Overview

Full Product Details

Publisher:   Plural Publishing Inc
Imprint:   Plural Publishing Inc
ISBN:  

9781635503302

ISBN 10:   1635503302
Pages:   225
Publication Date:   03 December 2021
Audience:   College/higher education ,  Adult education ,  Postgraduate, Research & Scholarly ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Acknowledgements Reviewers Introduction The ECHO Program Whom the ECHO Program Serves The Modules How to Initiate the ECHO Program Setup for Face-to-Face and Virtual Online Sessions Gathering Information Connections Between Social Anxiety and Communication The ARC Model - Generalizing Skills Anxiety Tolerance Rescue Reduction Communication Confidence Documentation and Progress References Module 1. Vocal Control: Gaining Control of Your Voice for Speech Initiation Background Introduction and Theoretical Framework Proposed Hierarchy for Face-to-Face and Online Sessions: How to Begin Process of Vocal Control Activity Game 1: Sound Off Activity Game 2: Pitch Pipe Activity Game 3: Ramp it Up! Activity Game 4: Vocal Marathon Activity Game 5: Tag Along Words Activity Game 6: What's Up? Activity Game 7: Let's Face It References Module 2. Building Social Pragmatic Communication for Children and Teens Who Experience Anxiety in Speaking Situations Background Introduction and Theoretical Framework Overarching Goals for Module 2 Activity Game 1: Word Think -The First Word That Comes to Mind Activity Game 2: Pinpoint - Words to Sentences Activity Game 3: Actors' Corner - Interactive Scripts Activity Game 4: Barriers - Following Directions Activity Game 5: Question Match - Answering Questions Activity Game 6: More Information Please - Changing Questions Activity Game 7: See-Saw - Keep the Conversation Going Activity Game 8: Road Runner - Stay on Topic Track Activity Game 9: Conversation Wheelhouse Activity Game 10: Conversational Role-Plays: Pragmatic Language Activity Game 11: Chat Spin - Informal Conversations Module 2: Outreach Activities References Appendix 2-A. Suggestions for Facilitating Activities for Children and Teen with Selective Mutism Appendix 2-B. Suggestions for Facilitating Activities for Children and Teen who Stutter Module 3. Role-Play Simulations for Conversation Background Information Theoretical Framework Using the SMQ as a Guide for Activity Selection and Tracking Progress Role-Play Structure Facilitator Player Scenario Personal Stories In Preparation for the Role-Play Role-Play / Activity Roles Situations Reflections Cognitive Distortions Scenario 1: Talking to General Peers at School Scenario 2: Talking to Selected Peers at School Scenario 3: Being Asked a Question by the Teacher Scenario 4: Asking the Teacher a Question Scenario 5: Speaking to Teachers or Staff at School Scenario 6: Speaking in Groups or in Front of the Class Scenario 7: Talking to Family Members at Home When Others are Present Scenario 8: Talking to Family Members While in Unfamiliar Places Scenario 9. Talking to Family Members Who Don't Live With Me (e.g., grandparent, cousin) Scenario 10: Talking on the Phone to Parents and/or Siblings Scenario 11: Speaking with Familiar Family Friends Scenario 12: Speaking to at Least One Babysitter or Caregiver (not family member) Scenario 13: Speaking with Other Kids Who I Don't Know Scenario 14: Speaking with Family Friends Whom I Do Not Know Scenario 15: Speaking with my Doctor or Dentist Scenario 16: Speaking to Store Clerks or Waiters Scenario 17: Talking When in Clubs, Teams, or Organized Activities Outside of School Photo Cards References Appendix A. DSM-5 Diagnostic Criteria for Selective Mutism, Childhood-Onset Fluency Disorder (Stuttering), and Social (Pragmatic) Communication Disorder Appendix B. The ECHO Checklist Appendix C. ECHO Program - Information About Me Appendix D. Social Communication Skills - The Pragmatics Checklist Appendix E. EXPRESS Selective Mutism (SM) Communication Questionnaire Index

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Author Information

Cesar E. Ruiz, SLP.D, CCC-SLP, BCS-S, is a Full Professor at La Salle University in the Department of Communication Sciences and Disorders where he has taught for 18 years. Dr. Ruiz is a licensed and certified speech-language pathologist. He holds Board Certification in Swallowing and Swallowing Disorders and is a Voice Clinical Specialist. Dr. Ruiz received the Lindback Distinguished Teaching Award in 2015. He is engaged in private practice and teaches, supervises, and advises students pursuing degrees in speech-language pathology. His areas of specialization include selective mutism, dysphagia, voice disorders, and bilingualism. Dr. Ruiz co directs the CASTLE Center at La Salle University in Philadelphia. The CASTLE Center is a specialized comprehensive assessment center where children with Selective Mutism are evaluated. ***** Evelyn R. Klein, PhD, CCC-SLP, BCS-CL, ASHA Fellow, is a Full Professor at La Salle University in the Department of Communication Sciences and Disorders where she teaches, supervises, and advises students pursuing degrees in speech-language pathology. She also co-directs the CASTLE Assessment Center at La Salle. Dr. Klein is a certified and licensed speech-language pathologist and a licensed psychologist with postdoctoral training in clinical neuropsychology and cognitive behavioral therapy. She is a Board-Certified Specialist in Child Language and Language Disorders affiliated with ASHA. Dr. Klein received the Lindback Distinguished Teaching Award in 2011 and Faculty Distinguished Scholarship Award in 2018. ***** Louis Chesney, BSc, is a well-respected neurodiversity expert and researcher. Currently serving at Whil, a Rethink Company, Louis manages the DEI/neurodiversity program, delivering employer support to drive workplace inclusion and strengthen interpersonal skills through digital learning. Louis provides his knowledge in learning and development to industry leaders seeking to further their diversity and inclusion initiatives. He continually aims to make a positive impact on those who are underserved. As part of his efforts, he has served on the Disability:IN committees and the Selective Mutism Association board of directors.

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