Intervention Planning for Children with Communication Disorders A Guide for Clinical Practicum and Professional Practice

by Klein, Harriet B.; Moses, Nelson

• ISBN13: 9780205287475
• ISBN10: 0205287476
• Edition: 2nd
• Format: Paperback
• Copyright: 1998-11-02
• Publisher: Pearson

Summary

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.

Table of Contents

Preface	xiii	(2)
Acknowledgments	xv
1 Introduction to the Intervention Process	1	(44)
The Intervention Process and Why It Seems So Complex	1	(2)
Unpredictability	1	(1)
Interacting Variables	2	(1)
What Should I Do First?	3	(1)
Defining Intervention Goals and Procedures	3	(4)
Intervention Goals	3	(1)
Intervention Procedures	4	(1)
The Three Phases of Intervention Planning	4	(1)
Additional Considerations Regarding Goals and Procedures	5	(2)
Categories of Knowledge That Guide Intervention Planning	7	(37)
The Nature of Speech and Language: Linguistic Components, Taxonomies, and Cultural Diversity	7	(6)
Maintaining Factors	13	(5)
Sensorimotor	18	(16)
Learning Theory	34	(10)
Summary	44	(1)
2 History of Intervention Planning	45	(26)
Behavioral Theory	46	(7)
PL 94-142	47	(1)
The Categorical Orientation	48	(3)
Behaviorism Compared to the Categorical Orientation	51	(1)
The Influence of Behaviorism on Our Model of Intervention Planning	51	(1)
Departures from Behaviorism	52	(1)
Developmental Psycholinguistics	53	(3)
The Roots of Developmental Psycholinguistics	53	(1)
Developmental Categories of Behavior	54	(1)
The Influence of Developmental Psycholinguistics on Our Model of Intervention Planning	55	(1)
Information-Processing Theories	56	(5)
The Beginnings	56	(1)
On-Going Research	57	(3)
The Influence of Information-Processing Theories on Our Model of Intervention Planning	60	(1)
Departures from Information-Processing Theories	61	(1)
Cognitive Learning Theories	61	(4)
The Influence of Cognitive Learning Theories on Our Model of Intervention Planning	62	(3)
The Pragmatics Movement	65	(4)
Summary	69	(2)
3 Baseline Data and Intervention Planning	71	(26)
Relations Between Assessment and Intervention Planning	71	(5)
Standardized and Nonstandardized Assessments	73	(1)
Additional Assessment Considerations	74	(2)
Results of Evaluations of Four Children	76	(21)
Darryl	76	(1)
Patty	76	(5)
Seth	81	(5)
Alice	86	(11)
4 Phase 1 of Intervention Planning: The Identification of Long-Term Goals and Procedural Approaches	97	(34)
Development of Long-Term Goals and Procedural Approaches	98	(8)
Defining and Formulating Long-Term Goals	98	(5)
Information Needed to Formulate a Procedural Approach	103	(3)
The Derivation of Phase 1 Long-Term Goals and Procedural Approaches for Specific Children	106	(24)
Darryl	107	(7)
Patty	114	(3)
Seth	117	(6)
Alice	123	(7)
Summary	130	(1)
5 Phase 2 of Intervention Planning: The Identification of Short-Term Goals and Delineation of Procedural Contexts	131	(42)
Defining and Formulating Short-Term Goals	132	(9)
Definitions	141	(2)
Formulating Short-Term Goals	135	(6)
Defining and Delineating the Procedural Contexts	141	(3)
Definitions	141	(2)
Delineating the Procedural Context	143	(1)
The Derivation of Short-Term Goals and Procedural Contexts for Specific Children	144	(28)
Darryl	145	(6)
Patty	151	(7)
Seth	158	(8)
Alice	166	(6)
Summary	172	(1)
6 Phase 3: Planning Session Goals and Procedures	173	(72)
Defining and Formulating Session Goals and Procedures	174	(24)
Definitions	174	(3)
Deciding Which Short-Term Goals to Target During Sessions	177	(2)
Categories of Information for Formulating Session Goals and Procedures	179	(3)
How a Consideration of Performance Demands Affects Session Planning in Four Communication-Disorder Areas	182	(14)
Background Information	196	(1)
Additional Issues	197	(1)
The Derivation of Session Goals and Procedures	198	(46)
Darryl	199	(10)
Patty	209	(15)
Seth	224	(13)
Alice	237	(7)
Summary	244	(1)
7 Collaboration with Allied Professionals and Families	245	(14)
Definitions	247	(2)
Sharing	248	(1)
Allied Professionals and Family	248	(1)
The Planning, Implementation, and Evaluation of Goals and Procedures	249	(1)
Collaboration Across Three Phases of Intervention Planning	249	(8)
Long-Term Planning Phase	249	(2)
Short-Term Planning Phase	251	(3)
Session Phase	254	(3)
Summary	257	(2)
8 Clinical Supervision for Intervention Planning	259	(25)
Challenging Concepts and Decisions Related to Intervention Planning	260	(2)
Overview	260	(1)
Revising Goals and Procedures	260	(2)
A Framework for Supervision in Intervention Planning	262	(5)
Shifting Perspective	263	(1)
Causal Reasoning by Clinicians	264	(2)
Envisioning Multiple Possible Solutions to Problems	266	(1)
Role Diffusion	267	(1)
Summary	267	(1)
Setting Goals to Facilitate Expertise in Intervention Planning	267	(4)
A Procedural Approach to the Supervision of Intervention Planning	271	(13)
Perspective Talking	275	(4)
Facilitating Causal Reasoning in Clinicians	279	(2)
Envisioning Multiple Possible Solutions to Problems	281	(1)
Role Diffusion	282	(1)
Chapter Summary and Case Management Forms	283	(1)
References	284	(19)
Appendices	303	(22)
Appendix A:	305	(2)
Box A.1: Highlights of Lahey's Content-Form Interactions, Phases 1 Through 8+	303	(2)
Box A.2: A Plan for Language Development Goals	305	(2)
Appendix B:	307	(6)
Form B.1: Areas of Assessment for Intervention Planning	307	(1)
Form B.2: Summary of Baseline Data for Intervention Planning	308	(1)
Form B.3: Management Plan	309	(3)
Form B.4: IEP Conversion Form	312	(1)
Appendix C: Developmental Sequences for Determination and Prioritization of Goals at All Phases of Intervention Planning	313	(1)
Appendix D: Sources for Developing Session-Goal Sequences	314	(3)
Appendix E: Collaborative Management Plan	317	(1)
Appendix F: Student-Clinician Evaluation Form	318	(7)
Index	325