Introduction to Clinical Methods in Communication Disorders

Marc E. Fey, Ph.D., CCC-SLP, is emeritus professor for the Hearing and Speech Department at the University of Kansas Medical Center. He has published numerous articles, chapters, and software programs on children's speech and language devel¬opment and disorders and has written and edited three books on child-language intervention. He was editor of the American Journal of Speech-Language Pathology from 1996 to 1998 and Chair of the American Speech-Language Hearing Association's (ASHA) publications board from 2003 to 2005. He holds the Kawana Award for Lifetime Achievement in Publications and the Honors of the Association from ASHA. Lizbeth H. Finestack, Ph.D., CCC-SLP, is an associate professor at the University of Minnesota in the Department of Speech-Language-Hearing Sciences. She is also a speech-language pathologist certified by the American Speech-Language Hearing Association. Dr. Finestack’s long-term research aim is to identify efficient and effective language interventions for children and adolescents with neurodevelopmental disorders, including children with developmental language disorder, Down syndrome, fragile X syndrome, or autism spectrum disorder. She has built a research program focused on developing new child language intervention techniques, better understanding the language profiles of children and adolescents with differing neurodevelopmental disorders, and measuring intervention outcomes of individuals with different language and cognitive profiles. Brian A. Goldstein, Ph.D., CCC-SLP, is Chief Academic Officer and Executive Dean of the College of Rehabilitative Sciences Health Sciences at University of St. Augustine for Health Sciences in San Marcos, California. He holds a B.A. in linguistics and cognitive science from Brandeis University and an M.A. and Ph.D. in speech-language pathology from Temple University. Dr. Goldstein is well-published in the area of communication development and disorders in Latino children. His focus is on phonological development and disorders in monolingual Spanish-speaking and Spanish-English bilingual children. He is a fellow of the American Speech-Language-Hearing Association (ASHA) and received ASHA's Certificate of Recognition for Special Contribution in Multicultural Affairs. Nancy E. Hall, Ph.D., is Professor in the Communication Sciences and Disorders Department at the University of Maine. She teaches undergraduate courses in clinical observation and research, as well as graduate courses in fluency disorders and counseling. Her research areas include the interaction between language and fluency in typical speakers and children who stutter, observation as a clinical foundation skill, and parental experiences raising children with disabilities. Dr. Hall completed the NH-ME Leadership Education in Neurodevelopmental Disorders (LEND) traineeship and has mentored multiple students through the program. She currently serves as the Editor for Fluency and Fluency Disorders and Professional Issues for the American Journal of Speech Language Pathology. She is a fellow of the American Speech-Language-Hearing Association. Aquiles Iglesias, Ph.D., focuses on language development and assessment of Bilingual (Spanish/English) children. He is the author of the Bilingual/English Spanish Assessment (BESA), Systematic Analysis of Language Transcripts (SALT), the Quick Interactive Language Screener (QUILS), and the Quick Interactive Language Screener: English/Spanish (QUILS: ES). Marie C. Ireland, M.Ed., CCC-SLP, BCS-CL, works for the Virginia Department of Education providing professional development on child language, evidence-based practice, dynamic assessment, and the impact of socioeconomic, cultural, and linguistic differences. She serves on the executive board of the State Education Agencies Communication Disabilities Council (SEACDC) and presents across the United States to speech-language pathologists and other educators. She is a Board-Certified Specialist in child language and language disorders and serves as American Speech-Language-Hearing Association's Vice President for SLP Practice. Barbara Jacobson, Ph.D. CCC-SLP, is Associate Professor and Associate Director for Medical Speech-Language Pathology and Clinical Education at Vanderbilt Bill Wilkerson Center, Department of Hearing & Speech Sciences. She is a former American Speech-Language-Hearing Association Vice President for Standards and Ethics for Speech-Language Pathology. She has been Director of Speech Sciences and Disorders at Henry Ford Hospital in Detroit and has worked in a wide variety of settings. She received her master's