity-Based /Routine-Based Intervention -- |
| -- |
Supports to Therapy -- |
| -- |
Service Delivery Models -- |
| -- |
Direct Service Delivery -- |
| -- |
Monitoring Service Delivery -- |
| -- |
Consultation Service Delivery -- |
| -- |
Assessment Practices -- |
| -- |
Screening -- |
| -- |
Diagnosis -- |
| -- |
Program Planning -- |
| -- |
Characteristics of Children with Physical Disabilities -- |
| -- |
Cerebral Palsy -- |
| -- |
Spina Bifida -- |
| -- |
Down Syndrome -- |
| -- |
Other Conditions that Impact Neuromotor Development -- |
| -- |
Therapeutic Intervention Strategies -- |
| -- |
Positioning -- |
| -- |
Play with People and Objects -- |
| -- |
Promoting Gross Motor Skills -- |
| 505 80 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Promoting Fine Motor Development -- |
| -- |
Adapting Curricula -- |
| -- |
Promoting Adaptive Skills Development -- |
| -- |
Feeding -- |
| -- |
Dressing -- |
| -- |
Personal Hygiene -- |
| -- |
Assistive technology -- |
| -- |
Conclusion -- |
| -- |
Promoting Social and Emotional Development -- |
| -- |
Overview -- |
| -- |
Case Study -- |
| -- |
Social and Emotional Development in Infants and Toddlers -- |
| -- |
Attachment -- |
| -- |
Social and Emotional Development in Preschoolers -- |
| -- |
Peer Interactions and Friendships -- |
| -- |
The Development of Play -- |
| -- |
Development of Emotional Regulation -- |
| -- |
Social and Emotional Development in Primary-Aged Students -- |
| -- |
Play in Kindergarten and the Primary Grades -- |
| -- |
Peer Interactions and Friendships in the Primary Grades -- |
| -- |
Managing Challenging Behavior -- |
| -- |
Principles of Behavior Management -- |
| -- |
Relationship Building with Young Children -- |
| -- |
Assessment of Undesirable Behavior -- |
| -- |
Intervention with Infants and Toddlers -- |
| -- |
Intervention with Preschoolers -- |
| -- |
Intervention with Primary-Aged Students -- |
| -- |
Conducting Functional Behavior Assessments and Developing Interventions -- |
| -- |
General Strategies for Promoting Appropriate Social and Emotional Skills -- |
| -- |
Promoting Appropriate Social and Emotional Skills in Infants and Toddlers -- |
| -- |
Promoting Appropriate Social and Emotional Skills in Preschoolers -- |
| -- |
Promoting Appropriate Social and Emotional Skills in Primary-Aged Students -- |
| -- |
Conclusion -- |
| -- |
Interventions with Specific Populations -- |
| -- |
Techniques for Teaching Young Children with Mild Learning and Behavior Problems -- |
| -- |
Overview -- |
| -- |
Case Study -- |
| -- |
The Identification Process -- |
| -- |
Infants, Toddlers, and Preschoolers -- |
| -- |
Primary-Aged Students -- |
| -- |
Characteristics of Young Children with Mild Learning and Behavior Problems -- |
| -- |
Infants, Toddlers, and Preschoolers -- |
| -- |
Primary-Aged Students with Mild Mental Retardation -- |
| -- |
Primary-Aged Students with Learning Disabilities -- |
| -- |
Primary-Aged Students with Behavior Disorders /Emotional Disturbance -- |
| -- |
Individualizing Instruction and Tracking Learning -- |
| -- |
Primary-Aged Students -- |
| -- |
Strategies for Promoting Skill Development -- |
| -- |
Task Analysis -- |
| -- |
Time Delay -- |
| -- |
Instructional Adaptation -- |
| -- |
Developing Communication Skills -- |
| -- |
Developing Social Skills -- |
| -- |
Developing Preliteracy Skills -- |
| -- |
Developing Literacy Skills in Primary-Aged Students -- |
| -- |
Conclusion -- |
| -- |
Techniques for Teaching Young Children with Moderate /Severe or Multiple Disabilities -- |
| -- |
Overview -- |
| -- |
Case Study -- |
| -- |
Definitions of Moderate /Severe and Multiple Disabilities -- |
| -- |
General Characteristics of Children with Moderate /Severe and Multiple Disabilities -- |
| -- |
Neuromotor Impairments -- |
| -- |
Degenerative Diseases -- |
| -- |
Infectious Diseases -- |
| -- |
Orthopedic and Musculoskeletal Disorders -- |
| -- |
Sensory Impairments -- |
| -- |
Major Health Impairments -- |
| -- |
Neurodevelopmental Disorders -- |
| -- |
Using a Needs-Based Approach to Intervention -- |
| -- |
Medical Needs -- |
| -- |
Physical Needs -- |
| -- |
Educational Needs -- |
| -- |
Social-Emotional Needs -- |
| -- |
Forming Educational Teams for Children with Severe and Multiple Disabilities -- |
| -- |
Roles and Responsibilities of Team Members -- |
| -- |
Early Interventionist /Early Childhood Special Education Professional -- |
| -- |
General Early Childhood Educator -- |
| -- |
Physical Therapist -- |
| -- |
Occupational Therapist -- |
| -- |
Speech-Language Pathologist -- |
| -- |
Assistive Technology Specialist -- |
