Synopses & Reviews
At last, a book for practicum! This book explores the problem-solving and decision-making process involved in clinical intervention planning across categories of children's communication disorders. The authors show how to conceptualize an overall intervention plan before addressing the client's first session. The chapters are conveniently organized according to three phases: long-term, short-term, and session. Goal writing and procedure planning evolve across the three phases. Includes case studies of four children with different types of speech/language disorders: language, phonology, fluency and voice. Anyone who practices or is interested in speech-language pathology.
Synopsis
This extensive volume explores the decision-making process involved in clinical intervention planning across categories of children's communication disorders. Authors Klein and Moses consider the question. "What should I do first in therapy?" Their answer is to conceptualize an overall intervention plan before addressing the client's first session. The chapters are conveniently organized according to three phases: long-term, short-term, and session, and demonstrate how problem solving and decision making evolve within and across these phases. The problem-solving process is illustrated by the presentation of case-study data on a range of disorder types. Four case studies allow the professor to draw the commonalities in decision-making across disorder types.
Description
Includes bibliographical references (p. 284-302) and index.
Table of Contents
Each chapter concludes with “Summary.”
Preface.
Acknowledgments.
1.Introduction to the Intervention Process.
The Intervention Process and Why It Seems So Complex.
Defining Intervention Goals and Procedures.
Categories of Knowledge That Guide Intervention Planning.
2.History of Intervention Planning.
Behavioral Theory.
Developmental Psycholinguistics.
Information-Processing Theories.
Cognitive Learning Theories.
The Pragmatics Movement.
3.Baseline Data and Intervention Planning.
Relations Between Assessment and Intervention Planning.
Results of Evaluations of Four Children.
4.Phase 1 of Intervention Planning: The Identification of Long-Term Goals and Procedural Approaches.
Development of Long-Term Goals and Procedural Approaches.
The Derivation of Phase 1 Long-Term Goals and Procedural Approaches for Specific Children.
5.Phase 2 of Intervention Planning: The Identification of Short-Term Goals and Delineation of Procedural Contexts.
Defining and Formulating Short-Term Goals.
Defining and Delineating the Procedural Contexts.
The Derivation of Short-Term Goals and Procedural Contexts for Specific Children.
6.Phase 3: Planning Session Goals and Procedures.
Defining and Formulating Session Goals and Procedures.
The Derivation of Session Goals and Procedures.
7.Collaboration with Allied Professionals and Families.
Definitions.
Collaboration Across Three Phases of Intervention Planning.
8.Clinical Supervision for Intervention Planning.
Challenging Concepts and Decisions Related to Intervention Planning.
A Framework for Supervision in Intervention Planning.
Setting Goals to Facilitate Expertise in Intervention Planning.
A Procedural Approach to the Supervision of Intervention Planning.
References.
Appendices.
Name Index.
Subject Index.