and doctoral degrees in speech-language pathology from the University of Cincinnati. She teaches courses in professional issues (including ethics), voice disorders, dysphagia, and medical speech-language pathology. Her interests include functional and patient-reported outcomes, medical speech-language pathology, and neurogenic voice disorders. She is a coauthor of the Voice Handicap Index. Laura M. Justice, Ph.D., is EHE Distinguished Professor at The Ohio State University, a speech-language pathologist, and researcher in early childhood language and literacy development, communication disorders, and educational interventions. She is Executive Director of the Crane Center for Early Childhood Research and Policy, a multi-disciplinary research center dedicated to conducting empirical research on child development and early education. Marta Korytkowska, M.S., CCC-SLP, is an assistant professor at Sacred Heart University and a practicing speech-language pathologist in the acute care setting with experience in acute rehabilitation, outpatient, and home care settings. Her areas of research interest include treatment approaches in monolingual and bilingual populations with language disorders, bilingual aphasia, and the influence of cognition in recovery from aphasia. Ciara Leydon, Ph.D., is an associate professor at Sacred Heart University. Her teaching, research and clinical interests are in voice disorders and dysphagia, with an emphasis on exploring pedagogic practices and investigating outcomes of clinical interventions in these areas. Jamie Marotto, Au.D., CCC-A, is a Clinical Assistant Professor in the Department of Communication Disorders at Sacred Heart University. Her responsibilities include teaching at the undergraduate and graduate level, directing the Sacred Heart University Audiology Clinic, and directing the Undergraduate Program in Communication Disorders. Clinical interests include adult amplification and aural rehabilitation, and audiological management for children with special needs. Ellen Massucci, M.A., CCC-SLP, MPH, is a clinical assistant professor and Coordinator of Educational Placements for the Graduate Speech-Language Pathology Program in the Communications Disorders Department at Sacred Heart University. Prior to coming to Sacred Heart University, she worked as a school-based certified speech-language pathologist for 25 years. In addition to her work in schools, Ms. Massucci also practiced in a variety of settings, including hospital inpatient and outpatient services, homecare, birth-to-3 years, and private practice serving both child and adult populations. Her areas of specialty are child language, school-based speech-language pathology, and clinical supervision. Cristina M. Pino, M.A., CCC-SLP, is a clinical assistant professor in the Communication Disorders Program at Sacred Heart University. She received a Master of Arts degree in speech-language pathology from New York University. Ms. Pino has practiced in a variety of medical settings over the past 18 years, specializing in neurogenic communication and swallowing disorders in the adult and geriatric populations. She currently focuses on clinical supervision and is immersed in sharing her experience with graduate students in clinical practicum and seminar coursework. Patricia Prelock, Ph.D., CCC-SLP, BCS-CL, is Provost and Senior Vice President, University of Vermont. Formerly the Dean of the College of Nursing and Health Sciences at the University of Vermont for 10 years, she is also Professor of Communication Sciences & Disorders, and Professor of Pediatrics in the College of Medicine at the University of Vermont. Dr. Prelock studies the nature and treatment of autism spectrum disorder with a specific focus on theory of mind and the development of interventions to support social cognition by using a family-centered approach. She is a board certified specialist in child language, a University of Vermont Scholar, an ASHA fellow and honoree, and a fellow in the National Academies of Practice in speech-language pathology. Taryn M. Rogers, M.A., CCC-SLP, is Director of Clinical Education and Clinical Assistant Professor in the Department of Communication Disorders at Sacred Heart University. Her areas of interest include pediatric medical speech-language pathology, clinical administration and supervision, and interprofessional practice. She has clinical experience in various pediatric settings including neonatal and pediatric intensive care units, medical/surgical units, acute rehabilitation, outpatient, and specialty interprofessional clinics. RaÚl Rojas, Ph.D., CCC-SLP, is an associate professor at The University of