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 Recent Publications 

Recent Publications from Brookes Publishing Co.

Bilingual English-Spanish Assessment (BESA)

By Elizabeth D. Peña, Ph.D., CCC-SLP, Vera F. Gutiérrez-Clellen, Ph.D., CCC-SLP, Aquiles Iglesias, Ph.D., CCC-SLP, Brian A. Goldstein, Ph.D., CCC-SLP, & Lisa M. Bedore, Ph.D., CCC-SLP

When a young bilingual child experiences language difficulties, it can be hard to tell if those challenges are due to a disorder or just limited exposure to the English language. That's a critical distinction—because while limited language exposure will fix itself over time, a language impairment is a clinical issue that will cause the child difficulties in school without timely and effective intervention.

Now there's a valid, reliable assessment that specifically responds to the needs of young Spanish-English bilingual children. For use with children ages 4 through 6 years who have varying degrees of bilingualism, the Bilingual English-Spanish Assessment (BESA) was developed to:

  • identify phonological and/or language impairment in bilingual children and English language learners using a standardized protocol
  • differentiate between a delay in English language acquisition and a true language disorder
  • document children's speech and language strengths and needs
  • monitor children's progress in both languages and use the information to make decisions about intervention

BESA Benefits

  • Valid and reliable. There are very few assessment tools for bilingual children, and even fewer that are valid and reliable. BESA answers the call for a bilingual assessment backed up with solid evidence of validity and reliability.
  • Culturally and linguistically appropriate. BESA subtests are different for each language; the Spanish subtest isn't just a translation of the English one. Dialects were taken into consideration—the norming sample included 17 Spanish dialects and 7 regional dialects for English—and items were developed for each language based on the markers, structure, and culture of that language.
  • Uncovers the full picture of a child's language development. Not only does BESA identify language impairments, it also helps you gauge progress in both languages and document a child's dominant language across different domains of speech and language. This critical information will help you plan interventions and educational programming for bilingual children.
  • Flexible and convenient. You can use each BESA component independently or combine them as part of an assessment battery. Choose which component you want to give—you're not required to administer both the English and Spanish subtests. BESA can also be given over multiple sessions, so you can easily fit it into your schedule.

Multisensory Teaching of Basic Language Skills, Fourth Edition

Edited by Judith R. Birsh, Ed.D., CALT-QI, & Suzanne Carreker, Ph.D., CALT-QI

The most comprehensive text available on multisensory teaching, this book prepares today's educators to use specific evidence-based approaches that improve struggling students' language skills and academic outcomes in elementary through high school.

Educators will get rich background information on the systems and structures of the English language, plus a deep dive into the what and how of Structured Literacy Instruction. They'll also find practical strategies and guidelines on all aspects of language and literacy instruction, including planning effective lessons, connecting research with practice, conducting and interpreting assessment, understanding the emotional side of learning disabilities, and more. An essential reference and professional development resource to keep and use for years to come, this book gets educators ready to be thoughtful, skilled, and compassionate teachers of reading and language arts.

Multisensory Teaching of Basic Language Skills Activity Book, Fourth Edition

Edited by Suzanne Carreker, Ph.D., CALT-QI, & Judith R. Birsh, Ed.D., CALT-QI

An essential companion to the bestselling textbook Multisensory Teaching of Basic Language Skills, this workbook gives current and future teachers the practice they need to use multisensory structured literacy approaches effectively with K–12 students who have dyslexia and other learning disabilities. Ideal for both preservice teacher education courses and in-service professional development, this updated activity book aligns with the new fourth edition of the Multisensory Teaching textbook, so readers can easily use them in tandem. With these easy-to-use activities that cover all the areas in the text, educators will reinforce what they learned, develop deep expertise in language and literacy instruction, and be fully prepared to plan lessons that boost their students' academic outcomes.

Quick Interactive Language Screener™: English-Spanish (QUILS™:ES)

Early identification is the first step to helping young children with language delays improve their skills. But how do you find the bilingual children who might need help? It’s simple with the Quick Interactive Language Screener™: English–Spanish™ (QUILS™: ES)!

