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| Assessing the Needs of Young Children in Early Childhood Special Education | |
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| A Focus on Best Practices for Effective Intervention and Development | |
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| Foundations of Assessment in Early Childhood Special Education | |
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| Introduction to Children with Special Needs | |
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| History of Early Childhood Special Education | |
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| History of Assessment | |
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| Overview of Text | |
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| Foundations of Assessment in ECSE | |
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| Assessment Approaches and Considerations | |
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| Developmental Domains | |
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| Using the Text | |
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| Conclusion | |
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| Legal Issues | |
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| Chapter Objectives | |
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| Assessing Huan | |
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| History of Legislation | |
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| The Public Law (P.L. 94-142) | |
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| Breakpoint Practice | |
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| The Individual with Disabilities Education Act | |
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| Structure of the IDEA | |
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| Services | |
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| Services | |
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| Breakpoint Practice | |
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| Key Provisions of Part C Services | |
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| Interagency Coordinating Councils | |
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| Assessment and Eligibility | |
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| Natural Environments | |
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| Individualized Family Service Plan | |
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| Breakpoint Practice | |
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| No Child Left Behind and IDEIA | |
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| Early Childhood Special Education Assessment and Legal Trends | |
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| Breakpoint Practice | |
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| Revisiting Huan | |
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| Activities | |
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| Websites | |
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| Key Terms | |
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| References | |
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| Family Diversity and Assessment | |
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| Chapter Objectives | |
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| Assessing Sarah | |
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| Diversity in America Today | |
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| Family Systems Theory | |
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| Boundaries | |
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| Roles | |
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| Rules | |
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| Hierarchy | |
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| Equilibrium | |
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| Breakpoint Practice | |
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| Culture Defined | |
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| Race and Ethnicity | |
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| Gender | |
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| Religion | |
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| Age | |
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| Geography | |
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| Income | |
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| Language | |
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| Contextualizing Culture | |
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| Breakpoint Practice | |
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| Family Centered Service Delivery | |
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| Breakpoint Practice | |
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| Knowledge for Developing Cultural Competencies | |
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| Breakpoint Practice | |
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| Skills for Developing Cultural Competency | |
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| Breakpoint Practice | |
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| Steps for Self-Reflection | |
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| Breakpoint Practice | |
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| Revisiting Sarah | |
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| Activities | |
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| Websites | |
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| Key Terms | |
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| References | |
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| Collaboration | |
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| Chapter Objectives | |
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| Assessing Michelle | |
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| Collaboration | |
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| Breakpoint Practice | |
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| Team Process | |
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| Collaboration Models | |
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| Multidisciplinary Approach | |
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| Interdisciplinary Approach | |
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| Transdisciplinary Approach | |
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| Breakpoint Practice | |
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| Best Collaboration Practice | |
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| Breakpoint Practice | |
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| Fostering Collaborative Assessment Relationships | |
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| Breakpoint Practice | |
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| Effective Communication | |
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| Breakpoint Practice | |
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| Revisiting Michelle | |
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| Activities | |
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| Websites | |
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| Key Terms | |
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| References | |
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| Assessment Approaches and Considerations | |
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| Technical Aspects of Assessment | |
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| Chapter Objectives | |
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| Assessing Judy | |
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| Norm-Reverenced, Standardized Testing | |
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| Application to the Classroom | |
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| Reliability | |
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| Breakpoint Practice | |
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| Reliability Types | |
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| Breakpoint Practice | |
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| Validity | |
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| Validity Types | |
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| Breakpoint Practice | |
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| Curriculum-Based Measurement and Validity and Reliability | |
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| Curriculum-Based Assessment | |
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| Breakpoint Practice | |
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| Norms and Testing | |
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| Breakpoint Practice | |
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| Breakpoint Practice | |
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| Breakpoint Practice | |
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| Breakpoint Practice | |
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| Breakpoint Practice | |
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| Revisiting Judy | |
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| Activities | |
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| Websites | |
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| Key Terms | |
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| References | |
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| Assessment Models | |
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| Chapter Objectives | |
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| Assessing Anna | |
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| Alternative Assessment Models | |
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| Breakpoint Practice | |
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| Performance-Based Assessment | |
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| Authentic Assessment | |
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| Judgment-Based Assessment | |
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| Portfolio Assessment | |
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| Breakpoint Practice | |
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| Play-Based Assessment | |
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| Dynamic Assessment | |
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| Revisiting Anna | |
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| Activities | |
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| Websites | |
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| Key Terms | |
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| References | |
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| Environmental Analysis | |
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| Chapter Objectives | |
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| Assessing Carlos | |
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| Early Childhood Environments | |
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| Environmental Analysis | |
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| Breakpoint Practice | |
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| Environmental Rating Scales | |
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| Breakpoint Practice | |
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| Functional Behavioral Assessment | |
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| Breakpoint Practice | |
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| Supporting Assessment Tools | |
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| Breakpoint Practice | |
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| Environmental Analysis and Curriculum | |
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| Special Needs and the Learning Environment | |
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| Health and Safety | |
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| Families as Partners | |
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| Natural Environments | |
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| Relationships | |