| -- |
Educator for Students with Visual Impairments and Orientation and Mobility Specialist -- |
| -- |
Audiologist -- |
| -- |
Other Specialists -- |
| -- |
Assessment Considerations -- |
| -- |
Alternative Assessments for Young Children with Moderate /Severe and Multiple Disabilities -- |
| -- |
Identify Standards or Expected Learning Outcomes -- |
| -- |
Determine the Assessment Format -- |
| -- |
Using Continuous Monitoring and Data Collection -- |
| -- |
Curriculum Development for Children with Moderate /Severe and Multiple Disabilities -- |
| -- |
Desired Life Outcomes -- |
| -- |
Supporting Access to the General Curriculum -- |
| -- |
Conclusion -- |
| -- |
Techniques for Teaching Young Children with Hearing Loss -- |
| -- |
Overview -- |
| -- |
Case Study -- |
| -- |
Definitions -- |
| -- |
Causes and Types of Hearing Loss -- |
| -- |
Causes of Hearing Loss -- |
| -- |
Types of Hearing Loss -- |
| -- |
Severity of Hearing Loss -- |
| -- |
Taking a Visual Perspective -- |
| -- |
A Life-Span Developmental Framework for Intervention -- |
| -- |
Impact of Hearing Loss on Development and Learning -- |
| -- |
Communication Approaches -- |
| -- |
Monolingual Approaches -- |
| -- |
Language-Mixing Approaches -- |
| -- |
Cued Speech Approach -- |
| -- |
Bilingual Approaches -- |
| -- |
Technologies that Supplement and Support Sound -- |
| -- |
Hearing Aids and Group FM Systems -- |
| -- |
Cochlear Implants -- |
| -- |
Involving Families -- |
| -- |
Strategies for Promoting Auditory Development -- |
| -- |
Environmental Modifications for Improving Auditory Communication and Learning -- |
| -- |
Sound Localization Skills -- |
| -- |
Responding to Sounds -- |
| -- |
Imitation of Sounds -- |
| -- |
Promote Spoken Language Within Home Routines -- |
| -- |
Strategies for Promoting Visual Communication -- |
| -- |
Infants, Toddlers, and Preschoolers -- |
| -- |
Promoting Preliteracy Development -- |
| -- |
Storytime Activities -- |
| -- |
Promoting Literacy Development -- |
| -- |
Strategies for Teaching Literacy in a Bilingual Environment -- |
| -- |
Teaching Literacy in a Language-Mixing Communication Environment -- |
| -- |
Effective Inclusion Practices -- |
| -- |
Conclusion -- |
| -- |
Techniques for Teaching Young Children with Low Vision and Blindness -- |
| -- |
Overview -- |
| -- |
Case Study -- |
| -- |
Definitions of Vision Problems and Visual Impairment -- |
| -- |
Prevalence of Visual Impairment -- |
| -- |
Specialized Related-Services Professionals -- |
| -- |
Types and Causes of Vision Problems and Visual Impairment -- |
| -- |
Causes of Visual Impairment -- |
| -- |
The Impact of Vision Loss on Development -- |
| -- |
Characteristics of Children with Vision Loss -- |
| -- |
Cognitive Development -- |
| -- |
Social-Emotional Development -- |
| -- |
Language Development -- |
| -- |
Fine and Gross Motor Development -- |
| -- |
Preliteracy and Literacy Development -- |
| -- |
Assessment -- |
| -- |
Vision Screening -- |
| -- |
Functional Vision Assessment -- |
| -- |
Learning Media Assessment -- |
| -- |
Developmental and Academic Assessment -- |
| -- |
State- and DistrictWide Assessments for Primary-Aged Students -- |
| -- |
Specialized Areas of Instruction -- |
| -- |
Continuum of Placement and Inclusionary Practices -- |
| -- |
Conclusion -- |
| -- |
AppendicesDEC Recommended Practices Strand: Child-Focused Competencies -- |
| -- |
DEC Recommended Practices Strand: Inclusion Competencies -- |
| -- |
Websites for Professionals and Families -- |
| -- |
Author Index -- |
| -- |
Subject Index. |
| 588 ## - SOURCE OF DESCRIPTION NOTE |
|---|
| Source of description note |
Machine converted from AACR2 source record. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Children with disabilities |
| General subdivision |
Education (Early childhood) |
| Geographic subdivision |
United States. |
| 907 ## - LOCAL DATA ELEMENT G, LDG (RLIN) |
|---|
| a |
.b11441471 |
| b |
28-09-17 |
| c |
27-10-15 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Koha item type |
Book |
| 945 ## - LOCAL PROCESSING INFORMATION (OCLC) |
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371.90472 RAV |
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| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
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| -- |
(2)b |
| -- |
(2)n |
| -- |
(2)s |
| Operator's initials, OID (RLIN) |
06-04-16 |
| Cataloger's initials, CIN (RLIN) |
m |
| First date, FD (RLIN) |
a |
| -- |
eng |
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nju |
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0 |
