Synopses & Reviews
An excellent resource from the author team of Klein and Moses, this book explores the decision-making process involved in clinical intervention planning across categories of children's communication disorders. It considers the question, "What should I do first in therapy?" and the need to conceptualize an overall intervention plan before addressing the client's first session. Content in the book is organized according to three phases of intervention planning -- long-term, short-term, and session. Problem solving and decision making evolve within and across these phases of intervention planning.
FEATURES
- Case studies of four children with different types of speech/language disorders: language, phonology, fluency, and voice.
- Explores two timely clinical issues: collaboration with allied professionals and caretakers as well as supervision.
- Contains management planning and collaboration forms and sources from the literature that suggest sequences of objectives for reaching long- and short-term goals.
Synopsis
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.
Description
Includes bibliographical references (p. 287-309) and indexes.
Includes bibliographical references (p. 287-309) and indexes.
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.