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| Inclusion | |
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| Grouping | |
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| Scaffolding and Mediation | |
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| Embedded Instruction | |
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| Positive Behavioral Supports | |
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| Breakpoint Practice | |
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| Reassessing Carlos | |
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| Activities | |
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| Websites | |
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| Key Terms | |
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| References | |
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| Observational Assessment | |
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| Chapter Objectives | |
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| Assessing Athena | |
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| Definitions | |
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| Rubrics | |
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| Breakpoint Practice | |
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| Observations | |
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| Breakpoint Practice | |
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| ABC Procedure | |
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| Observational Recording System | |
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| Recording Techniques | |
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| Breakpoint Practice | |
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| Checklists and Rating Scales | |
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| Checklists and Rating Scales for Autism | |
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| Checklists and Rating Scales for Attention Deficit Hyperactivity Disorder | |
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| Checklists and Rating Scales for Atypical Behavior | |
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| Checklists and Rating Scales for Environmental Assessments | |
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| Breakpoint Practice | |
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| Revisiting Athena | |
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| Activities | |
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| Websites | |
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| Key Terms | |
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| References | |
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| Developmental Domains | |
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| Sensory Assessment | |
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| Chapter Objectives | |
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| Assessing Louie | |
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| Vision Assessment | |
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| Visual Process | |
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| Vision Disorders | |
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| Breakpoint Practice | |
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| Visual Concerns | |
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| Functional Vision Assessment | |
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| Breakpoint Practice | |
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| Assessment of Visual Motor Skills | |
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| Breakpoint Practice | |
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| Final Considerations | |
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| Hearing Assessment | |
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| Physiology of Hearing | |
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| Hearing Testing | |
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| Types of Hearing Loss | |
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| Etiology | |
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| Severity | |
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| Modes of Communication | |
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| Breakpoint Practice | |
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| Central Auditory Hearing Loss | |
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| Breakpoint Practice | |
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| Auditory Processing Tests | |
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| Breakpoint Practice | |
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| Assistive Technologies | |
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| Models of Assistive Technology | |
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| Assistive Technology Areas | |
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| Breakpoint Practice | |
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| Other Considerations | |
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| Breakpoint Practice | |
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| Sorting it Out | |
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| Breakpoint Practice | |
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| Failures in Self-Regulation | |
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| Breakpoint Practice | |
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| Revisiting Louie | |
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| Activities | |
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| Websites | |
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| Key Terms | |
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| References | |
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| Cognitive and Social-Emotional Assessment | |
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| Chapter Objectives | |
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| Assessing Joey | |
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| Cognition and Social-Emotional Development | |
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| Major Theories | |
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| Piaget | |
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| Breakpoint Practice | |
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| Vygotsky | |
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| Breakpoint Practice | |
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| Multiple Intelligences | |
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| Social-Emotional Intelligence | |
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| Breakpoint Practice | |
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| Assessment of Cognition | |
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| Standardized (Norm-Referenced) Assessments | |
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| Criterion and Curriculum-Referenced Assessments | |
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| Breakpoint Practice | |
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| Assessment of Social-Emotional Development | |
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| Assessment Tools for Social-Emotional Development | |
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| Breakpoint Practice | |
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| Assessment Considerations | |
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| Breakpoint Practice | |
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| Revisiting Joey | |
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| Activities | |
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| Websites | |
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| Key Terms | |
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| References | |
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| |
| Communication | |
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| Chapter Objectives | |
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| |
| Assessing Anita | |
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| Definitions of Receptive and Expressive Language | |
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| Form, Content and Use | |
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| Breakpoint Practice | |
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| Assessing Language | |
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| Screening | |
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| Screening Tools | |
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| Breakpoint Practice | |
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| Comprehensive Assessment | |
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| Comprehensive Standardized Assessment Tools | |
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| Global Testing | |
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| General Language Tests | |
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| Receptive Vocabulary | |
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| Expressive Vocabulary | |
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| Auditory Comprehension and Discrimination | |
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| Pragmatic Language | |
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| Breakpoint Practice | |
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| Criterion and Curriculum Referenced Assessment | |
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| Breakpoint Practice | |
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| Informal Measures | |
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| Language Samples | |
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| |
| Dynamic Assessment | |
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| |
| Breakpoint Practice | |
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| Revisiting Anita | |
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| Activities | |
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| Key Terms | |
| |
| |
| Websites | |
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| |
| References | |
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| |
| |
| Motor Development and Adaptive Skills | |
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| |
| Chapter Objectives | |
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| |
| Assessing Marcus | |
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| Motor Development | |
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| Gross Motor Development | |
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| |
| Reflex Assessment | |
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| |
| Breakpoint Practice | |
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| Muscle Tone | |
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| Breakpoint Practice | |
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| Gross Motor Milestones | |
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| Fine Motor Development | |
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| Breakpoint Practice | |
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| Self-help/Adaptive Development | |
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| Feeding | |
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| Development of Feeding Skills | |
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| Breakpoint Practice | |
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| Dressing | |
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| Grooming | |
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| |
| Toileting | |
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| |
| Breakpoint Practice | |
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| |
| Self-Help Skill Assessments | |
| |
| |
| Revisiting Marcus | |
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| Websites | |
| |
| |
| Key Terms | |
| |
| |
| References | |
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| NAME Index | |
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| SUBJECT Index | |