Building Skills for Success in the Fast-Paced Classroom

$87.50 + S/H  

Building Skills for Success in the Fast-Paced Classroom:
Optimizing Achievement for Students with Hearing Loss  

WE HEARD YOU!  NOW IN A 3-RING BINDER FORMAT!!!
Same great materials now come in a 3-ring binder with dividers. No price increase! Enhance your book with the included downloadable materials and other  materials you collect. All of the contents of Building Skills for Success mesh incredibly well with Steps to Success curriculum materials – now both in binder format!  

building-skills-for-success-in-3-ring-binder
by Karen L. Anderson, PhD & Kathleen A. Arnoldi, MA

The purpose of this book is to provide resources that will assist these students in optimizing their achievement through improved access and self-advocacy.  Many publications provide information on supporting students with hearing loss who have academic or language learning needs. The information contained in this book targets the “expanded core curriculum,” or those skills that must be mastered in order to benefit from the core curriculum. This book is meant to be a practical ready-to-go resource for professionals who work with school-age children with hearing loss. Although applicable to students with hearing loss of all degrees, the information is especially pertinent to students who are mainstreamed into their neighborhood schools. 

Building skills for success bookThis is a valuable resource for professionals in training, new professionals and seasoned veterans. It also has almost 50 downloadable files for purchasers of the book (see Downloadable Book Materials).


Intended audience:
Educators of deaf/hard of hearing, educational audiologists, speech language pathologists – the book has also been beneficial for family members!

“Your book, The Deaf Bible as I refer to it, has changed the way our DHH program supports our students and advocates for their learning.”  DHH Teacher, Florida

 

 


ORDER NOW! $87.50 + S/H  

(Tax exempt MN school orders use coupon code MINNESOTASCHOOL to waive tax when ordering online).

DOCUMENTING SKILLS FOR SUCCESS: Data-Gathering Resources is a digital supplement to Building Skills for Success in the Fast-Paced Classroom and provides 60 assessment checklists in electronic versions for easy sharing with classroom teachers. It is recommended that only purchasers of the Building Skills for Success book order Documenting Skills for Success.

Documenting Skills for SuccessDocumenting Skills for Success: Individual license $49.00  

Documenting Skills for SuccessLicense for full school district $172.00 


steps-to-success-revisedSteps for Success: Scope & Sequence of Skills Revised
$50.00 + S/H 

is also popular when purchasing Building Skills for Success is

 

 

Comments on Building Skills for Success in the Fast-Paced Classroom

“I already have my own copy of Building Skills for Success, but I purchased this one for my student teacher.  This is one of the best resources to give our new teachers in the field”.     Itinerant DHH Teacher, MN

“We absolutely love your book.  Out of all our resources,  yours has quickly gone to the top of “must haves”.  You should be getting some orders from a few of our school districts as I shared the resource with our schools that have large numbers of children with hearing loss.”    State Director of DHH Services

‘I’ve started your book and it is wonderful!  I love that it is so current and focuses on the word “access”.  I love that the rating scales and so much other info is very recently dated.  I love that you address the “new” H.I. student.  Is this book being marketed to Audiology and deaf education training programs?  It needs to be – especially deaf education programs!’ Teacher of the Deaf/Hard of Hearing
 
I’ve been in the field of Deaf Education since 1983, and have NEVER come across such a practical and comprehensive resource. I was able to pick it up and use 2 things from it on the very first day I opened it. Deaf Educator
 
“Being an itinerant Educational Audiologist I don’t do any of the ongoing IEP therapies, but I do support very active and knowledgeable DHH teachers who do. The downloadable common core standards pages, with scoring attached is going to be very helpful.  I speak to directors, principals, etc. about how kids with hearing loss differ from their regular hearing peers as we often have one DHH kid per 25 mile radius, and so incidence is very low in my neck of the woods.  Your book will help us put our kids’ needs into words the administrators can understand and value.  Thanks again.”
 
