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