Treatment Companion

Inna Itskovich, MS, CCC-SLP, TSSLD has been working in the field of speech-language pathology, servicing the needs of students with developmental delays and disabilities, since 2011. She currently works in an elementary school setting. Inna has received extensive training in the area of literacy, specifically the Orton Gillingham approach for the remediation of reading and writing. Inna is also well versed in various augmentative and alternative communication (AAC) systems that focus on motor planning. She is ardently interested in the areas of expressive communication focused on narrative development. Inna is currently working in conjunction with various universities in helping to train student clinicians in the field to help bridge the gap and to facilitate language for students with special needs. ***** Megan Meyer, MS, CCC-SLP, TSSLD, ASL Ext has worked with preschool to high school age students since 2012. She has worked with children with various diagnoses including autism, Deaf/Hard of Hearing (DHH), and developmental delays and disabilities. Her primary area of interest is the Deaf/Hard of Hearing population and using both American Sign Language (ASL) and spoken English to build language and communication skills. Megan feels strongly that all children deserve to learn language in an accessible and effortless way. ***** Miriam (Miri) Shaffer, MS, CCC-SLP, TSSLD-BE has been working in elementary schools with children who have developmental delays and disorders, including autism and cerebral palsy. She is passionate about augmentative and alternative communication (AAC) and making sure that every child has a way to communicate. This includes training staff and family members in their child's communication device and how to facilitate communication throughout the day. She is also an advocate of teaching literacy skills to all children, no matter the perceived obstacles. She feels the greatest pride when she witnesses her students initiating communication and advocating for themselves independently.

Preface
Acknowledgments
About the Authors
Reviewers

I. Introduction: How to Use the Treatment Companion

Before You Begin
Where to Begin/Choosing Goals
Aligning to the Common Core State Standards
Targeting Goals

Steps Toward Mastery
Activities in Treatment

References

II. What You Need to Know

General Guidelines

Meeting a Student for the First Time
Developmental Hierarchy
Assessment
Progress Monitoring
Prompt Hierarchy
Modeling Appropriate Communication

Student Factors Affecting Treatment

Echolalia
Perceived Negative Behavior
Deaf/Hard of Hearing (DHH)
Augmentative and Alternative Communication (AAC)
Physical Disabilities
Bilingualism and Multiculturalism

Helpful Tips

Building Relationships With School Staff and Parents
Setting Yourself Up: Organization
Suggestions of Supplies, Books, Toys, and Games

References

III. Level I

Speech, Manual Signs, or Aided AAC?

Speech
Unaided AAC
Aided AAC
Note About the Goals in Level I

Attention to Modeling

Steps Toward Mastery
Activities in Treatment

Exploring

Steps Toward Mastery
Activities in Treatment

Five-Word Vocabulary

Steps Toward Mastery
Activities in Treatment

10-Word Vocabulary

Steps Toward Mastery
Activities in Treatment

20-Word Vocabulary

Steps Toward Mastery
Activities in Treatment

50-Word Vocabulary

Steps Toward Mastery
Activities in Treatment

References

IV. Level II

Two-Word Utterances

Steps Toward Mastery
Activities in Treatment

Actions

Steps Toward Mastery
Activities in Treatment

Three-Word Utterances

Steps Toward Mastery
Activities in Treatment

Expanding Vocabulary

Steps Toward Mastery
Activities in Treatment

Sentences in Present Tense

Steps Toward Mastery
Activities in Treatment

Concrete Simple Wh- Questions

Steps Toward Mastery
Activities in Treatment

Conceptual Simple Wh- Questions

Steps Toward Mastery
Activities in Treatment

References

V. Level III

Possessive ’s

Steps Toward Mastery
Activities in Treatment

Prepositions

Steps Toward Mastery
Activities in Treatment

Pronouns

Steps Toward Mastery
Activities in Treatment

Past Tense Verbs

Steps Toward Mastery
Activities in Treatment

Attributes

Steps Toward Mastery
Activities in Treatment

Grammatical Sentences

Steps Toward Mastery
Activities in Treatment

Yes and No Questions

Steps Toward Mastery
Activities in Treatment

Short Narrative

Steps Toward Mastery
Activities in Treatment

Simple Problem Solving

Steps Toward Mastery
Activities in Treatment

References

VI. Level IV

Introduction to Complex Wh- Questions
Complex Wh- Questions: Why Questions

Steps Toward Mastery
Activities in Treatment

Complex Wh- Questions: When Questions

Steps Toward Mastery
Activities in Treatment

Complex Wh- Questions: How Questions

Steps Toward Mastery
Activities in Treatment

Introduction to Detailed Narrative
Detailed Narrative: Story Grammar Markers

Steps Toward Mastery
Activities in Treatment

Detailed Narrative: Narrative Recall and Retell

Steps Toward Mastery
Activities in Treatment

Detailed Narrative: Sequencing

Steps Toward Mastery
Activities in Treatment

Introduction to Verbal Analogies
Verbal Analogies: Categories

Steps Toward Mastery
Activities in Treatment

Verbal Analogies: Object Function

Steps Toward Mastery
Activities in Treatment

Verbal Analogies: Synonyms and Antonyms

Steps Toward Mastery
Activities in Treatment

Verbal Analogies: Associations

Steps Toward Mastery
Activities in Treatment

Introduction to Figurative Language
Figurative Language: Idioms

Steps Toward Mastery
Activities in Treatment

Figurative Language: Multiple Meaning Words

Steps Toward Mastery
Activities in Treatment

Compound and Complex Sentences

Steps Toward Mastery
Activities in Treatment

Identifying the Problem

Steps Toward Mastery
Activities in Treatment

Identifying the Cause/Making Inferences

Steps Toward Mastery
Activities in Treatment

References

Appendix: Demystifying Augmentative and Alternative Communication

What You Need to Know About AAC

The Right to Communicate
What Does AAC Include?
Dispelling Common Myths About AAC
Communicative Competence
Comprehensive Assessment Leads to Comprehensive Intervention
Choosing Words to Target

Fostering Collaboration

Training

Creating a Culture of AAC
References

Index