Here's how to do therapy : hands-on core skills in speech-language pathology

Description

Preface Introduction. Here’s How to Use This Text Teaching and Learning Pedagogy Cooperative Learning Interactive Nature of Learning Critical Incidents in Learning Overview of Focused Activities Clinical Supervisor- or Instructor-Focused Activity Cluster Textbook- or Companion Website-Focused Activity Cluster Explanations and Research-Based Support Interactive Learning Group-Focused Activity Cluster Overview of the 28 Therapeutic-Specific Skills Welcome to This Text Part I—Introduction Chapter 1. Basic Considerations for the Therapeutic Process Artistry in Speech-Language Pathology “Showtime!” Speech-Language Therapy and Task Analysis Skills for Speech-Language Therapy Therapeutic Mindset Developing Therapeutic Mindset Role of the Speech-Language Pathologist in the Therapeutic Process Interpersonal Demeanor in Therapy Nonverbal Behaviors and Emotional Affect in the Therapeutic Process Professionalism Professional Appearance Excellence as Hallmark of Therapy Time on Task as a Hallmark for Excellence Chapter 2. Foundations for the Therapeutic Process: Overview The Therapeutic Process Defined Basic Confidence and Trust in the Therapeutic Process Increasing the SLP’s Confidence in the Therapeutic Process Increasing the Client’s Trust in the Therapeutic Process The Therapeutic Relationship Diversity and Multiculturalism in the Therapeutic Process Referrals to Other Professionals Chapter 3. Learning Theories Related to Speech-Language Intervention Learning Defined The Behavioral Orientation to Learning The Cognitive Orientation to Learning Humanistic/Experiential Orientation to Learning The Social Orientation to Learning Conclusion Regarding Learning Theories for Speech-Language Pathology Learning Styles: Client and Clinical Applications Global/Synergetic and Analytical Processing Styles Visual, Auditory, and Tactile/Kinesthetic Preferred Modalities Cultural Diversity and Learning Styles Basic Concepts from Learning Theory Applied to Speech-Language Pathology Telepractice in Speech-Language Pathology Considerations for Engaging in Telepractice Practical Guidelines for Telepractice Chapter 4. Developmental Domains and Special Classifications Related to the Therapeutic Process: An Overview Typical Developmental Expectations (Overview) Communication Domain Cognitive Domain Motor Domain Self-Help/Adaptive Domain Social-Emotional Domain Conclusion Regarding Developmental Domains Disability Categories and their Impact on Speech-Language Therapy Progress Autism Spectrum Disorder (ASD) Implications for Speech-Language Therapy and Autism Deafness Implications for Speech-Language Therapy and Deafness Emotional Disturbance Implications for Speech-Language Therapy and Emotional Disturbance Hearing Impairment Implications for Speech-Language Therapy and Hearing Impairment Intellectual Disability Implications for Speech-Language Therapy and Intellectual Disability Multiple Disabilities Implications for Speech-Language Therapy and Multiple Disabilities Orthopedic Impairment Implications for Speech-Language Therapy and Orthopedic Impairments Other Health Impairment Implications for Speech-Language Therapy and Other Health Impairments Specific Learning Disability Implications for Speech-Language Therapy and Specific Learning Disability Speech of Language Impairment Implications for Speech-Language Therapy and Speech Impaired Traumatic Brain Injury Implications for Speech-Language Therapy and Traumatic Brain Injury Vision Impairment Including Blindness Implications for Speech-Language Therapy and Vision Impairment Including Blindness Augmentative and Alternative Communication Assessment of the Student for an AAC Device Considerations for AAC Selection (Including Cultural Considerations) Chapter 5. Hands-On Core Skills: The Speech-Language Pathologist as Facilitator of Positive Communication Change Therapeutic-Specific Skills Overview of Workshop Tutorials: How to Use This Chapter Workshop Tutorials Motivation Communicating Expectations