Many students in school districts across the country exhibit the signs and symptoms of dysphagia, and children who were originally treated for dysphagia in hospitals and other settings often begin attending public schools at three years old. The difficulty they had with swallowing and feeding frequently follows them to the school setting. Further, there are many students who develop swallowing and feeding disorders as a result of traumatic brain injury, neurological disorders and syndromes, behavioral disorders, and so forth. The range of students needing services for swallowing and feeding disorders in the school setting can be from three to twenty-two years of age and from mild dysphagia to tube feeding.
The identification and treatment of swallowing and feeding disorders in schools is relatively new. There are still many districts in the country and internationally that do not address the needs of children with dysphagia. As school-based SLPs take on the challenge of this population there is a need for information that is current, accurate, and thorough. University programs include very little training, if any, at this time in the area of swallowing and feeding in the school setting. This text is appropriate for both a dysphagia course as well as courses that train SLP students to work with school-aged students.
Emily M. Homer, MA, CCC-SLP, is coordinator of the Speech-Language-Hearing Therapy Program in St. Tammany Parish Public Schools in Louisiana. She is the 1999 recipient of the Louis M. DiCarlo Award for the establishment of an interdisciplinary dysphagia team in her school district. The majority of her 36 years in the field of speech-language pathology have been in the public school setting. She has presented nationally at ASHA conventions, ASHA Schools conferences, and ASHA teleconferences. Ms. Homer has published articles on dysphagia in schools in Language, Speech and Hearing Services in the Schools; Seminars in Speech and Language; The Communication Disorders Casebook: Learning by Example; andSurvival Guide for School-Based Speech-Language Pathologists, as well as Division 13 and 16 newsletters. She has also been featured in the ASHA Leader and Advance magazine. Additionally, Ms. Homer served as the chairman of ASHA's working committee on dysphagia in the schools.
Key FeaturesFourth book in the Quick Flick Series Truly international topic and content Succinct Chapters by SMEs Divided into sections and covers gastro, hepatology, pancreatic disorders and a unique section on traditional medicine Essential for doctors in Australia who are now faced with a broader range of diseases that ever due to travel and immigration Ensures Doctors will keep up to date and prevent pitfalls in diagnosis
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Combining a symptom section, a specific conditions section and a section that examines complications (and solutions) of GI procedures, focus throughout is on clear, specific how-to guidance, for use before a procedure or immediately after emergency stabilization. An evidence-based approach to presentation, diagnosis and investigation is utilized throughout.
New to this third edition are several brand new chapters covering various complications of procedures and specific conditions not previously featured, as well as a thorough look at the many diagnostic and therapeutic advances in recent years. In addition, every chapter from the current edition has undergone wholesale revision to ensure it is updated with the very latest in management guidelines and clinical practice. Once again, full range of emergencies encountered in daily clinical practice will be examined, such as acute pancreatitis, esophageal perforation, capsule endoscopy complications, acute appendicitis, and the difficulties after gastrointestinal procedures. International guidelines from the world’s key gastroenterology societies will be included in relevant chapters.
Gastrointestinal Emergencies 3E is the definitive reference guide for the management of gastrointestinal emergencies and endoscopic complications, and the perfect accompaniment for the modern-day gastroenterologist, surgeon, emergency and acute physicians.
Every Emergency Department, GI/endoscopy unit, medical/surgical admission unit should keep a copy close at hand for quick reference.
With the implementation of the CCSS, it is critical that speech-language pathologists collaborate with educators to enable the success of students with communication disorders as well as English language learners. This text offers a practical approach for application of the CCSS with a parallel analysis of children's strengths and needs to create a template for intervention. It addresses strategies to facilitate the success of students in accessing and achieving the expectations of the general curriculum, with a focus on students with communication disorders, hearing loss, vision loss, deaf-blindness, specific learning disabilities, autism, multiple disabilities, and English language learners.
Key features include:
Common Core State Standards and the Speech-Language Pathologist is a must-have resource for any speech-language pathologist working with children, as well as their education and administration partners.
Much is made about turning healthcare delivery into a system that incentivizes wellness rather than profits from illness. This is the one path that assures such an outcome. There are no manuals to help your company achieve this goal, only the lessons to be learned from those who have walked the path. This book shares those lessons with you.
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
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.