Whether youre working with a new student and dont know where to begin, or you have a long-term client and youre feeling stuck, Treatment Companion: A Speech-Language Pathologists Intervention Guide for Students With Developmental Delays and Disorders provides ideas and strategies for a variety of common language goals. Speech-language pathologists (SLPs) often face the challenge of adapting interventions to meet the needs of students with severe or complex disorders and diagnoses. As seasoned clinicians, the authors fuse their real-world experience with up-to-date research to create a robust road map for customizing SLP intervention strategies.
User friendly and straightforward, the Treatment Companion offers a conversational approach to identifying options and goals that meet students where they are, whether they are visual or kinesthetic learners, oral speakers or AAC users, engaged or distracted, from birth to age 21. With easy-to-navigate headings, examples, and visuals, this guide can be consulted on an as-needed basis. The suggestions and strategies are accessible and innovative, often not requiring any specialized supplies to implement.
The Treatment Companion offers both novice and experienced clinicians a valuable tool to support their clients in achieving the highest level of communication possible.
| Preface |
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xi | |
| Acknowledgments |
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xiii | |
| About the Authors |
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xv | |
| Reviewers |
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xvii | |
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I Introduction: How to Use the Treatment Companion |
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1 | (8) |
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1 | (1) |
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Where to Begin/Choosing Goals |
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2 | (1) |
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Aligning to the Common Core State Standards |
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2 | (1) |
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3 | (3) |
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4 | (1) |
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5 | (1) |
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6 | (3) |
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9 | (26) |
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9 | (9) |
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Meeting a Student for the First Time |
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9 | (1) |
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9 | (1) |
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9 | (7) |
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16 | (1) |
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17 | (1) |
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Modeling Appropriate Communication |
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18 | (1) |
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Student Factors Affecting Treatment |
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18 | (8) |
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18 | (1) |
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Perceived Negative Behavior |
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19 | (5) |
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Deaf/Hard of Hearing (DHH) |
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24 | (1) |
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Augmentative and Alternative Communication (AAC) |
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24 | (1) |
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25 | (1) |
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Bilingualism and Multiculturalism |
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25 | (1) |
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26 | (7) |
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Building Relationships With School Staff and Parents |
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26 | (1) |
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Setting Yourself Up: Organization |
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27 | (2) |
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Suggestions for Supplies, Books, Toys, and Games |
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29 | (4) |
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33 | (2) |
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35 | (42) |
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Speech, Manual Signs, or Aided AAC? |
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35 | (3) |
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35 | (1) |
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35 | (1) |
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36 | (1) |
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Note About the Goals in Level I |
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37 | (1) |
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38 | (5) |
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38 | (3) |
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41 | (2) |
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43 | (5) |
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44 | (3) |
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47 | (1) |
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48 | (7) |
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48 | (3) |
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51 | (4) |
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55 | (6) |
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55 | (4) |
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59 | (2) |
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61 | (6) |
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62 | (2) |
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64 | (3) |
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67 | (8) |
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68 | (4) |
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72 | (3) |
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75 | (2) |
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77 | (54) |
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77 | (7) |
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78 | (3) |
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81 | (3) |
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84 | (4) |
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84 | (2) |
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86 | (2) |
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88 | (6) |
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89 | (2) |
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91 | (3) |
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94 | (5) |
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95 | (2) |
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97 | (2) |
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Sentences in Present Tense |
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99 | (3) |
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99 | (2) |
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101 | (1) |
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Concrete Simple Wh- Questions |
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102 | (14) |
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104 | (7) |
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111 | (5) |
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Conceptual Simple Wh-Questions |
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116 | (12) |
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117 | (7) |
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124 | (4) |
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128 | (3) |
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131 | (70) |
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132 | (6) |
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132 | (3) |
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135 | (3) |
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138 | (6) |
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138 | (4) |
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142 | (2) |
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144 | (7) |
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145 | (3) |
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148 | (3) |
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151 | (9) |
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152 | (4) |
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156 | (4) |
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160 | (8) |
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161 | (2) |
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163 | (5) |
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168 | (9) |
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169 | (5) |
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174 | (3) |
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177 | (5) |
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177 | (2) |
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179 | (3) |
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182 | (11) |
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184 | (6) |
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190 | (3) |
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193 | (5) |
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194 | (2) |
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196 | (2) |
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198 | (3) |
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201 | (44) |
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Introduction to Complex Wh- Questions |
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202 | (1) |
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Complex Wh- Questions: Why Questions |
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203 | (3) |
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203 | (1) |
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204 | (2) |
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Complex Wh- Questions: When Questions |
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206 | (2) |
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206 | (2) |
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208 | (1) |
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Complex Wh- Questions: How Questions |
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208 | (4) |
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208 | (1) |
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209 | (3) |
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Introduction to Detailed Narrative |
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212 | (1) |
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Detailed Narrative: Story Grammar Markers |
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213 | (2) |
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213 | (1) |
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214 | (1) |
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Detailed Narrative: Narrative Recall and Retell |
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215 | (2) |
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215 | (2) |
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217 | (1) |
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Detailed Narrative: Sequencing |
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217 | (4) |
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217 | (3) |
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220 | (1) |
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Introduction to Verbal Analogies |
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221 | (1) |
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Verbal Analogies: Categories |
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222 | (4) |
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222 | (2) |
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224 | (2) |
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Verbal Analogies: Object Function |
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226 | (2) |
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226 | (1) |
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227 | (1) |
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Verbal Analogies: Synonyms and Antonyms |
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228 | (2) |
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228 | (2) |
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230 | (1) |
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Verbal Analogies: Associations |
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230 | (2) |
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230 | (2) |
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232 | (1) |
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Introduction to Figurative Language |
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232 | (1) |
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Figurative Language: Idioms |
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233 | (3) |
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234 | (1) |
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234 | (2) |
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Figurative Language: Multiple-Meaning Words |
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236 | (1) |
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236 | (1) |
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236 | (1) |
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Compound and Complex Sentences |
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237 | (3) |
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238 | (1) |
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239 | (1) |
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240 | (1) |
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240 | (1) |
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241 | (1) |
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Identifying the Cause/Making Inferences |
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241 | (2) |
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242 | (1) |
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242 | (1) |
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243 | (2) |
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Appendix: Demystifying Augmentative and Alternative Communication |
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245 | (24) |
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What You Need to Know About AAC |
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245 | (11) |
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245 | (1) |
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246 | (6) |
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Dispelling Common Myths About AAC |
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252 | (1) |
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252 | (2) |
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Comprehensive Assessment Leads to Comprehensive Intervention |
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254 | (1) |
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255 | (1) |
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256 | (4) |
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257 | (3) |
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Creating a Culture of AAC |
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260 | (3) |
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263 | (6) |
| Index |
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269 | |
Inna Itskovich, MS, CCC-SLP, TSSLD has been working in the field of speech-language pathology, servicing the needs of students with developmental delays and disabilities, since 2011. She currently works in an elementary school setting. Inna has received extensive training in the area of literacy, specifically the Orton Gillingham approach for the remediation of reading and writing. Inna is also well versed in various augmentative and alternative communication (AAC) systems that focus on motor planning. She is ardently interested in the areas of expressive communication focused on narrative development. Inna is currently working in conjunction with various universities in helping to train student clinicians in the field to help bridge the gap and to facilitate language for students with special needs. ***** Megan Meyer, MS, CCC-SLP, TSSLD, ASL Ext has worked with preschool to high school age students since 2012. She has worked with children with various diagnoses including autism, Deaf/Hard of Hearing (DHH), and developmental delays and disabilities. Her primary area of interest is the Deaf/Hard of Hearing population and using both American Sign Language (ASL) and spoken English to build language and communication skills. Megan feels strongly that all children deserve to learn language in an accessible and effortless way. ***** Miriam (Miri) Shaffer, MS, CCC-SLP, TSSLD-BE has been working in elementary schools with children who have developmental delays and disorders, including autism and cerebral palsy. She is passionate about augmentative and alternative communication (AAC) and making sure that every child has a way to communicate. This includes training staff and family members in their child's communication device and how to facilitate communication throughout the day. She is also an advocate of teaching literacy skills to all children, no matter the perceived obstacles. She feels the greatest pride when she witnesses her students initiating communication and advocating for themselves independently.