Texas at Dallas, School of Behavioral and Brain Sciences, Callier Center for Communication Disorders. Dr. Rojas's research focuses on child language from a longitudinal and processing perspective, specifically dual language development in typically developing children and in children with language impairments. He is particularly interested in dual language growth and in validating paradigms to index processing load and early language learning in bilingual children. Dr. Rojas, a nationally certified speech-language pathologist, has provided bilingual (Spanish-English) speech-language pathology services in multiple settings including schools and early intervention. Mary Beth Schmitt, Ph.D., CCC-SLP, is an assistant professor at The University of Texas at Austin. Dr. Schmitt and her team work to identify child-level, treatment-level, and classroom-level ingredients of public school therapy that affect outcomes for children with language impairment. Her work has been supported by National Institute on Deafness and Other Communication Disorders, American Speech-Language-Hearing Foundation, Texas Speech-Language-Hearing Foundation, Texas Tech University Health Sciences Center, and The University of Texas at Austin. Dr. Schmitt also serves as Editor for EBP Briefs, a peer-reviewed publication supporting evidence-based practice for speech-language pathologists. Rhea Paul, Ph.D., CCC-SLP, is a professor and founding director of the speech-language pathology graduate program at Sacred Heart University in Fairfield, Connecticut, an affiliate at Haskins Laboratories, and Professor Emerita at Southern Connecticut State University. She received her B.A. from Brandeis University, her master’s degree in reading and learning disabilities from the Harvard Graduate School of Education, and her Ph.D. in communication disorders from the University of Wisconsin-Madison. She has been a principal investigator on research projects on language disorders and autism funded by the National Institute on Deafness and Other Communication Disorders, the National Institute of Child Health and Development, the National Alliance for Autism Research, Autism Speaks, the Meyer Memorial Trust, and the Oregon Medical Foundation, and was a principal investigator at the Yale Autism Center of Excellence. She is the author of more than 100 refereed journal articles, 50 book chapters, and ten books. Along with colleague Donia Fahim, she hosts the podcast Let's Talk about Super Special Kids and Cake on iTunes and Spotify, aimed at supporting parents of children with disabilities. In 1996, she received the Editor's Award from the American Journal of Speech-Language Pathology and was awarded the inaugural Ritvo/Slifka Award for Innovative Clinical Research by the International Society for Autism Research in 2010. She has been a fellow of the American Speech-Language Hearing Association since 1991 and received Honors of the Association in 2014. Elizabeth Schoen Simmons, M.S., CCC-SLP, is a Ph.D. candidate in Cognitive Psychology at the University of Connecticut. She received her B.A. in communication disorders and M.S. in speech-language pathology from Southern Connecticut State University. She is a National Science Foundation fellow and recipient of a predoctoral training grant funded by the National Institute of Health to evaluate language processing using eye tracking and electroencephalography in late talking toddlers. Ms. Simmons has authored peer-reviewed publications and book chapters on various topics in communication disorders. David Andrews, M.S., CCC-SLP, works with the Multnomah Early Childhood Pro¬gram and has been supporting children, families, and staff in early intervention/early childhood special education for 25 years in Portland, Oregon, as a speech-language pathologist and administrator. Mr. Andrews loves to learn and grow professionally and knows that the greatest learning comes from the children and families he has served throughout the years. Dave lives in Portland, Oregon, with his family and enjoys all that the great Northwest has to offer. Nan Bernstein-Ratner, Ed.D., CCC-SLP, is a Board-Certified Specialist in child language and language disorders, American Speech-Language-Hearing Association Honors recipient, and Fellow of the American Association for the Advance¬ment of Science. Her primary areas of funded and published research focus on interactions between fluency and language development/disorder, and the role of adult input/interaction in child communication development. With the late Oliver Bloodstein, she is coauthor of A Handbook on Stuttering; with Jean Berko Gleason, she has coauthored the texts Psycholinguistics