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MacArthur Inventarios Del Desarrollo de Habilidades Comunicativas (Inventarios)

Donna Jackson-Maldonado Ph.D.

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ISBN 10: 1557666202 / ISBN 13: 9781557666208
Published by Brookes Publishing, 2003
New Condition: New Soft cover
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Bibliographic Details

Title: MacArthur Inventarios Del Desarrollo de ...

Publisher: Brookes Publishing

Publication Date: 2003

Binding: Paperback

Book Condition:New

Edition: 1.

About this title


With the Inventarios, the Spanish adaptation of the MacArthur Communicative Development Inventories (CDIs), professionals can tap into parents' invaluable day-to-day knowledge about their children's language and communication skills—and respond to legislation that requires parental input in child evaluations. Top language researchers developed these standardized, parent-completed report forms to assess language and communication skills in young children ages 8–30 months. They've designed the forms to focus on current behaviors and salient emergent behaviors that parents can recognize and track.

The Inventarios have three components:

  • Inventario I: Primeras Palabras y Gestos. This "words and gestures" form is for use with children ages 8–18 months. The first part of the form prompts parents to document the child's understanding of hundreds of early vocabulary items separated into semantic categories such as animal names, sound effects, and question words. Parents mark the words understood or used, and the form yields separate indexes of words understood and words produced. The second part of the form asks parents to record the communicative and symbolic gestures the child has tried or completed. This form generally takes 20–40 minutes to complete and 20–30 minutes to score by hand.

    Inventario II: Palabras y Enunciados. This "words and sentences" form is for use with children ages 16–30 months. In the first part of the form, parents document the child's production and use of hundreds of words divided into semantic categories similar to the ones on Inventario I. The second part analyzes the child's early forms of grammar and the complexity of the child's multi-word utterances. Parents identify the words the child has understood or used and provide written examples of the child's three longest utterances. This form generally takes 20–40 minutes to complete and 20–30 minutes to score by hand (it is also desktop scannable with the appropriate software).

    User's Guide and Technical Manual. The manual for the Inventarios is written in English and provides detailed instructions for administering, scoring, and interpreting the forms; various uses of the inventories for clinical and research purposes; background information on the development of the forms; technical reports on reliability and validity; and tables and graphs of norming data.

  • Numerous studies document the reliability and validity, clinical utility, and research potential of the CDIs and Inventarios. The CDIs were normed on approximately 1,800 children in three locations, and the Inventarios were normed on more than 2,000 children. The CDI and Inventario forms were developed separately to reflect the vocabulary and grammatical structure of each language.

    Learn more about the Inventarios and the CDIs.

    About the Author:

    Dr. Bates was a founding member of the Cognitive Science Department at University of California at San Diego (the first of its kind in the world), the Director of the federally-funded UCSD Project in Cognitive and Neural Development, a founding co-director of the innovative Joint Doctoral Program in Language and Communicative Disorders at San Diego State University and UCSD, and the Director of the Center for Research in Language and Professor of Cognitive Science at UCSD. With strengths in developmental psychology, linguistics, neurology, and cognitive science, she carried out many creative and influential collaborative studies on the interrelations among language acquisition, brain function, symbolic growth, and other key aspects of development. During her extensive career, she directed cross-linguistic studies on 4 continents and authored or co-authored 10 books and more than 200 scientific publications. Her work was interdisciplinary, influencing diverse fields such as neuroscience, linguistics, biology, psychology, computer science, and medicine.

    Barbara Conboy, Ph.D., is currently a postdoctoral Research Associate at the Center for Mind, Brain & Learning at the University of Washington. She earned a doctorate in language and communicative disorders at the University of California, San Diego/San Diego State University; a Master of Arts degree in speech-language-hearing at Temple University; and a bachelor of arts in Latin American studies at Smith College. She is certified by the American Speech-Language-Hearing Association as a speech-language pathologist and has worked extensively with bilingual children with language-learning disorders. Her research interests include early bilingualism, experiential factors in language acquisition and brain development, and the early identification and treatment of language impairment in bilingual children.

    Larry Fenson, Ph.D., is Professor of Psychology at San Diego State University in California. Dr. Fenson has published research on infant attentiveness, early symbolic development, categorization, children's drawing skills, play, and early language development. He received his doctorate in child psychology from the University of Iowa. He served as Assistant Professor at the University of Denver and was a National Institute of Child Health and Human Development postdoctoral fellow with Jerome Kagan at Harvard University. Dr. Fenson is Chair of The CDI Advisory Board.

    Donna Jackson-Maldonado, Ph.D., is Professor at Department of Languages and Literature (Facultad de Lenguas y Letras) in Universidad Autónoma de Querétaro, Qa de Cedros, Mexico. Dr. Jackson-Maldonado was born in the United States but was brought up in Mexico. She has lived in a bilingual-bicultural environment all of her life. Her initial professional experience was as a speech-language pathologist working with children with language disorders and learning disabilities and deaf children. She also has worked for the Mexican government's special education and communication disorders programs, doing in-service training, writing books and manuals, and developing language assessment instruments. Dr. Jackson-Maldonado received her doctorate in linguistics from El Colegio de México in Mexico City. Her research has been in Spanish and bilingual language development in infants and toddlers. Part of this work was the development of the Mac-Arthur Inventarios del Desarrollo de Habilidades Comunicativas and, with Donna J. Thal, a language and gesture battery for Spanish speakers. Dr. Jackson-Maldonado is currently a full-time professor and researcher at the Universidad Autónoma de Querétaro in Mexico. She directs a project on late-talking Spanish-speaking toddlers.

    Virginia A. Marchman, Ph.D., is Associate Professor in School of Behavioral and Brain Sciences at the University of Texas at Dallas, Richardson, Texas. Dr. Marchman holds a master of arts degree and a doctorate in d

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