What is included with this book?
Preface | p. xi |
Introduction: Bridging the Gap--Taking Your First Step Toward Obtaining Professional Status | p. 1 |
Needs for Different Levels of Introductory Clinical Functioning | p. 2 |
How To Use This Book | p. 6 |
Conclusion | p. 7 |
Behavioral Objectives: Background | p. 11 |
Components of a Behavioral Objective | p. 12 |
Samples of Well-Written Behavioral Objectives | p. 22 |
Application and Importance of Behavioral Objectives | p. 33 |
Exercise: Identifying Components of Behavioral Objectives | p. 41 |
Answers: Identifying Components of Behavioral Objectives | p. 51 |
Behavioral Objectives: Common Writing Problems | p. 63 |
Incorrect Format Following the Lead-In | p. 63 |
Consistency | p. 65 |
Performance Component | p. 66 |
Condition Component | p. 69 |
Criterion Component | p. 71 |
Lack of Support or Harmony | p. 74 |
Evaluation and Progress Reports: Organization and Content | p. 79 |
Substandard Evaluation | p. 80 |
General Guidelines for Speech-Language Evaluation Reports | p. 87 |
Progress Reports: Organization and Content | p. 95 |
Evaluation, Reevaluation, and Progress Reports: Writing Reports That Shine | p. 99 |
Evaluation Reports | p. 100 |
Reevaluation Reports | p. 120 |
Progress Reports | p. 128 |
Progress Notes | p. 141 |
Background | p. 141 |
Cumulative Progress Note Entries | p. 143 |
Subjective-Objective-Assessment-Plan Format | p. 156 |
Taming the Paper Giant: Assuring Accuracy and Accountability | p. 165 |
Paperwork Process and a System for Streamlining | p. 167 |
Accountability | p. 177 |
Important Advice | p. 190 |
Therapy Conferences | p. 195 |
Therapy Conference Reports | p. 198 |
Conclusion | p. 205 |
Preparing for the Public Schools | p. 207 |
Brief Background | p. 208 |
Required Paperwork | p. 210 |
Conclusion | p. 217 |
Example of Progress Report Form | p. 218 |
Example of Language Arts Standards | p. 219 |
Example of Notice of Educational Evaluation/Reevaluation Plan | p. 220 |
Example of Prior Notice About Evaluation/Consent for Evaluation | p. 223 |
Example of Notice of Procedural Safeguards | p. 225 |
Example of Invitation to a Meeting of the Individualized Education Program (IEP) Team | p. 232 |
Example of Notice and Consent for Placement in Special Education Services | p. 235 |
Completed Example of Evaluation Report | p. 237 |
Example of a Completed Individualized Education Program | p. 244 |
Example of a Completed Notice of Recommended Educational Placement | p. 256 |
Beyond Basic Therapy | p. 261 |
Group Therapy | p. 262 |
Play Therapy | p. 267 |
Curriculum-Based Therapy | p. 272 |
Enhancing Performance | p. 279 |
Seating Arrangement | p. 280 |
Reinforcement | p. 282 |
Verbal Models | p. 292 |
Loquaciousness | p. 296 |
Smothering the Client | p. 296 |
Fostering Dependency | p. 297 |
Choice Constancy | p. 299 |
Reading Sequence | p. 300 |
Elicitation Techniques | p. 301 |
Risky Questions | p. 305 |
Appearing Foolish | p. 306 |
Being Overpowering | p. 308 |
Directions | p. 308 |
Receptive Tasks | p. 309 |
Head Nodding and Forward Upper Body Movement | p. 310 |
Habits That May Be Misinterpreted | p. 312 |
The Game "Mirage" | p. 313 |
Carry-Over | p. 314 |
Too Much Work | p. 318 |
Sign Language | p. 319 |
Session Opening | p. 321 |
Session Closing | p. 321 |
Pause Time | p. 323 |
Mirror Usage | p. 323 |
Differentiating Sound from Letter | p. 325 |
Singsong Voice | p. 326 |
Self-Evaluation | p. 329 |
Initial Self-Evaluations | p. 331 |
Six General Strategies | p. 331 |
Self-Observation Techniques | p. 332 |
Initial Focus: Benchmark Measurements | p. 334 |
Later Focus: Fine-Tuning Clinical Competence | p. 337 |
Additional Strategies To Facilitate Self-Evaluation | p. 342 |
Student Self-Appraisal | p. 343 |
Epilogue: The Basics Are Not Enough! | p. 347 |
Glossary | p. 351 |
Index | p. 359 |
About the Author | p. 368 |
Table of Contents provided by Rittenhouse. All Rights Reserved. |
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