Enthusiasm, Animation, and Volume in the Therapeutic Process Seating Arrangements, Proximity, and Touch in the Therapeutic Process Preparation, Pacing, and Fluency for Therapeutic Momentum Antecedents: Alerting Stimuli, Cueing, Modeling, and Prompting Direct Teaching: Learning Modalities, Describing/Demonstrating, Questioning, and Wait Time in the Therapeutic Process Stimulus Presentations: Shaping (Successive Approximations) Positive Reinforcers: Verbal Praise, Tokens, and Primary Reinforcers Corrective Feedback in the Therapeutic Process Data Collection in the Therapeutic Process Probing in the Therapeutic Process Behavioral Management in the Therapeutic Process Troubleshooting in the Therapeutic Process Chapter 6. Basic Structure Within the Therapeutic Process Management Concepts for Therapy Time Frames for Therapy Individual Versus Group Therapy Homogeneous Versus Heterogeneous Groups Interactive Group Therapy Components of the Therapy Session Therapeutic-Specific Skills and Components of the Therapy Session Introduction of the Session Body of the Session Closing of the Session Chapter 7. Peripheral Speech-Language Therapy Management Issues Transition from Diagnostic Assessment into Therapy Treatment Plans, Schedules, Progress Notes, and Dismissals Treatment Plans Schedules Progress Notes Dismissals Start-Ups Health and Safety Issues Creating the Therapeutic Environment Client Files and Documentation Client Files Documentation Materials Management Basic Therapy Kit Use of Games in Therapy Sanitizing Materials Work Setting Issues Communication for Professional Collaboratives Part II—Introduction Chapter 8. Guided Practice in Language-Based Therapy and Social Communication Therapy Selected General Concepts for Language-Based Therapy Selected Language Objectives Semantics Syntax Morphology Phonology Pragmatics Selecting Appropriate Materials for Therapy Based on Identified Objectives Preparation and Therapy Progression for the Language-Based Therapy Session Here’s How to Do Language-Based Therapy Advance Organizer (Three Questions to Note) Selected General Concepts for Social Communication Therapy Serving Children With Autism Spectrum Disorder and Children With Social Communication Disorder Guidelines for Writing Social Stories Implementation of Social Stories Advance Organizer (Three Questions to Note) Chapter 9. Guided Practice in Articulation Therapy and Concepts Regarding Phonological Processes Therapy Selected General Concepts for Articulation Therapy Selected General Concepts for Phonological Processes Therapy Determining Articulation Versus Phonological Processes Intervention Selected Phonological Proceses Objectives Selected Articulation Objectives Here’s How to Do Articulation Therapy Advance Organizer (Three Questions to Note) Chapter 10. Guided Practice for Voice Therapy Selected General Concepts for Voice Therapy Selected Voice Objectives Here’s How to Do Voice Therapy Advance Organizer (Three Questions to Note) Chapter 11. Guided Practice for Resonance Therapy Selected General Concepts for Resonance Therapy Selected Resonance Objectives Here’s How to Do Resonance Therapy Advance Organizer (Three Questions to Note) Chapter 12. Guided Practice for Fluency Therapy Selected General Concepts for Fluency Therapy Selected Fluency Objectives Here’s How to Do Fluency Therapy Advance Organizer (Three Questions to Note) Chapter 13. Guided Practice in Adult Language Therapy Selected General Concepts for Adult Language Therapy Focus for Therapy Interventions Selected Adult Language Objectives Here’s How to Do Adult Language Therapy Advance Organizer (Three Questions to Note) Chapter 14. Guided Practice in Swallowing Therapy Selected General Concepts for Swallowing Overview of Swallowing and Dysphagia Normal Swallowing Overview Forms of Swallowing Assessments Cautions in the Basic Bedside Examination of Swallowing Treatment Options for Intervention with Dsyphagia Patients Selected Initial Assessment Objectives for Swallowing Here’s How to Do Swallowing Therapy Advance Organizer (Three Questions to Note) Appendices Glossary Index