What is QUILS:ES?
web-based language screener that measures vocabulary, syntax, and process.
Who is QUILS:ES for?
English-Spanish bilingual children ages 3:0 through 5:11 years old.
Who completes it?
The child, with supervision from a teacher, paraprofessional, or classroom volunteer.
What do you need?
Any tablet, laptop, or desktop with touchscreen technology and Internet access.
How long does it take?
About 15−20 minutes.

Observational Measurement of Behavior, Second Edition

By Paul J. Yoder, Ph.D., Frank J. Symons, Ph.D., & Blair P. Lloyd, Ph.D.

An essential textbook for anyone preparing to be a researcher, this comprehensive volume introduces graduate students to key principles of observational measurement of behavior. Based on a course the highly respected authors taught at Vanderbilt University and the University of Minnesota, this text delves deeply into a highly effective approach to observational measurement: systematic observation. Students will master both the theoretical principles of systematic observation and recommended research methods and techniques. They'll learn from practical examples that illustrate complex concepts, clear explanations of recommended research methods, definitions of key terms, and exercises and assignments that help them practice putting principles into action. Online companion materials include two free licenses for proprietary observational software that students can use to complete the exercises and assignments in this book.

Ideal for use in research methodology courses in diverse fields—including special education, communication sciences, psychology, and social work—this fundamental graduate text will prepare future researchers to skillfully collect, summarize, and communicate their observations of children's behavior.

Quick Interactive Language Screener™ (QUILS™)

Early identification is the first step to helping young children with language delays get on track for reading proficiency—and school success. But how do you find the children who might need extra support? It’s simple with the Quick Interactive Language Screener™ (QUILS™) a web-based tool that helps you evaluate the language skills of children ages 3 through 5 years—and make sure their progress is appropriate for their age group.
  • What is QUILS? A game-like, interactive language screener that measures children’s skills in vocabulary, syntax, and process.
  • Who is QUILS for? Children ages 3 through 5 years in early childhood settings.
  • Who completes it? The child, with supervision from a teacher, paraprofessional, or classroom volunteer.
  • What do you need? Any tablet, laptop, or desktop with touchscreen technology and Internet access.
  • What's the benefit? In about 5-20 minutes, you’ll identify kids with potential language delays so intervention can start as early as possible.

DO-WATCH-LISTEN-SAY: Social and Communication Intervention for Autism Spectrum Disorder, Second Edition

By Kathleen Ann Quill, Ed.D., BCBA-D, & L. Lynn Stansberry Brusnahan, Ph.D.

Trusted for more than 15 years, the groundbreaking DO-WATCH-LISTEN-SAY has revolutionized social and communication intervention for children of all ages with autism spectrum disorder. Now a new edition is here, reimagined and expanded for the next generation of children and support teams. Whether you're a professional already or in training to be one, this is the resource you need to address complex social and communication challenges for children with autism from ages 3 to 18. In one comprehensive volume, you'll have everything you need to conduct effective assessment, set goals and objectives for the child, plan interventions that work, ensure generalization of skills, and monitor progress. Useful new additions—including a more extensive assessment tool and a system to monitor skill development—make this a cornerstone resource for every professional working with children and youth with autism.

Story Friends™: An Early Literacy Intervention for Improving Oral Language

By Howard Goldstein, Ph.D., CCC-SLP, & Elizabeth Spencer Kelley, Ph.D., CCC-SLP

Fun, engaging, and effective, Story Friends™ is the first research-based Tier 2 language intervention program for 4- to 6-year-old children at risk for reading difficulties. Through interactive animal-themed storybooks and lively, engaging audio recordings, Story Friends effectively boosts oral language and vocabulary development—two of the most important predictors of later reading success. With interactive storybook components and appealing narration from Wanda the Word Wolf, the program hooks and holds young attention spans. And because Story Friends is a natural fit with any existing classroom schedule or curriculum, it’s easier than ever to deliver interventions in the critical early years of school.

PAth to Literacy: A Phonological Awareness Intervention for Young Children

By Howard Goldstein, Ph.D., CCC-SLP

Get kids on the PAth to Literacy with this highly effective Tier 2 intervention. Developed for children ages 4 to 6 who need help with key early literacy skills, this supplemental curriculum builds phonological awareness and alphabet skills through fun activities that keep children engaged as they learn. In just 10 to 15 minutes a day, young children will learn how to blend and segment words, identify first parts and sounds of words, learn letter names, and master letter–sound correspondence.