and The Development of Language. She co-directs the FluencyBank and other TalkBank initiatives (www.fluencybank.talkbank.org) with Brian MacWhinney. Ashley R. Brien, M.S., CCC-SLP, is a speech language pathologist in Vermont. She is pursuing her Ph.D. in Interprofessional Health Sciences at the University of Vermont under the mentorship of Dr. Tiffany Hutchins and Dr. Patricia Prelock. Her research focuses on episodic memory and its relationship to theory of mind. She is currently designing interventions and treatment materials to support episodic memory and social cognition in children with autism spectrum disorders (ASDs). Jessica A. Brown, Ph.D., CCC-SLP, is an Assistant Professor in the Department of Speech, Language, and Hearing Sciences at the University of Arizona. She directs the Cognitive Communication Brain Lab and teaches courses in adult neurogenic disorders and augmentative and alternative communication. Her research and clinical interests lie in creating and evaluating functional assessments and supports for individuals with concussion, moderate-severe traumatic brain injury, and aphasia. Charles H. Carlin, Ph.D., is an associate professor in speech-language pathology and graduate program coordinator at The University of Akron. His research interests include clinical supervision and the workload approach. He co-developed a specialized training program in augmentative-alternative communication as well as created a simulated diagnostic clinic to train graduate students. Arlene E. Carney, Ph.D., is a Professor Emeritus from the University of Minnesota – Twin Cities where she taught classes, mentored undergraduate and graduate students, and engaged in research in the areas of cochlear implants, rehabilitative, and pediatric audiology. Dr. Carney has served as the Vice President for Standards and Ethics in Audiology for the American Speech-Language-Hearing Association (ASHA) and as chair of ASHA's Board of Ethics. She is a fellow of ASHA and the Acoustical Society of America and received the Honors of ASHA in 2015. Brandon Eddy, M.A., CCC-SLP, is an assistant clinical professor in the Department of Speech and Hearing Sciences at Portland State University. His teaching, clinical, and research interests include augmentative and alternative communication, cleft/craniofacial differences, and interdisciplinary practice. He maintains community affiliations with Shriners Hospitals for Children Portland as a speech-language pathologist, and he works as a research associate with the REKNEW Lab at Oregon Health and Sciences University. He received his B.S. degree in Exercise Science at Pacific University Oregon, completed his M.A. degree in speech language pathology at the University of Iowa, and received comprehensive interdisciplinary training as a former trainee in the Iowa and Oregon Leadership Education in Neurodevelopment and Related Disabilities (LEND) programs.

About the Online Materials for Faculty
About the Editors
About the Contributors
Acknowledgements
Chapter 1 Introduction to Clinical Practice in Communication Disorders
  Rhea Paul
Appendix 1A 2020 Standards & Implementation Procedures for the Certificate of Clinical Competence in Audiology
Appendix 1B An Outline of Standards for the Certificate of Clinical Competence in Speech-Language Pathology
Chapter 2 Ethical Practice in Communication Disorders
  Barbara H. Jacobson and Arlene E. Carney
Appendix 2A ASHA Code of Ethics (ASHA, 2016)
Appendix 2B American Academy of Audiology Code of Ethics
Chapter 3 Evidence-Based Decision Making in Communication Intervention
  Mary Beth Schmitt, Laura M. Justice, and Marc E. Fey
Chapter 4 Principles of Communication Assessment
  Elizabeth Schoen Simmons
Chapter 5 Communication Sampling Procedures
  Rhea Paul, Nan Bernstein-Ratner, Marta Korytowska, and Ciara Leydon
Chapter 6 Communication Intervention: Principles and Procedures
  Lizbeth H. Finestack and Jessica A. Brown
Chapter 7 Interviewing, Counseling, and Clinical Communication
  David Andrews
Appendix 7A Oregon Standard Individualized Education Program (IEP)
Chapter 8 Public Policies Affecting Clinical Practice
  Charles H. Carlin and Marie C. Ireland
Chapter 9 Clinical Service Delivery and Work Settings
  Jamie Marotto, Ellen Massucci, Cristina Pino, and Taryn Rogers
Chapter 10 Issues of Cultural and Linguistic Diversity
  Aquiles Iglesias, RaÚl Rojas, and Brian A. Goldstein
Chapter 11 Technology and Communication Disorders
  Elizabeth Schoen Simmons and Brandon Eddy
Chapter 12 Family-Centered Practice
  Patricia Prelock and Ashley R. Brien
Chapter 13 Principles of Observation
  Nancy E. Hall
Appendix Suggested Projects
Glossary