Mythri S. Menon, MA CCC-SLP, is a licensed speech language pathologist, who graduated from the University of Cincinnati, Ohio. After working for many years as an Speech Language Pathologist in skilled nursing facilities and hospitals, she ventured into private practice with foreign accent management. She moderates an ESL-Conversation class funded by the public library. She is also a certified Yoga Instructor (CYT) at the Yogalife Institute in Devon, Pennsylvannia.
Topics include: definition and description of language theories of language development precursors for language development language skills, which includes prelinguistic, earlier and later linguistic, and metalinguistic collaborative professional relationships language delays, disorders, and differences aspects of the process of evaluation aspects of the process of intervention
Communication Development and Disorders for Partners in Service equips participants in the service provision continuum to describe the components of language; interpret the implications of theories of language for interaction, evaluation, and intervention; describe the accomplishments in typical language development; compare and contrast typical with atypical language development; and describe the continuum of evaluation and intervention with appreciation of their contributions to this process.
The uniqueness of the book is the focus on applied practice and functional applications. While other books present theory and structure of therapeutic approaches, Here's How to Do Stuttering Therapy offers a hands-on, eclectic approach centered on the needs of the client, rather than the structure of any specific treatment program.
Provided in this text are vignettes that illustrate the reality of special education. Additionally, approaches for addressing the real-word needs of students with ASD are provided, along with evidence-based support that describes the positive results of the strategies described. This text also introduces coaching methods that will guide teachers and instructional staff to create and maintain a "solutions-focused" coaching community.
The first section of the book presents a multi-tiered model for providing coaching at varying levels of support intensity, along with the numerous important considerations involved in implementing effective coaching supports. The second section presents an outline of effective practices in utilizing coaching strategies to support teachers in planning for the instruction of meaningful skills to students with ASD utilizing a team-based, collaborative coaching model. The third section provides numerous practical, evidence-based strategies to be used by coaches and teachers in teaching meaningful skills to students with ASD. The final chapter addresses critical issues involved in building the capacity of districts to evaluate, oversee and support the effective coaching of teachers in providing evidence-based practices to students with ASD.
Educating Students With Autism Spectrum Disorder serves as a clinical guide and delivers a practical discussion of high-quality coaching as an emerging best practice for supporting special educators (teachers and paraprofessionals) as well as school-based service providers (speech-language pathologists and occupational therapists). It is a valuable primary text for special education teachers in training, a resource for professional development personnel, and a tool for researchers and graduate students in education and teaching programs.
Key features include:Chapter objectivesReal-life vignettesReproducible formsSummary questions