Treatment of Language Disorders in Children, Second Edition

Edited by Rebecca J. McCauley, Marc E. Fey Ph.D., CCC-SLP, & Ronald B. Gillam

Thoroughly updated to meet the needs of today's students in SLP courses, the second edition of this classic textbook prepares future professionals to evaluate, compare, select, and apply effective interventions for language disorders in children. Using realistic case studies and many new video clips that show each strategy in action, the expert contributors introduce your students to 14 current, research-based intervention models and examine practical ways to apply them in the field. The new edition covers interventions for both emerging communication and language and more advanced language and literacy, in a consistent chapter format that makes it easy for students to compare treatment approaches.

TILLS™: Test of Integrated Language & Literacy Skills™

Developed by Nickola W. Nelson, Ph.D., Nancy Helm-Estabrooks, Sc.D., Gillian Hotz, Ph.D., and Elena Plante, Ph.D.

The Test of Integrated Language & Literacy Skills™ (TILLS™) is the groundbreaking assessment professionals need to test listening, speaking, reading, and writing skills in students ages 6—18, and to assess the role of memory in how students perform. Reliable, valid, and comprehensive, TILLS will help you streamline assessment, monitor progress, and reach your ultimate goal: improving students' communication skills so they can succeed in school.

Why use TILLS?
TILLS is the only test that assesses both spoken AND written language and shows how these skills relate to each other. You'll get a meaningful profile of skills for each learner, so you can be sure you understand a student's strengths and needs and aren't overlooking something crucial. Unlike most other tests, TILLS also provides diagnostic accuracy in "age bands" meaningful to the development of language and literacy skills, so you'll have the evidence base you need to determine if test scores reflect typical or impaired performance. And if you're an experienced clinician, you can finish TILLS in just 90 minutes or less—which means you'll spend less time testing and more time helping students and planning interventions.

This Examiner's Kit gives you everything you need to get started with TILLS: an Examiner's Manual, Stimulus Book, 25 Record Forms, Technical Manual, Quick Start Guide, 1 Practice Workbook, 25 Student Response Forms, tablet of Student Rating Scales, and a USB drive of audio and text files.

Pediatric Test of Brain Injury™ (PTBI™)

By Gillian Hotz, Ph.D., Nancy Helm-Estabrooks, Sc.D., Nickola Wolf Nelson, Ph.D., & Elena Plante, Ph.D.

The first criterion-referenced, standardized test that assesses cognitive and academic skills after pediatric brain injury, PTBI™ is the tool every SLP needs to develop effective supports for children ages 6-16 and get them ready for a successful return to the classroom. The complete PTBI™ includes an Examiner’s Manual with comprehensive guidelines and technical data; a Stimulus Book with all the visual stimuli needed to conduct the test; and Test Forms for recording information about the child’s performance and scoring PTBI™.

Promoting Language and Literacy in Children who are Deaf or Hard of Hearing

Edited by Mary Pat Moeller, Ph.D., David J. Ertmer, Ph.D., & Carol Stoel-Gammon, Ph.D.

This comprehensive textbook-and-DVD set presents today’s best interventions that support literacy and language competence for children who are deaf or hard of hearing. More than a dozen experts offer balanced perspectives, evidence-based approaches, and video clips that demonstrate interventions in action.

Stay tuned to www.brookespublishing.com to learn more!

Let’s Talk: Navigating Communication Services and Supports for Your Young Child with Autism

By Rhea Paul, Ph.D., CCC-SLP, and Donia Fahim, Ph.D.

This friendly, accessible guidebook helps parents of young children with autism evaluate evidence-based communication interventions—and choose the best ones for their child.

Stay tuned to www.brookespublishing.com to learn more!

Introduction to Clinical Methods in Communication Disorders, Third Edition

Edited by Rhea Paul Ph.D., CCC-SLP

The bestselling core textbook on communication disorders is better than ever with this new third edition, thoroughly revised and based on updated ASHA standards. Covering a broad range of disorders and developmental levels, this text gives future professionals up-to-date guidance on evidence-based practice from more than 20 academics and working clinicians. Preservice SLPs and audiologists will get a comprehensive guide to contemporary clinical practice—one they’ll use for the rest of their careers to provide the best possible services for people with communication disorders.

Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders