| |
| |
| Note to the Reader | |
| |
| |
| Dedication | |
| |
| |
| Preface | |
| |
| |
| Acknowledgments | |
| |
| |
| Introduction | |
| |
| |
| The Teaching of Talking - A Conversational Approach to Helping the Person with a Mild to Profound Speech and Language Impairment Talk Better | |
| |
| |
| Who Are the People Who Need Us? | |
| |
| |
| The Speech Model | |
| |
| |
| Motor Speech Disorders | |
| |
| |
| Dysarthria of Speech | |
| |
| |
| Defining and Testing of Receptive and Expressive Language | |
| |
| |
| Language Samples | |
| |
| |
| The Importance of Vocabulary | |
| |
| |
| Review | |
| |
| |
| The Teaching of Talking - Helping the Person with Mild to Profound Speech and Language Impairment Talk Better | |
| |
| |
| Why We Speak | |
| |
| |
| Who Will This Book Help? | |
| |
| |
| Review | |
| |
| |
| The Ittle Principles of Talking | |
| |
| |
| The First Ittle Principle - Simplicity: Making It Easy | |
| |
| |
| The Second Ittle Principle - Speaking Clarity | |
| |
| |
| The Third Ittle Principle - Speed | |
| |
| |
| The Fourth Ittle Principle - Stepping into the World of the Person with the Communication Difficulty | |
| |
| |
| The Fifth Ittle Principle - The Power is the Question | |
| |
| |
| The Sixth Ittle Principle - The Use of Bombardment Within: The Teaching of Talking Method | |
| |
| |
| Review | |
| |
| |
| Speech Model Self-Evaluation Form | |
| |
| |
| Getting Down to the Actual Work | |
| |
| |
| Set Up | |
| |
| |
| Imitation | |
| |
| |
| Stimulation of Single-Word Speaking | |
| |
| |
| The Embedded Question for the Stimulation of the Single Words "Yes" and "No" | |
| |
| |
| Calibration in the Use of "Yes" and "No" | |
| |
| |
| Using Embedded Questions to Facilitate the Use of "Yes" | |
| |
| |
| Stimulation of "Yes" and "No" in Speaking | |
| |
| |
| The Embedded Question for Nouns and Verbs (Single Word) | |
| |
| |
| Three-repetition model for those who require more stimulation | |
| |
| |
| Seven-repetition model for those who require more stimulation | |
| |
| |
| Additional Practice | |
| |
| |
| Three-repetition model for those who require more stimulation | |
| |
| |
| Seven-repetition model for those who require more stimulation | |
| |
| |
| Practicing the What It Is� Method | |
| |
| |
| Alternate Choice | |
| |
| |
| The Phrase Completion | |
| |
| |
| Stimulation of Phrases and Sentences | |
| |
| |
| Combining Words into Sentences | |
| |
| |
| Embedded Questions with Tell Me Phrase for Short Two-Word or Three-Word Responses for I → Verb | |
| |
| |
| Stimulating the I Want → (Object) Sentence | |
| |
| |
| Method: Stimulating a "Yes" Response | |
| |
| |
| Method: Stimulating a "No" Response | |
| |
| |
| Method: Stimulating Negative + Noun (Two-Word Responses) | |
| |
| |
| Method: Stimulating I Don't Want Answers (Three- and Four-Word Responses) | |
| |
| |
| Example (Four-Word) | |
| |
| |
| Method: Stimulating Alternate Choice Responses | |
| |
| |
| Practice Time | |
| |
| |
| Method: Two-Word Responses of Verb → Object (Daily Routine) | |
| |
| |
| Method: Stimulating Two-Word Reponses with I → Verb | |
| |
| |
| PCD Making Requests of You | |
| |
| |
| Method: Stimulating Two-Word Responses With You → Verb | |
| |
| |
| Method: Stimulating You → Verb, Please | |
| |
| |
| The I Am/Am Not Level of Language Formulation | |
| |
| |
| Method: Embedded Question | |
