MARC details
| 000 -LEADER |
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| fixed length control field |
04091pam a2200277 a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
t2013 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781442211223 |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Offenbacher, Barbara Levine |
| 245 00 - TITLE STATEMENT |
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| Title |
First words : |
| Remainder of title |
a parent's step-by-step guide to helping a child with speech and language delays |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Name of publisher, distributor, etc. |
Rowman & Littlefield Publishers |
| Place of publication, distribution, etc. |
Lanham, MD |
| Date of publication, distribution, etc. |
2013 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xiv, 227 p. : ill. ; 24 cm. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
"This book gives parents the information they need to allow them to stimulate their child's speech and language. Parents are given actual samples of how children with autism and other language delays respond differently to questions and how their responses can be redirected in order to start building connections. Offenbacher explains terms such as speech and language, typical language delay, PDD- Pervasive Developmental Delay, ASD-Autism Spectrum Disorder, Aspergers Syndrome, and ABA- Applied Behavioral Analysis. The book outlines the typical developmental steps of speech and language acquisition, and where parents should begin when starting to help their child. It suggests the types of toys, and experiences that stimulate language, as well as a floor plan to arrange a work area and learning center in their home. It provides check lists for them to evaluate their child every step of the way and set meaningful and attainable goals. This book is not meant to replace professional intervention. But it guides parents in becoming a para-speech partner in maximizing the stimulation their child receives so they develop skills for communicating." - PUBLISHER"S WEBSITE |
| 500 ## - GENERAL NOTE |
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| General note |
Donated by The Freemasons Charity |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
PART ONE: TYPICAL SPEECH AND LANGUAGE DEVELOPMENT AND DISORDER<br/>Introduction: Why Are You Reading This Book?<br/>Chapter 1: My Child is Not Speaking<br/>Chapter 2: Fussy Babies : the beginning signs<br/>Chapter 3: The Developmental Process<br/>Chapter 4: Speech Language and Mother Tongue- The Communication Process<br/>Chapter 5: Language Development Through Experience<br/>Chapter 6: My Delayed 3 Year Old, Where Do I Begin?<br/>Chapter 7: The Stages of Language Acquisition<br/>Chapter 8: Two Words<br/>Chapter 9: Period of Imbalance: Understanding and Speaking<br/>Chapter 10: Learning, Memory, and Attention<br/>Chapter 11: Auditory Processing Disorder<br/>Chapter 12: Ways to Speak to your Child with a Processing Disorder<br/>Chapter 13: Social Language<br/>Chapter 14: Asperger Syndrome<br/>Chapter 15: How The Brain Works<br/>PART TWO: WORKING WITH YOUR CHILD<br/>Chapter 16: Parent Power: How to Be a Pro Active Parent<br/>Chapter 17: Setting Up the Home Environment<br/>Chapter 18: How Toys Contribute to Language Development<br/>Chapter 19: How to Design and Use Your Home Play Learning Center<br/>Chapter 20: Supplies<br/>Chapter 21: Accountability<br/>Chapter 22: Personally Preparing for the Challenge<br/>PART THREE: SOUNDS TO WORDS: TECHNIQUES TO STIMULATE SPEECH, LANGUAGE AND SOCIALIZATION<br/>Chapter 23: Helping Your Non-Verbal Child<br/>Chapter 24: Non Verbal Language<br/>Chapter 25: Signing<br/>Chapter 26: Stimulating Speech Sounds<br/>Chapter 27: Sounds that Have Meaning<br/>Chapter 29: Activity Worksheet for Single Word Development<br/>PART FOUR:VERBATIM SAMPLES OF SPECTRUM LANGUAGE DISORDERS<br/>Chapter 30: Why Are Verbatim Transcriptions So Important?<br/>Chapter 31: Case History: Justin 4.3-4.10 years old<br/>Chapter 32: Transcriptions for Justin<br/>PART FIVE: HOW TO NATURALLY ADVANCE YOUR CHILD'S COMMUNICATION DEVELOPMENT WITHOUT MISSING VALUABLE OPPORTUNITIES<br/>Chapter 33: Why Is This Relevant?<br/>Chapter 34: Missed Opportunities<br/>Chapter 35: Gullo and Gullo- An Ecological Approach<br/>Chapter 36: An Ecological Language Experience<br/>Chapter 37: The Picture Time Schedule<br/>Final Summary<br/>Bibliography<br/>List of websites<br/>Index<br/>About the Author |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
CHILD DEVELOPMENT |
| 9 (RLIN) |
341 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
SPEECH DEVELOPMENT |
| 9 (RLIN) |
2442 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
LANGUAGE DEVELOPMENT |
| 9 (RLIN) |
1389 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
LANGUAGE ACQUISITION |
| 9 (RLIN) |
1385 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
SOCIALISATION |
| 9 (RLIN) |
2416 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
SPEECH DISORDERS |
| 9 (RLIN) |
2443 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
DEVELOPMENTAL DELAY |
| 9 (RLIN) |
621 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
LANGUAGE DELAY |
| 9 (RLIN) |
1388 |
| 901 ## - LOCAL DATA ELEMENT A, LDA (RLIN) |
|---|
| a |
COMMUNICATION |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
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| -- |
30857 |
| Operator's initials, OID (RLIN) |
34682 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Koha item type |
Book |
