Treatment Resource Manual for Speech-Language Pathology

Froma P. Roth, PhD, is a Professor Emeritus at the University of Maryland, College Park, Maryland, in the Department of Hearing and Speech Sciences. **** Colleen K. Worthington, MS, is a Clinical Professor and the Director of Clinical Education in Speech-Language Pathology within the Department of Hearing and Speech Sciences at the University of Maryland, College Park.

• Case Examples by DisorderList of TablesList of Forms and FiguresPrefaceAcknowledgmentsAbout the AuthorsPart One. Preparing for Effective InterventionChapter 1. The Essential Ingredients of Good Therapy: Basic SkillsPhilosophyUniversal Design Principles for Learning: An Overarching FrameworkGeneral Principles of InterventionProgrammingSelection of Therapy TargetsSequencing of Therapy TargetsGeneralization/CarryoverTermination of TherapyFormulation of Behavioral ObjectivesTheories of LearningInnateness Theory/Biological ModelBehavioral ModelConstructivism/Interactionist/Integrative ModelBehavior ModificationTypes of ReinforcementPositive Behavioral Interventions and SupportsSchedules of ReinforcementKey Teaching/Scaffolding StrategiesHomeworkSession DesignBasic Training ProtocolTask OrderDynamics of TherapyGroup TherapyData CollectionRecording Session DataProbesCollaborative Service Delivery ModelsMultitiered Systems of Support/Response to InterventionCurrent Challenges of RTITreatment Efficacy/Evidence-Based PracticeTreatment Intensity and DosageSetting Specific Professional TerminologyTroubleshooting Tips for Therapy SessionsConclusionAdditional ResourcesChapter Appendices located on the PluralPlus companion website (not included in print version)Appendix 1–A: Therapy Observation ChecklistAppendix 1–B: Worksheet for Identifying Behavioral ObjectivesAppendix 1–C: Worksheet for Formulating and Writing Behavioral ObjectivesAppendix 1–D: Sample Daily Therapy PlanAppendix 1–E: Daily Therapy PlanAppendix 1–F: Report of Observation HoursAppendix 1–G: Instructions for Using Data Recording FormsAppendix 1–H: Sample Positive Behavioral Intervention and Support PlanChapter 2. Information Reporting Systems and TechniquesPhilosophyTechnical Writing StyleReport FormatsInitial Therapy PlanSession NotesProgress and Final ReportsTips for Proofreading Clinical ReportsIndividualized Education ProgramDue ProcessIndividualized Family Service Plan504 PlanProfessional CorrespondenceHealth Insurance Portability and Accountability ActAdditional ResourcesChapter Appendices located on the PluralPlus companion website (not included in print version)Appendix 2–A: Sample Initial Therapy PlanAppendix 2–B: Sample Progress ReportAppendix 2–C: Health Insurance Portability and Accountability Act (HIPAA)Part Two. Providing Treatment for Communication DisordersChapter 3. Intervention for Articulation and Phonology in ChildrenTreatment ApproachesTraditionalMotor KinestheticDistinctive FeaturesPaired Oppositions—Minimal and MaximalPhonological ProcessesCycles ApproachCore VocabularyMetaphonOral-Motor ConsiderationsTreatment Efficacy and Evidence-Based PracticeTarget Selection for Intervention ProgrammingDevelopmentalNondevelopmentalHelpful Hints (Functional Articulation Disorders)Helpful Hints (Phonological Disorders)Organic Articulation DisordersCleft PalateHelpful HintsHearing ImpairmentHelpful HintsChildhood Apraxia of SpeechHelpful HintsConclusionArticulation and PhonologyOral-Motor DysfunctionAdditional ResourcesArticulationPhonologyChapter Appendices located on the PluralPlus companion website (not included in print version)Appendix 3–A: Phonetic Placement Instructions for Difficult-to-Teach SoundsAppendix 3–B: Diadochokinetic Rates for ChildrenIntroduction to Chapters 4 and 5. Introduction to Language Intervention for Children and AdolescentsClassification of Language DisordersRelationship Between Oral Language and LiteracyRole of the Speech-Language Pathologist in LiteracyTheoretical Models of InterventionTreatment Efficacy/Evidence-Based PracticeChapter 4. Intervention for Language in Infants and Preschool ChildrenIntervention with Infants (Birth to 3 Years)American Speech-Language-Hearing Association ASHA Early Intervention GuidelinesPrelinguistic and Early Language Therapy TargetsHelpful HintsIntervention with Children (3 to 5 Years)Treatment Approaches for Infants, Toddlers, and PreschoolersEmergent Literacy Intervention (Birth Through Preschool Years)Helpful HintsConclusionAdditional ResourcesChapter Appendices located on the PluralPlus companion website (not included in print version)Appendix 4–A: Developmental Language Milestones: Birth to 5 YearsAppendix 4–B: Gross and Fine Motor Developmental MilestonesAppendix 4–C: Stages of Cognitive DevelopmentAppendix 4–D: Gesture Developmental Milestones: 9 to 16 MonthsAppendix 4–E: Development of VisionAppendix 4–F: Feeding Developmental MilestonesAppendix 4–G: Stages of Play DevelopmentAppendix 4–H: Developmental Toy ListAppendix 4–I: Examples of Lessons From “Promoting Awareness of Speech Sounds” (PASS)Chapter 5. Intervention for Language in School-Age Children Through AdolescenceCharacteristics of Students Ages 5 to 10 YearsCharacteristics of Adolescents 10 to 18 YearsIntervention Considerations for School-Age Children and AdolescentsThe Common Core State StandardsTreatment Approaches for School-Age Children and AdolescentsInstructional Strategies for WritingHelpful HintsConclusionAdditional ResourcesChapter Appendix located on the PluralPlus companion website (not included in print version)Appendix 5–A: Types of CohesionChapter 6. Intervention for Autism Spectrum Disorder (ASD)Overview of Autism Spectrum DisorderIncidenceEtiologyCharacteristics of Children with ASDSocial CommunicationRepetitive/Restricted Behaviors, Interests, and ActivitiesLanguage and Speech ConsiderationsEmergent Literacy and Literacy MedicationsOutcomesTreatment Efficacy/Evidence-Based PracticeTreatment for AutismTheoretical ModelsTreatment ApproachesHelpful HintsConclusionAdditional ResourcesChapter 7. Intervention for Adult Aphasia with Introduction to Traumatic Brain InjuryAphasiaClassification of Aphasia SyndromesTreatment Efficacy/Evidence-Based PracticeTreatment for AphasiaNeuroplasticityTheoretical Orientations to Aphasia TreatmentGuidelines for Programming and Implementing TherapySpecific Intervention ProceduresHelpful HintsConclusionAdditional ResourcesTraumatic Brain Injury (Coauthored by Emily DeAngelis)CommunicationExecutive FunctioningAttention and MemoryBehaviorTreatment Efficacy/Evidence-Based PracticeTreatment for Traumatic Brain InjuryHelpful HintsConclusionAdditional ResourcesChapter Appendices located on the PluralPlus companion website (not included in print version)Appendix 7–A: Suggestions for Enhancing Verbal Interaction With a Family Member With AphasiaAppendix 7–B: Guidelines for Conversational CoachingChapter 8. Intervention for Motor-Speech Disorders: The Dysarthrias, Apraxia of Speech, and DysphagiaTreatment for Motor-Speech DisordersThe DysarthriasTreatment Efficacy/Evidence-Based PracticeTreatment for the DysarthriasHelpful HintsApraxia of SpeechTreatment Efficacy/Evidence-Based PracticeTreatment for Apraxia of SpeechHelpful HintsConclusionAdditional ResourcesDysphagiaTreatment for DysphagiaHelpful HintsConclusionAdditional ResourcesChapter 9. Intervention for StutteringCategories of Stuttering BehaviorsCore BehaviorsSecondary BehaviorsDevelopmental Disfluencies Versus StutteringTreatment for Fluency DisordersTreatment Efficacy/Evidence-Based PracticeIntervention TechniquesHelpful HintsHelpful HintsConclusionAdditional ResourcesChapter Appendix located on the PluralPlus companion website (not included in print version)Appendix 9–A: Sample Phrases, Questions, and MonologuesChapter 10. Intervention for Voice and Alaryngeal SpeechVoice DisordersClassification of Voice DisordersTreatment Efficacy/Evidence-Based PracticeTreatment for Voice DisordersIntervention TechniquesTransgender VoiceHelpful HintsAlaryngeal SpeechTreatment for Alaryngeal ClientsMechanical DevicesEsophageal SpeechTracheoesophageal (TEP) SpeechHelpful HintsConclusionAdditional ResourcesChapter Appendix located on the PluralPlus companion website (not included in print version)Appendix 10–A: Additional Dialogue Scripts for Voice Therapy ActivitiesChapter 11. Client and Family CounselingFive Key Traits of an Effective CounselorStages of CounselingEstablishing the Therapeutic RelationshipImplementing Counseling InterventionTerminating the Therapeutic RelationshipClient and Family Emotional Reactions to Communicative DisordersCounseling Techniques for Communicative DisordersNonverbalVerbalGroup CounselingFamily Systems CounselingHelpful HintsConclusionAdditional ResourcesChapter 12. Multicultural Issues in Intervention/Diversity, Equity, Inclusion, and Accessibility (DEIA)Cultural CompetenceCultural/Ethnic BackgroundSocioeconomic Status (SES)Linguistic DifferencesClinical Considerations for ChildrenTerminologyPatterns of Second-Language AcquisitionEducational ModelsClinical Considerations for Adult PopulationsClinical Considerations for Multilingual Populations with Language DisordersHelpful HintsConclusionAdditional ResourcesChapter 13. Contemporary IssuesCritical ThinkingComponents of Critical ThinkingStrategies/Techniques for Promoting Critical ThinkingTelepracticeEvidence Base for TelepracticePrivacy and Regulatory IssuesBasic Clinician Competencies With TechnologyCandidates for Telepractice ServicesSimulation TechnologiesStandardized Patients (SPs)Computer-Based Learning Experiences (CBLEs)ImplementationCoding and ReimbursementCPT CodesICD-10 CodesDocumentationHelpful HintsConclusionWhole-Book Appendices located on the PluralPlus companion website (not included inprint version)APPENDIX A: ASHA Code of EthicsAPPENDIX B: International Phonetic Alphabet SymbolsAPPENDIX C: Glossary of Selected Medical TermsAPPENDIX D: Schematic of the Vocal TractAPPENDIX E: Cultural Competency Check-InsReferencesIndex