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| Preface to the Fifth Edition | |
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| About the Authors | |
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| Clinical Practicum | |
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| Clinical Practicum in Speech-Language Pathology | |
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| Clinical Practicum: An Overview | |
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| General Preclinic Requirements | |
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| ASHA Guidelines on Practicum | |
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| Clinical Practicum as a Learning Experience | |
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| Organization of Clinical Practicum | |
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| On-Campus Clinical Practicum | |
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| Off-Campus Clinical Practicum Sites | |
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| Clinical Internships | |
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| General Administrative Procedures | |
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| Clinical Supplies, Materials, and Equipment | |
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| The Conduct of the Student Clinician | |
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| General Professional Behavior | |
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| ASHA Code of Ethics | |
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| Other Codes and Regulations | |
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| The Clinical Supervisor and the Student Clinician | |
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| The Role of the Clinical Supervisor | |
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| Off-Campus Clinical Supervision | |
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| Responsibilities of the Student Clinician | |
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| Working with Clients | |
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| Scheduling Clients | |
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| Assessment of Clients | |
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| Reassessment of Clients | |
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| Establishing a Working Relationship with Client and Family | |
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| Report Writing | |
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| Record-Keeping Procedures | |
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| Working with Other Professionals | |
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| Establishing Collaborative Relationships with Other Professionals | |
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| Multicultural Issues in Clinical Practicum | |
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| Student Clinicians with Multicultural Backgrounds | |
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| ASHA Position Statements | |
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| Multicultural Assessment Issues | |
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| Treatment Issues | |
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| Working with an Interpreter | |
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| Clinical Methods in Speech-Language Pathology | |
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| Target Behaviors across Disorders | |
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| Selection of Target Behaviors | |
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| Approaches to Target Behavior Selection | |
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| Guidelines on Selecting Target Behaviors | |
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| Potential Target Behaviors across Disorders | |
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| Articulation and Phonological Disorders | |
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| Language Disorders | |
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| Literacy Skills | |
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| Voice Disorders | |
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| Disorders of Fluency | |
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| Neurogenic Communicative Disorders in Adults | |
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| Neurogenic Communicative Disorders in Children | |
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| Target Behaviors for Persons with Hearing Impairment | |
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| Target Behaviors for Persons with Limited Oral Skills | |
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| Target Behaviors for Clients with Swallowing Disorders | |
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| Treatment in Speech-Language Pathology: Concepts and Methods | |
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| Basic Methods of Treatment | |
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| How to Evoke Communicative Behaviors | |
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| Creating New Responses | |
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| Increasing the Frequency of Responses | |
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| Strengthening and Sustaining Target Behaviors | |
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| Sequence of Treatment | |
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| Controlling Undesirable Behaviors | |
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| Behaviors to Be Reduced | |
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| Assessment of the Maintaining Causes of Undesirable Behaviors | |
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| General Strategies for Decreasing Undesirable Behaviors | |
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| Direct Strategy for Decreasing Behaviors | |
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| Indirect Strategy for Decreasing Behaviors | |
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| General Guidelines for Reducing Undesirable Behaviors | |
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| Aversive Nature of Response-Reduction Procedures | |
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| Maintenance of Target Behaviors | |
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| Maintenance of Target Behaviors in Natural Settings | |
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| Maintenance Procedures | |
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| Developing Home Treatment Programs | |
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| Follow-up Assessments | |
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| References | |
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| Appendices | |
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| Glossary of Educational Abbreviations and Acronyms | |
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| Glossary of Medical Abbreviations and Symbols | |
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| Sample Recording Form | |
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| Code of Ethics of the American Speech-Language-Hearing Association | |
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| Sample Clinical Interview | |
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| Examples of Dysfluency Types and Calculation of Dysfluency Rates | |
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| Obtaining and Analyzing Conversational Speech Samples | |
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| Sample Probe Recording Sheet | |
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| Sample Treatment Plan | |
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| Sample Lesson Plan | |
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| Sample Diagnostic Report | |
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| Discrete Trial Treatment Procedure and Recording Form | |
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| Daily Progress Notes | |
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| Sample Progress Report | |
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| Sample Final Summary | |
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| Sample Referral Letters | |
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| Glossary | |
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| Index | |