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| Preface | |
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| Introduction: Bridging the Gap--Taking Your First Step Toward Obtaining Professional Status | |
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| Needs for Different Levels of Introductory Clinical Functioning | |
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| How To Use This Book | |
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| Conclusion | |
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| Behavioral Objectives: Background | |
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| Components of a Behavioral Objective | |
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| Samples of Well-Written Behavioral Objectives | |
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| Application and Importance of Behavioral Objectives | |
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| Exercise: Identifying Components of Behavioral Objectives | |
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| Answers: Identifying Components of Behavioral Objectives | |
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| Behavioral Objectives: Common Writing Problems | |
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| Incorrect Format Following the Lead-In | |
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| Consistency | |
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| Performance Component | |
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| Condition Component | |
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| Criterion Component | |
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| Lack of Support or Harmony | |
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| Evaluation and Progress Reports: Organization and Content | |
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| Substandard Evaluation | |
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| General Guidelines for Speech-Language Evaluation Reports | |
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| Progress Reports: Organization and Content | |
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| Evaluation, Reevaluation, and Progress Reports: Writing Reports That Shine | |
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| Evaluation Reports | |
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| Reevaluation Reports | |
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| Progress Reports | |
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| Progress Notes | |
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| Background | |
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| Cumulative Progress Note Entries | |
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| Subjective-Objective-Assessment-Plan Format | |
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| Taming the Paper Giant: Assuring Accuracy and Accountability | |
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| Paperwork Process and a System for Streamlining | |
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| Accountability | |
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| Important Advice | |
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| Therapy Conferences | |
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| Therapy Conference Reports | |
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| Conclusion | |
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| Preparing for the Public Schools | |
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| Brief Background | |
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| Required Paperwork | |
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| Conclusion | |
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| Example of Progress Report Form | |
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| Example of Language Arts Standards | |
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| Example of Notice of Educational Evaluation/Reevaluation Plan | |
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| Example of Prior Notice About Evaluation/Consent for Evaluation | |
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| Example of Notice of Procedural Safeguards | |
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| Example of Invitation to a Meeting of the Individualized Education Program (IEP) Team | |
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| Example of Notice and Consent for Placement in Special Education Services | |
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| Completed Example of Evaluation Report | |
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| Example of a Completed Individualized Education Program | |
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| Example of a Completed Notice of Recommended Educational Placement | |
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| Beyond Basic Therapy | |
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| Group Therapy | |
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| Play Therapy | |
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| Curriculum-Based Therapy | |
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| Enhancing Performance | |
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| Seating Arrangement | |
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| Reinforcement | |
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| Verbal Models | |
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| Loquaciousness | |
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| Smothering the Client | |
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| Fostering Dependency | |
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| Choice Constancy | |
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| Reading Sequence | |
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| Elicitation Techniques | |
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| Risky Questions | |
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| Appearing Foolish | |
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| Being Overpowering | |
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| Directions | |
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| Receptive Tasks | |
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| Head Nodding and Forward Upper Body Movement | |
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| Habits That May Be Misinterpreted | |
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| The Game "Mirage" | |
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| Carry-Over | |
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| Too Much Work | |
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| Sign Language | |
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| Session Opening | |
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| Session Closing | |
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| Pause Time | |
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| Mirror Usage | |
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| Differentiating Sound from Letter | |
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| Singsong Voice | |
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| Self-Evaluation | |
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| Initial Self-Evaluations | |
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| Six General Strategies | |
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| Self-Observation Techniques | |
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| Initial Focus: Benchmark Measurements | |
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| Later Focus: Fine-Tuning Clinical Competence | |
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| Additional Strategies To Facilitate Self-Evaluation | |
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| Student Self-Appraisal | |
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| Epilogue: The Basics Are Not Enough! | |
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| Glossary | |
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| Index | |
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| About the Author | |