Intervention Planning for Children with Communication Disorders
Pearson (Verlag)
978-0-205-28747-5 (ISBN)
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At last, a textbook for practicum! This comprehensive volume explores the decision-making process involved in clinical intervention planning across categories of children's communication disorders. In addition, it guides students in their writing of goals and procedures throughout their clinical training.
Authors Klein and Moses consider the question, “What should I do first in therapy?” Their answer is to conceptualize an overall intervention plan before addressing the client's first session. The chapters are conveniently organized according to three phases: long-term, short-term, and session. Goal writing and procedure planning are viewed as a problem-solving and decision-making process that evolves across these three phases. The three-phase design provides a natural course format for professors and allows students to digest the large amount of information in a systematic way. The problem-solving process at each of the three phases is illustrated by the presentation of case study data on a range of disorder types. Four case studies allow the professor to draw commonalties in decision making across disorder types. The student can use these case presentations as models for the formulation of goals and procedures before approaching work with their own clients.
Each chapter concludes with “Summary.”
Preface.
Acknowledgments.
1.Introduction to the Intervention Process.
The Intervention Process and Why It Seems So Complex.
Defining Intervention Goals and Procedures.
Categories of Knowledge That Guide Intervention Planning.
2.History of Intervention Planning.
Behavioral Theory.
Developmental Psycholinguistics.
Information-Processing Theories.
Cognitive Learning Theories.
The Pragmatics Movement.
3.Baseline Data and Intervention Planning.
Relations Between Assessment and Intervention Planning.
Results of Evaluations of Four Children.
4.Phase 1 of Intervention Planning: The Identification of Long-Term Goals and Procedural Approaches.
Development of Long-Term Goals and Procedural Approaches.
The Derivation of Phase 1 Long-Term Goals and Procedural Approaches for Specific Children.
5.Phase 2 of Intervention Planning: The Identification of Short-Term Goals and Delineation of Procedural Contexts.
Defining and Formulating Short-Term Goals.
Defining and Delineating the Procedural Contexts.
The Derivation of Short-Term Goals and Procedural Contexts for Specific Children.
6.Phase 3: Planning Session Goals and Procedures.
Defining and Formulating Session Goals and Procedures.
The Derivation of Session Goals and Procedures.
7.Collaboration with Allied Professionals and Families.
Definitions.
Collaboration Across Three Phases of Intervention Planning.
8.Clinical Supervision for Intervention Planning.
Challenging Concepts and Decisions Related to Intervention Planning.
A Framework for Supervision in Intervention Planning.
Setting Goals to Facilitate Expertise in Intervention Planning.
A Procedural Approach to the Supervision of Intervention Planning.
References.
Appendices.
Name Index.
Subject Index.
| Erscheint lt. Verlag | 20.1.1999 |
|---|---|
| Sprache | englisch |
| Maße | 243 x 182 mm |
| Gewicht | 626 g |
| Themenwelt | Kinder- / Jugendbuch ► Sachbücher |
| Medizin / Pharmazie ► Gesundheitsfachberufe ► Logopädie | |
| Medizin / Pharmazie ► Medizinische Fachgebiete | |
| ISBN-10 | 0-205-28747-6 / 0205287476 |
| ISBN-13 | 978-0-205-28747-5 / 9780205287475 |
| Zustand | Neuware |
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