| |
| |
| Method: What It Is<sup>�</sup> | |
| |
| |
| Method: What It is with Negation | |
| |
| |
| The I Am Exercise | |
| |
| |
| Using the I Am → (Verb+ing) to Describe Daily Activities | |
| |
| |
| The I Am Not Exercise | |
| |
| |
| Practicing Requests (I Want) | |
| |
| |
| I Do/Don't Want → Objects (Three-Word Responses) | |
| |
| |
| I Want → Verb (Three-Word Responses) | |
| |
| |
| I Want → Noun (Three-Word Responses) | |
| |
| |
| I Want → (Verb) (Object/Noun) | |
| |
| |
| Using the I → (Verb) (Predicate) to Describe Daily Activities | |
| |
| |
| I Want (to → Verb Infinitive) | |
| |
| |
| Using the I Want (to → Verb) (Object) | |
| |
| |
| Third Person Progressive Tense Exercise | |
| |
| |
| Four-word model rather than the above five-word model | |
| |
| |
| Stimulation of Questions/Interrogatives | |
| |
| |
| Other Types of Questions (Interrogative) and How to Stimulate Them | |
| |
| |
| Who Is It/That? | |
| |
| |
| What Are Those (Plural)? | |
| |
| |
| When Is It/That? | |
| |
| |
| When Are _____ (Plural)? | |
| |
| |
| Where Is It/That? | |
| |
| |
| Where Are _____ (Plural)? | |
| |
| |
| How Is It/That? | |
| |
| |
| How Are _____ (You; Second Person or Third Person Plural)? | |
| |
| |
| Stimulating the Who Is It/That? Question | |
| |
| |
| Stimulating the What Is It Question | |
| |
| |
| Stimulating Where Is/Are the _____ Questions | |
| |
| |
| Review | |
| |
| |
| Locatives: Identifying Statements with Prepositions | |
| |
| |
| When the PCD Asks if YOU Want Something | |
| |
| |
| Expanding the Length of the Question | |
| |
| |
| Review | |
| |
| |
| "I'll Tell You about Me, if You Tell Me about You" | |
| |
| |
| Recreating a Conversation | |
| |
| |
| The Shadowing Method | |
| |
| |
| Conversation Helps Us Determine How We Are Alike and Different | |
| |
| |
| What It's like to Stimulate Speech and Language All Day Long | |
| |
| |
| An Enrolling Conversation | |
| |
| |
| What Does It Take to Succeed and How Long Does it Take? | |
| |
| |
| Qualities of the Speech Model | |
| |
| |
| Qualities of the Person with the Communication Difficulty | |
| |
| |
| The Tools of the Trade: What Every Speech-Language Pathologist and Speech Model Should Have at Their Disposal | |
| |
| |
| The Personal Laptop or Computer | |
| |
| |
| Documentation and Therapy | |
| |
| |
| A Videos and Voice Recording Device for Documentation and Therapy | |
| |
| |
| Digital Photography and Immediate Printout Photographs | |
| |
| |
| The Concept of Massed Practice | |
| |
| |
| Your Approach to Mild Expressive Alphasia | |
| |
| |
| Speech as an Unconscious Process | |
| |
| |
| Create a Speaking Situation That Is as Natural as Possible | |
| |
| |
| Relax! | |
| |
| |
| The Power of the Pause | |
| |
| |
| Whoa! | |
| |
| |
| No Self-Deprecating Comments or Excuses, Please | |
| |
| |
| You Don't Go Back | |
| |
| |
| The Cure Versus Compensation and Adaptation | |
| |
| |
| Conclusion | |
| |
| |
| Assessment | |
| |
| |
| Rapport | |
| |
| |
| Fun and Humor | |
| |
| |
| Making it Easy | |
| |
| |
| Be an Exceptional Model | |
| |
| |
| Never Make Anyone "Wrong" | |
| |
| |
| Share Who You Are as a Human Being with Others | |
| |
| |
| Be More and Do More Than they Expect | |
| |
| |
| Epilogue | |
| |
| |
| About the Author | |
| |
| |
| Glossary of Terms | |
| |
| |
| Bibliography | |