“I am the envy of the other Educational Audiologists and the DHH teachers in my district!  I am doling out pearls of wisdom from the book daily! I particularly like the SCRIPT program for communication repair.  I work with one DHH teacher that has never felt comfortable adding self-advocacy goals into her IEPs, which has caused her to not qualify many mild or unilateral  kids for services. Her comfort zone is in set curriculum and published benchmarks for performance.  I showed her your Student Expectations for Advocacy and Monitoring (SEAM), and that helped her. I am going to show her the SCRIPT program next week.  Matching the objectives to the Common Core Standards is very helpful.”    Educational Audiologist
    
My agency purchased a copy of this book for each of our hearing staff members after we heard Karen & Kathleen speak at a professional development opportunity held here every Fall. We received our books and used it as a book study for our staff. We all thought it was a remarkable book. Unfortunately, here in Creston where my office is located we had a tornado hit and destroy our office on April 14th. It did quite a bit of damage to the area of town where our office was located. When staff was allowed to retrieve items from the wreckage, the first thing I asked for was this book. Unfortunately, it was gone. This was one of the first items I am replacing as I think it is an important tool for anyone working with students with hearing loss.                     Deaf Educator, Iowa                            

Key features of Building Skills for Success in the Fast-Paced Classroom

  • Approaches to eligibility for students who appear ‘appropriate’ in language and academics but are at risk for developing academic gaps and potential social-communication issues
  • Communication repair – skill inventory and step-by-step practical training
  • Addressing social/emotional issues
  • Self-advocacy (specific compensatory skill development)

Each chapter contains the following information applicable to students transitioning to school through high school:

  • Background Information
  • IEP skills specific to the chapter topic, based on which common core standard, and sample objectives
  • Evaluation/informal test resources specific to the chapter topic
  • Materials to be used when working with students (fillable text versions – not just pdfs)
  • Family activities/information
  • References

Preview of Book Chapter Contents:

Chapter 1: Evaluation

  • Background Information
  • Informal Functional Evaluation Materials
    • Conducing Informal Functional Evaluations: The Role of the Deaf/Hard of Hearing Education Specialist
    • Purpose of Informal Evaluations for Students with Hearing Loss
    • Examples of Informal Evaluations
    • Student Access to the General Education Curriculum: Performing Evaluations Through a Deaf/Hard of Hearing Lens
    • Rate, Rigor and Incidental Learning Challenges in the Integrated Setting
    • The Essential Components of Instructional, Curricular, and Communicative Access
    • Conducting Systematic Classroom Observations through a Deaf/Hard of Hearing Lens
    • Another Option for Evaluation: Curriculum-Based Measures
  • Alternatives to Special Education Services
    • Alternatives to Special Education Services: Response to Intervention (RTI) and 504 Plans
  • Evaluation-Related Tools
    • The Access to Curriculum Assessment Tool (ATCAT)
    • Student Access to the General Education Curriculum: Examples of Student Products
    • Example of a Primary Grade Student Interview Utilizing the ATCAT
    • Example of a Intermediate Grade Student Interview Utilizing the ATCAT
    • ATCAT– Speech & Language Clinician
    • ATCAT—Teacher of the Deaf/Hard of Hearing
    • ATCAT—Student
    • ATCAT—General Education Teacher
    • Definitions and Examples of Systematic Observation Techniques
    • Observational Record of Behavior of Deaf and Hard of Hearing Students
    • Sample Written Classroom Observation Report
  • Checklists
    An Introduction to Commonly Used Checklists

    • Screening Instrument For Targeting Educational Risk (SIFTER)
    • Preschool Screening Instrument For Targeting Educational Risk (Preschool SIFTER)
    • Secondary Screening Instrument For Targeting Educational Risk (Secondary SIFTER)
    • Student Listening Inventory For Education – Revised (LIFE-R)
    • Children’s Auditory Performance Scale (CHAPS)
    • Common Core Educational Standards: Selected for Vulnerability to Progress Delays Due to Hearing Loss
    • Informal Inventory of Independence and Self-Advocacy Skills for Deaf/Hard of Hearing Students
  • Summarizing Results
    • Summarizing Evaluation Results to Establish a Present Level of Academic Achievement and Functional Performance (PLAAFP)
    • Functional Skills Summary for Students with Hearing Loss
    • Suggested Assessment Measures to Use with Students with Hearing Loss
    • Addressing State Criteria for Special Education Services
  • IEP Planning and Instructional Resources
    • IEP Planning Guide for Students with Hearing Loss
    • Common Core Content Standards
    • Planning Checklist for Self-Advocacy and Instructional Access
    • Suggested Specialized Instructional Supports
  • Chapter References

Chapter 2: Understanding the Effects of Hearing Loss on Speech Perception and Auditory Skill Development

