Overview

Whether you’re working with a new student and don’t know where to begin, or you have a long-term client and you’re feeling stuck, Treatment Companion: A Speech-Language Pathologist’s Intervention Guide for Students With Developmental Delays and Disorders provides ideas and strategies for a variety of common language goals. Speech-language pathologists (SLPs) often face the challenge of adapting interventions to meet the needs of students with severe or complex disorders and diagnoses. As seasoned clinicians, the authors fuse their real-world experience with up-to-date research to create a robust road map for customizing SLP intervention strategies. User friendly and straightforward, the Treatment Companion offers a conversational approach to identifying options and goals that meet students where they are, whether they are visual or kinesthetic learners, oral speakers or AAC users, engaged or distracted, from birth to age 21. With easy-to-navigate headings, examples, and visuals, this guide can be consulted on an as-needed basis. The suggestions and strategies are accessible and innovative, often not requiring any specialized supplies to implement. The Treatment Companion offers both novice and experienced clinicians a valuable tool to support their clients in achieving the highest level of communication possible.

Full Product Details

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

9781635504811

ISBN 10:   1635504813
Pages:   274
Publication Date:   05 May 2023
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Preface Acknowledgments About the Authors Reviewers I. Introduction: How to Use the Treatment Companion Before You Begin Where to Begin/Choosing Goals Aligning to the Common Core State Standards Targeting Goals Steps Toward Mastery Activities in Treatment References II. What You Need to Know General Guidelines Meeting a Student for the First Time Developmental Hierarchy Assessment Progress Monitoring Prompt Hierarchy Modeling Appropriate Communication Student Factors Affecting Treatment Echolalia Perceived Negative Behavior Deaf/Hard of Hearing (DHH) Augmentative and Alternative Communication (AAC) Physical Disabilities Bilingualism and Multiculturalism Helpful Tips Building Relationships With School Staff and Parents Setting Yourself Up: Organization Suggestions of Supplies, Books, Toys, and Games References III. Level I Speech, Manual Signs, or Aided AAC? Speech Unaided AAC Aided AAC Note About the Goals in Level I Attention to Modeling Steps Toward Mastery Activities in Treatment Exploring Steps Toward Mastery Activities in Treatment Five-Word Vocabulary Steps Toward Mastery Activities in Treatment 10-Word Vocabulary Steps Toward Mastery Activities in Treatment 20-Word Vocabulary Steps Toward Mastery Activities in Treatment 50-Word Vocabulary Steps Toward Mastery Activities in Treatment References IV. Level II Two-Word Utterances Steps Toward Mastery Activities in Treatment Actions Steps Toward Mastery Activities in Treatment Three-Word Utterances Steps Toward Mastery Activities in Treatment Expanding Vocabulary Steps Toward Mastery Activities in Treatment Sentences in Present Tense Steps Toward Mastery Activities in Treatment Concrete Simple Wh- Questions Steps Toward Mastery Activities in Treatment Conceptual Simple Wh- Questions Steps Toward Mastery Activities in Treatment References V. Level III Possessive ’s Steps Toward Mastery Activities in Treatment Prepositions Steps Toward Mastery Activities in Treatment Pronouns Steps Toward Mastery Activities in Treatment Past Tense Verbs Steps Toward Mastery Activities in Treatment Attributes Steps Toward Mastery Activities in Treatment Grammatical Sentences Steps Toward Mastery Activities in Treatment Yes and No Questions Steps Toward Mastery Activities in Treatment Short Narrative Steps Toward Mastery Activities in Treatment Simple Problem Solving Steps Toward Mastery Activities in Treatment References VI. Level IV Introduction to Complex Wh- Questions Complex Wh- Questions: Why Questions Steps Toward Mastery Activities in Treatment Complex Wh- Questions: When Questions Steps Toward Mastery Activities in Treatment Complex Wh- Questions: How Questions Steps Toward Mastery Activities in Treatment Introduction to Detailed Narrative Detailed Narrative: Story Grammar Markers Steps Toward Mastery Activities in Treatment Detailed Narrative: Narrative Recall and Retell Steps Toward Mastery Activities in Treatment Detailed Narrative: Sequencing Steps Toward Mastery Activities in Treatment Introduction to Verbal Analogies Verbal Analogies: Categories Steps Toward Mastery Activities in Treatment Verbal Analogies: Object Function Steps Toward Mastery Activities in Treatment Verbal Analogies: Synonyms and Antonyms Steps Toward Mastery Activities in Treatment Verbal Analogies: Associations Steps Toward Mastery Activities in Treatment Introduction to Figurative Language Figurative Language: Idioms Steps Toward Mastery Activities in Treatment Figurative Language: Multiple Meaning Words Steps Toward Mastery Activities in Treatment Compound and Complex Sentences Steps Toward Mastery Activities in Treatment Identifying the Problem Steps Toward Mastery Activities in Treatment Identifying the Cause/Making Inferences Steps Toward Mastery Activities in Treatment References Appendix: Demystifying Augmentative and Alternative Communication What You Need to Know About AAC The Right to Communicate What Does AAC Include? Dispelling Common Myths About AAC Communicative Competence Comprehensive Assessment Leads to Comprehensive Intervention Choosing Words to Target Fostering Collaboration Training Creating a Culture of AAC References Index

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Author Information

Inna Itskovich, MS, CCC-SLP, TSSLD has been working in the field of speech-language pathology, servicing the needs of students with developmental delays and disabilities, since 2011. She currently works in an elementary school setting. Inna has received extensive training in the area of literacy, specifically the Orton Gillingham approach for the remediation of reading and writing. Inna is also well versed in various augmentative and alternative communication (AAC) systems that focus on motor planning. She is ardently interested in the areas of expressive communication focused on narrative development. Inna is currently working in conjunction with various universities in helping to train student clinicians in the field to help bridge the gap and to facilitate language for students with special needs. ***** Megan Meyer, MS, CCC-SLP, TSSLD, ASL Ext has worked with preschool to high school age students since 2012. She has worked with children with various diagnoses including autism, Deaf/Hard of Hearing (DHH), and developmental delays and disabilities. Her primary area of interest is the Deaf/Hard of Hearing population and using both American Sign Language (ASL) and spoken English to build language and communication skills. Megan feels strongly that all children deserve to learn language in an accessible and effortless way. ***** Miriam (Miri) Shaffer, MS, CCC-SLP, TSSLD-BE has been working in elementary schools with children who have developmental delays and disorders, including autism and cerebral palsy. She is passionate about augmentative and alternative communication (AAC) and making sure that every child has a way to communicate. This includes training staff and family members in their child's communication device and how to facilitate communication throughout the day. She is also an advocate of teaching literacy skills to all children, no matter the perceived obstacles. She feels the greatest pride when she witnesses her students initiating communication and advocating for themselves independently.

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