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.
This text also describes how rapid advances in technology, including the Internet as well as new visual and auditory technologies, have not only created opportunities for Deaf people to influence how technology can be used, but additionally has become a powerful force in influencing the behavior of Deaf individuals within diverse national and international societies. This has created opportunities for incorporating diversity and international perspectives into Deaf culture. Within each chapter are multiple vignettes, examples, pictures, and stories to enhance content interest for readers and facilitate instructor teaching. Theories are introduced and explained in a practical and reader-friendly manner to ensure understanding, and clear examples are provided to illustrate concepts.
In addition, students of American Sign Language and Deaf studies will find an introduction to possible opportunities for professional and informal involvement with ASL/Deaf culture children and adults. Deaf Culture fills a unique niche as an introductory text that is accessible and straightforward for those beginning their studies of the Deaf-World.
* Strong focus on including different communities within Deaf culture
* Thought-provoking questions, illustrative vignettes, and examples
* Theories introduced and explained in a practical and reader-friendly manner
* Written by Deaf and hearing authors with extensive teaching experience and immersion in ASL and Deaf culture
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.
Clinical Decision Making in Fluency Disorders will benefit graduate students who are beginning their comprehensive study of fluency disorders, as well as professional clinicians expanding their knowledge of this specialty area. This text provides clinical insights to assist people who stutter with their ability to communicate and enhance their quality of life.
New to this edition:Reorganization of chapters for better flow of materialThree new chapters on the nature of change, counseling, and the therapeutic processAdditional Clinical Decision Making and Clinical Insight boxes with vignettes that illustrate distinctive clinical examples and unique perspectivesAdded or expanded sections on critical thinking, mindfulness, temperament, anxiety, acceptance and commitment therapy, resilience and protective factors and moreUpdated sections on genetics and neuroimaging research* 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.