  • Background Information
  • Including Functional Listening Skills in the IEP
  • Teacher Resources on Speech Perception and Classroom Acoustics
    • Speech Perception in a 3-D World
    • Listening to Learn in a Sea of Noise: The Insidious Effect of Classroom Acoustics on Student Performance
  • Speech Perception Evaluation
    • The Functional Listening Evaluation
    • Speech Perception Breakdown Checklist
  • Auditory Skill Development Evaluation and Information
    • Listening Skills Develop Early – A Hierarchy of Auditory Skills Learned by Age 4 Years
    • Checklist of Auditory Skills for Classroom Success
    •  Listening Development Profile
    • Activities for Listening and Learning (ALL)Performance Checklist for Development of Complex Listening Skills
    •  Functional Listening Skill Development
    • Pre-Feature Identification Contrasts (PreFICs)
    • Listening for Single Words – Phonetically Balanced Kindergarten (PBK) lists
    • Common Phrases Test
    • Mr. Potato Head Task
    • A Detailed Guide to Assessing Auditory Skill Development in School-Age Children
    • Auditory Development Skill Assessment Resources
    • Improving Auditory Memory: Techniques and Ideas
    • Practicing Auditory Closure and Use of Contextual Cues
    • Working Together: The Cochlear Implant Team and Educators
    • Relationship of Hearing Loss to Listening and Learning Needs CD only
    • Sample Speech Perception and Auditory Skill Assessment Report
  • Student Materials
    • Listening in the Classroom Pre-Test
    • You Hear What You Hear – How Much Don’t You Hear?   series of four worksheets
    • Estimating Classroom Noise Effects
    • What I Know About My Hearing
    • Missing Bits and Pieces of Words
    • Listening in the Classroom Post-Test
    • Thinking about Listening Skills
  • Family Information and Activities
    • Auditory Behavior in Everyday Life (ABEL) Revised
    • Parent Counseling – An Essential Component in the (Re) habilitation Process
  • Chapter References

Chapter 3: Social and Conversational Competence

  • Background Information
  • Including Social and Conversational Competence in the IEP
  • Evaluating the Student
    • Observation of Social Interaction– Preschool and Kindergarten
    • Social Interaction Skills Checklist – Elementary
    •  Minnesota Social Skills Checklist for Students who are Deaf/Hard of Hearing-Pre-K to High School  CD only
    • What is the Student’s Stage of Conversational Skill Development? – Teacher Guidance
    • Tracking Development of Conversational Competence
    • Theory of Mind: Another Typical Limitation for Students with Hearing Loss – Teacher Guidance
    • Sample Social and Conversational Competence Assessment Report
  • Student Materials
    • “Communication is a Two-Way Street” Rules of Conversation
    • EVERYONE Experiences Communication Breakdowns.
    • What’s the Problem?
    • School Communication Styles – Does this Sound Like You?
    • Types of Communication Characteristics
    • Communication Styles– in Action!
    • Understanding Communicator Characteristics Quiz.
    • Ways of Communicating That DON’T Help You.
    • BLUFFINGTeacher Guidance for Student Discussion
    • Making a Friendship Sandwich
    • How to Be Cool –Teacher Guidance
    • How to Be Cool
    • Group Intervention Strategies for Developing Appropriate Social Interaction Skills
    • Learning Frame for Improving Conversational Competence
  • Family Information and Activities
    •  Rules of Conversation
    • Types of Communication Characteristics
    • Socialization and Success for Children who are Deaf or Hard of Hearing
    • How to Make a Friendship Sandwich
  • Chapter References

Chapter 4: Communication Repair: SCRIPT

  • Background Information
  • Including Communication Repair in the IEP
  • Evaluating the Student
    • Directions for Using the SCRIPT Inventory
    • Scoring the SCRIPT Inventory
    • SCRIPT Inventory Response Sheet
    • SCRIPT Inventory Response Summary
    • SCRIPT Inventory Scoring Interpretation
    • SCRIPT Teacher Guide for Prioritizing  Communication Repair Strategies
    • Student Advocacy and Independent Development (SAID) Teacher Checklist
    • Classroom Participation Questionnaire for Deaf/Hard of Hearing Students – Revised (CPQ-R)
    • Sample SCRIPT Pre-Test Assessment Report
  • Student Materials
    • Communication Breakdown worksheets
    • Communication Repair Strategies Handouts for Repetition, Revision, Addition, and Nonverbal Strategies Familiarization and Practice
    • SCRIPT – Phases of Practical Training
    • Communication Wheel
    • SCRIPT Practical Training Phase 1 – Modeling Repair Strategies
    • SCRIPT Practical Training Phase 2 – Specific Strategy Practice
    • SCRIPT Practical Training Phase 3 – Random Practice of Repair Skills
    • SCRIPT Practical Training Phase 4 – Home and Community Scenarios
    • Communication Repair at School Handout
    • Homework for Practicing Communication Repair and Teacher Guidance
    • Reviewing Communication Repair at School
    • Using SCRIPT Communication Repair Skills – Student Self-Assessment
  • Chapter Appendix
    • SCRIPT User Feedback Form
    • Chronological Review of Communication Repair Literature
  • Chapter References

