The key is to remember that the goal must be understandable, doable, measurable, and achievable. This text provides clear guidelines of quantifiable building blocks to achieve specific goals defined by the student's IEP. School-based SLPs are instrumental in helping students develop speech and language skills essential for mastery of the curriculum and standards. All SLPs working with school-aged children in public schools, private practice, or outpatient clinics will benefit from the information in this text.
Lydia Kopel, EdS, CCC-SLP, currently works in a large metro school system as a lead speech-language pathologist. Her primary responsibilities include supervising clinical fellows and working on special projects. In addition, she works as a private consultant and presents all over the United States. Ms. Kopel has more than thirty-five years of experience, which includes working as an SLP in the school system and as a special education coordinator. During that time she developed several resource manuals for SLPs and teachers of the hearing impaired and visually impaired. Ms. Kopel was also a member of the Georgia School-Based Speech-Language Pathologist Leadership Team, established through the Georgia Department of Education (GaDOE). This team developed state-wide training on collaboration for SLPs and general education teachers. She has a great interest in language-based learning disabilities and integrating curriculum with speech therapy. Ms. Kopel is one of the founders and continues to be a member of the Georgia Organization for School-Based Speech-Language Pathologists, which currently has more than 700 members. She is also a member of ASHA. Her personal interests include photography, traveling, and spending time with family and friends.
Elissa Kilduff, MA, CCC-SLP, works as the lead speech-language pathologist (SLP) in a large metro-Atlanta, Georgia school district. Ms. Kilduff supervises, supports, and trains more than 175 school-based SLPs. Elissa has a great interest in language-based learning disabilities, collaboration in general education classrooms, and service delivery models for adolescents. Prior to her lead role, Ms. Kilduff worked as an SLP in multiple elementary schools. She was a member of the Georgia School-Based Speech-Language Pathologist Leadership Team, established through the Georgia Department of Education (GaDOE). This team developed state-wide training on collaboration for SLPs and General Education Teachers. As a lead SLP, Ms. Kilduff has researched and codesigned resources for staff including evidence-based interventions and progress monitoring rubrics for Response to Intervention (RTI), language checklists aligned to grade-level standards, and educational impact of common standardized language assessments. When not working, she enjoys spending time with her husband and young daughter, friends, and family.
Beginning with history related to school-based speech-language pathology services -- including a discussion of legal mandates (e.g., the Individuals with Disabilities Education Improvement Act, No Child Left Behind Act, Every Student Succeeds Act, and the Americans with Disabilities Act) -- the text then delves into a description of service delivery models; an introduction to the concept of a workload analysis approach to caseload standards in schools and example implementation strategies; a display of concrete, real-life success stories; and an offering of strategies for using evidence-based practice, proactive behavior management, conflict resolution, professional collaboration, conferencing and counseling skills, cultural competencies, goal writing, informal assessment procedures, and creating testing accommodations. A new chapter provides the evidence base for links between language, literacy, and the achievement of school standards. This chapter is a must-read for every school speech-language pathologist.
Real-life scenarios based on experiences shared by public school speech-language pathologists give the reader concrete examples upon which to scaffold the complex professional concepts. Chapter summaries provide an overview of the major points presented. Questions at the end of each chapter are designed to engage the reader in analysis and comprehension of material, and vocabulary related to each chapter is conveniently defined at the start of each chapter so that the reader can better grasp the subject matter within.
New to this edition:A chapter on linking language, literacy, and the Common Core State StandardsPertinent information about the Every Student Succeeds Act of 2015The addition of four online resourcesThe addition of 10 new evidence-based practicesMore than 130 new referencesAn updated appendix of free Apps* Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book.
Most resource books offer limited research and scholarly information, thus making them unsuitable as textbooks for academic courses on assessment and diagnosis. Similarly, most traditional textbooks do not include practical, easy-to-use, and time-saving resources and protocols that the practicing clinicians can readily use during assessment sessions. By combining the strengths of traditional textbooks with newer assessment resources and protocols, this one-of-a-kind book offers a single, comprehensive source that is suitable as a textbook and useful as a practical clinical resource.
This bestselling and trusted text:Covers the full range of communication disorders in children, including nonverbal or minimally verbal childrenIncludes an extensive discussion of issues in using standardized tests along with detailed information on psychometric principles and offers a detailed discussion of alternative assessment approaches that minimize the problems inherent to standardized testsDescribes a new, comprehensive, and integrated assessment approach that derives its strengths from the traditional as well as several alternative approachesAddresses the multicultural issues in assessing communication disorders in children and integrates multicultural assessment procedures into the assessment protocols offered for all communication disordersContains two chapters for each disorder: one on resources that offers scholarly and research background on the disorder and one on resources that describe practical procedures and protocols that save preparation time and effort for the clinician
All Resources chapters reflect current research and assessment principles and proceduresUpdated listings and descriptions of published, standardized tests that are commonly used in the assessment of communication disorders in children are providedRevisions of several assessment procedures and protocols, based on recent research, are includedA single streamlined chapter combines research and practical information on assessing ethnoculturally diverse children with alternative and integrated assessment approachesEach chapter contains a summary and sample study questions
New to the Third Edition:
The book is divided into three parts. Part I defines CAS, describes those characteristics most commonly associated with CAS, and offers guidelines for conducting a thorough motor speech evaluation to support an accurate differential diagnosis. Part II summarizes the principles of motor learning and provides clear guidance for how these principles can be put into practice when working with children with CAS. Part III addresses specific topics of interest to clinicians and students looking for practical ideas on how to address the multifaceted challenges of children with CAS such as vowels, prosody, expressive language, social language, and incorporating phonological awareness in CAS treatment. Additional recommendations are provided for supporting the needs of children with limited verbal output and older children with ongoing communicative challenges, working with parents, developing treatment plans, and writing meaningful goals and objectives.
Each chapter of this second edition has been updated to incorporate the most current evidence-based information available on CAS. In addition, five new chapters have been added, including:
Here's How to Treat Childhood Apraxia of Speech, Second Edition will be of value to speech-language pathologists and students looking for practical, evidence-based recommendations for addressing the diverse needs of children with CAS.
This title is a volume in Plural's "Here's" How" series.
Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book.