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| Preface | |
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| Development of the Text | |
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| Organization and Features of this Text | |
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| Acknowledgments | |
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| About the Authors | |
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| To the Reader | |
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| Letter from a Speech-Language Pathology Assistant | |
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| Past, Present, and Future of the Speech-Language Pathology Assistant | |
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| Introduction | |
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| History of the Speech-Language Pathology Assistant | |
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| Current Status: ASHA's Position | |
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| State Level Requirements and Regulation | |
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| Future Directions | |
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| Opportunities and Challenges | |
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| Conclusion | |
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| Discussion Questions | |
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| Suggested Activities | |
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| References | |
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| Roles and Responsibilities of the Speech-Language Pathology Assistant and Speech-Language Pathologist Supervisor/Mentor | |
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| Introduction | |
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| SLPA Scope of Responsibilities | |
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| Activities Outside the Scope of Responsibilities of an SLPA | |
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| Competencies to Be Developed | |
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| Responsibilities of the SLP Supervisor/Mentor | |
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| Scenarios and Stories that Address Roles and Responsibilities | |
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| Differences in Practice: Models and Settings | |
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| Conclusion | |
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| Discussion Questions | |
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| Suggested Activities | |
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| References | |
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| Working With Your Speech-Language Pathologist Supervisor/Mentor | |
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| Introduction | |
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| A Mentorship Model | |
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| Supervision and the Supervisory Process | |
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| Expectations and Expectation Discrepancies | |
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| Critical Interpersonal Skills for Maintaining Successful Relationships | |
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| Strategies Forexternal Feedback | |
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| Reflective Practice: Strategies for Self-Assessment and Continued Growth | |
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| Conclusion | |
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| Discussion Questions | |
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| Suggested Activities | |
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| References | |
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| Communicating with Families and Children | |
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| Introduction | |
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| Your Role with Families | |
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| Building Relationships Based on Family-Centered Practice | |
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| Learning from Families | |
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| Family Rights and Responsibilities | |
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| Respecting and Responding to Individual and Cultural Differences | |
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| Specific Strategies that Support Parent and Individual Participation and Involvement | |
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| Focus on Talking with Young Children | |
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| Conclusion | |
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| Discussion Questions | |
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| Suggested Activities | |
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| References | |
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| Working With Personnel in Your Setting | |
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| Introduction | |
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| Knowing the Team | |
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| Team Models and Teaming | |
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| Understanding Your Setting | |
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| Boundaries and Interactions Associated With a Specific Setting | |
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| Strategies to Promote Positive Interactions and Experiences | |
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| Conclusion | |
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| Discussion Questions | |
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| Suggested Activities | |
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| References | |
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| Working with Diverse Populations | |
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| Introduction | |
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| Cultural and Linguistic Considerations | |
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| Moving Beyond Stereotypes | |
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| Language Acquisition, Language Difference, and Language Disorders | |
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| Implications for Practice | |
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| Conclusion | |
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| Discussion Questions | |
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| Suggested Activities | |
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| References | |
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| Professionalism and Ethical Issues | |
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| Introduction | |
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| Definition and Description of Ethics | |
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| Professional Behavior | |
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| ASHA Code of Ethics | |
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| Other Professional Issues | |
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| Conclusion | |
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| Discussion Questions | |
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| Suggested Activities | |
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| References | |
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| Legislation | |
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| Introduction | |
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| Individuals with Disabilities Education Act (IDEA) | |
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| Programs and Services for Adults | |
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| Americans with Disabilities Act (ADA) of 1990 | |
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| Government Benefits | |
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| Technology Public Law 100-407 | |
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| Conclusion | |
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| Discussion Questions | |
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| Suggested Activities | |
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| References | |
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| Health and Safety | |
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| Introduction | |
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| How Infection Spreads | |
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| Hand Washing | |
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| Universal Precautions | |
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| First Aid and CPR | |
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| Other Medical Issues | |
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| Conclusion | |
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| Discussion Questions | |
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| Suggested Activities | |
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| References | |
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| Observation | |
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| Introduction | |
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| Why Is Observation Important? | |
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| Ways To Observe | |
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| General Guidelines for Observing--How To Observe | |
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| Factors that Influence Observation | |
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| Process of Observation | |
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| Methods of Documentation--How to Write It Down | |
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| Conclusion | |
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| Discussion Questions | |
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| Suggested Activities | |
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| References | |
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| Documentation and Record Keeping | |
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| Introduction | |
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| Record Keeping | |
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| Language Samples | |
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| Portfolios | |
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| Conclusion | |
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| Discussion Questions | |
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| Suggested Activities | |
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| References | |
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| Screening and Assessment | |
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| Introduction | |
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| Assessment and Evaluation | |
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| Conclusion | |
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| Discussion Questions | |
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| Suggested Activities | |
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| References | |
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| Intervention | |
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| Introduction | |
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| Review of Service Delivery Models Across Settings | |
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| Current Trends in Intervention | |
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| Practical Considerations in Supporting Your SLP | |
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| Two Sample Snapshots of Intervention Approaches and Techniques | |
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| Key Components of the Intervention Process | |
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| Basic Principles for Guiding Behavior and Facilitating Social Interactions | |
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| Enhancing Effectiveness in Intervention | |
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| Conclusion | |
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| Discussion Questions | |
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| Suggested Activities | |
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| References | |
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| Background Information and Criteria | |
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| Knowledge and Skills for Supervisors | |
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| ASHA Code of Ethics | |
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| Protection of Rights | |
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| Sample Individualized Education Program | |
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| Sample Individualized Family Service Plan | |
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| Educational Rights of Parents | |
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| Introduction | |
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| Free Appropriate Public Education | |
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| Prior Notice to Parents | |
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| Parent Consent | |
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| Independent Educational Evaluation | |
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| Educational Surrogate Parents | |
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| Transfer of Rights at Age of Majority | |
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| Student Records | |
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| Discipline | |
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| Mediation | |
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| State Complaint Procedures | |
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| Impartial Due Process Hearing | |
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| Private School Placement | |
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| Child and Elder Abuse | |
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| Signs of Child Abuse | |
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| Signs of Elder Abuse | |
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| References | |
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| Glossary | |
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| Index | |