Chapter 5: Self-Concept Development

  • Background Information
  • Including Self-Concept Development in the IEP
  • Evaluating the Student
    • Guide to Assessment of Self-Concept
    • Considerations for Activities to Support Psychosocial Development
    •  Children’s Peer Relationship Scale
    • The Secondary School Survey
    • Self-Assessment of Communication – Adolescent (SAC-A)
    • Significant Other Assessment of Communication – Adolescent (SOAC-A)
    • Sample Self-Concept Assessment Report
  • Student Materials
    • Feelings
    •  Feelings Mad Libs
    •  Feelings Word of the Day
    • Teasing – It Happens to EVERYONE!
    • SPEAKING UP and being scared, or being PREPARED?
    • Hearing Technology and You: Your Idea of the Perfect Hearing Device
    • You and Your Tricky Hearing Loss  – Teacher Guidance
    • A Wizard’s Challenge
    • Challenges of School Success – At Hogwarts and in the Mainstream Classroom
    • Living in the World with Hearing Loss:  What Other People may Think
  • Family Information and Activities
    • Self-Concept and Your Child: The Elementary School Years
    • Considerations for Activities to Support Psychosocial Development
  • Chapter References

Chapter 6: Self-Advocacy

  • Background Information
  • Including Self-Advocacy in the IEP
  • Evaluating the Student
    • Student Advocacy & Independence Development (SAID) Teacher Checklist
    • Student Expectations for Advocacy and Monitoring Listening and Hearing Technology (SEAM)
    • Hearing and listening your best is YOUR responsibility
    • Student Listening Inventory For Education – Revised (LIFE-R)
    • Look for Clues
    • Sample Self-Advocacy Assessment Report
  • Student Materials (Grades 3+)
    • Facilitating Development of Self-Advocacy Skills – Teacher Guidance
    • Classroom Challenges – Pre-Test
    •  When do YOU need to advocate for YOURSELF?
    • Self-Advocacy Menu
    • Step-by-Step Changes
    • Classroom Challenges Post-Test
  • Student Materials Designed for Secondary Students
    • Legal Protections for Individuals who are Deaf or Hard of Hearing – Teacher Guidance
    • The Laws and Me
    • What is Self-Advocacy?
    • What Do I Think?
    • Self-Advocacy Quiz
    • Self Advocacy: What Is It and Why Is It Important?
    • Negotiating with Others
    • Problem Solving
  • Family Information and Activities
    • Hearing Your Best – Homework 1-5
  • Chapter References

Chapter 7: Accessing the General Education Curriculum

  • Background Information
  • Including General Education Curriculum Access in the IEP
  • Evaluating the Student
    • Access to Instruction Checklist
    • Informal Inventory of Independence and Self-Advocacy Skills for Deaf/Hard of Hearing Students
    • Mediated Communication: Student Readiness Checklist
    • Placement and Readiness Checklists for Students who are Deaf and Hard of Hearing (PARC) CD only
    • Checklist for Language of Directions – Skills Development
    • Language of Directions – Hierarchy of Development
  • Sample General Education Curriculum Access Assessment Report
  • Teacher/Therapist Resources
    • Bumps Along the Road to Good Communication
    • Common American Idioms
    • Figurative Language
    • Supporting the Success of Students with Hearing Loss: A Self-Checklist for Teachers
    • Handouts for Classroom Teachers:
      • Question-Answer Routines
      • Language of Directions
      • Environmental Print
      • Test Taking
      • Classroom Rituals and Routines
      • Textbooks
      • Paper-and-Pencil Assignments
      • Using Mediated Communication in the Classroom
    • The School Principal’s Role in Ensuring Access
  • Family Information and Activities
    • Conquering Figurative Language
    • Making Sense of Idioms
  • Chapter References
  • Teacher Tools
    Membership
    Activities, Strategies and Great Resources to Work with Students


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