Overview

• A unique guide to treatment of language disorders in children - with step-by-step, scripted scenarios that the clinician can follow
• Saves clinician's time in that much of the preparatory work in treating disorders is laid out in front of them
• Giri Hegde has an excellent track record in publishing successful books for the SLP audience

Detailed treatment protocols are common in medicine, but unusual in speech-language pathology. Protocols of treatment are more than a description of treatment procedures. They are comprehensive and detailed enough that a clinician can simply follow the protocols to complete baserates, treatment, and probe.

These two protocols are unique in that they are written, not as treatment descriptions, but as scripts the clinician and the child follow. In fact, the scripted treatment protocols describe the roles the clinician and the client play in treatment sessions. Protocols specify all target language skills, up to 20 exemplars for each target skill, and scripted treatment, baserate, and probe protocols. In addition, the clinician also will find all that is necessary to document the child's entry level skills, progress during treatment, and generalized productions of target skills in untrained linguistic contexts. To accomplish this important task, the protocols include baserate, treatment, and probe recording sheets.

The protocols are a resource that is unmatched by any on the market. By using the protocols, the clinician can save much treatment planning time and effort. Unlike any resource manual that exists, the protocols have all the language treatment targets and their exemplars already printed on forms the clinician can use in treatment sessions. All recording sheets may be either photocopied or printed from the included compact disc (CD). The clinician can personalize the recording forms by simply typing-in the names of the clinic, the child, and the clinician, along with other personal information that is typically included in a recording sheet.

The targets are roughly sequenced to facilitate teaching more basic to more advanced language skills to children with language disorders. Clinicians, however, are free to sequence teaching as they see fit; they can enter a child into treatment at any point in the protocols and have the child exit at any later point.

• Treatment Protocols for Language Disorders in Children - Volume I: Essential Morphologic Skills

The first book contains protocols for basic language skills most children with language disorder need to be taught in the initial stages of treatment. The protocols give scripted scenarios for teaching most of the bound morphemes of English that children with language disorder typically lack. These include: basic words; regular and irregular plurals; possessive; present progressive; prepositions; pronouns; auxiliaries and copula; regular and irregular past tense; articles; conjunctions; adverbs; regular third person singular.

For each target skill, 20 exemplars are available for the clinician to baserate, treat, and probe for generalized production. Most children can be advanced to relatively complex social communication skill level training only when they have mastered the basic morphologic features. Because the clinicians roughly sequence in this manner, the basic morphologic skills and more advanced social communication skills are described in two separate volumes.

• Treatment Protocols for Language Disorders in Children - Volume II: Social Communication

The second book contains protocols for teaching social communication skills to children who have mastered the basic morphologic skills. These relatively advanced social communication skills include the following: adjectives; comparatives and superlatives; adverbs; production of various kinds of requests; production of commands; comprehension of commands; production and comprehension of a variety of questions including what, why, when, where, who, how, which, yes, and no; production of negative sentences (negation) including is not/are not, I am not/I do not, I was not/I did not, constructions; passive sentences without and with the agent; topic - initiation; topic - maintenance; turn taking; eye contact; conversational repair: requests for clarification; conversational repair: responding to requests for clarification

As in the first volume, the protocols to teach social communication includes scripted scenarios that the clinician and the child can follow. Just by enacting the roles assigned to the clinician and the child, effective treatment may be accomplished. All target skill exemplars, detailed scripts, and recording sheets are provided on both the printed text and the CD.

Review

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  "* * * Three stars from Doody's Review Service!"

Audience

Primary Subject: Speech and Language Pathology / Language Development and Disorders
Secondary Subject: Speech and Language Pathology / Pediatrics
Secondary Subject: Pediatrics
Audience Level: Professional/Textbook - 90 Days

Treatment Protocols for Language Disorders in Children - Volume I: Essential Morphologic Skills

• Preface
• Introduction to Treatment Protocols and the CD Resource
• Part I. Functional Words, Phrases, and Sentences
  • Protocols for Teaching Functional Words and Phrases
    Overview
    General Training Strategy
    Functional Words
    Functional Phrases
    Functional Sentences (Production)
• Part II. Morphologic Features
  • Protocols for Teaching Morphologic Features
    Overview
    General Training Strategy
  • Regular and Irregular Plural Morphemes
    Overview
    General Training Strategy
    Regular Plural s
    Regular Plural z
    Regular Plural ez
  • Irregular Plural Words
  • The Possessive Morphemes
    Possessive s
    Possessive z
    Possessive ez
    Irregular Third Person has with Pronoun she
    Irregular Third Person has with Pronoun he
    Irregular Third Person has with Pronoun it
    Irregular Third Person have with Pronoun they
  • Prepositions
    Preposition in
    Preposition on
    Preposition under
    Preposition behind
  • Present Progressive ing
  • Auxiliaries and Copulas
    Auxiliary is
    Auxiliary was
  • The Copula
    Copula is
    Copula was
  • Past Tenses
    Irregular Past
    Regular Past d
    Regular Past t
    Regular Past ed
  • Pronouns
    Pronoun he
    Pronoun she
    Pronoun it
  • Articles
    Article a
    Article the
  • Conjunctions
    Conjunction and
    Conjunction because
    Conjunction but
• Glossary
• References
• Appendices
• Index

Treatment Protocols for Language Disorders in Children - Volume II: Social Communication

• Preface
• Introduction to Treatment Protocols and the CD Resource
• Adjectives
  • Comparatives and Superlatives
• Adverbs
  • Adverb "ly"
• Mands (Requests and Commands)
  • Mands I: Give Me Requests
  • Mands II: I need Requests
  • Mands III: I want Rrequests
  • Mands IV: May I have Rrequests
  • Mands V: Help me/Tell me Rrequests
  • Mands VI: Commands (Comprehension)
  • Mands VII: Direct Commands (Production)
  • Mands VIII: Questions
    What questions
    Why questions
    When questions
    Where questions
    Who questions
    How questions
    Which questions
    Yes questions
    No questions
• Negative Sentence Forms (Negation)
  • Negation: Is not/Are not Constructions
  • Negation: I am not/I do not Constructions
  • Negation: I was not/I did not Constructions
• Passive Sentences
  • Passive Sentences: Level I Training (without the Agent)
  • Passive Sentences: Level II Training (with the Agent)
• Conversational Skills
  • Topic Initiation
  • Topic Maintenance
  • Turn Taking
  • Eye Contact During Conversation
  • Conversational Repair
    Child's Request for Clarification
    Child's Response to Requests for Clarification
  • Expression of Emotions, Feelings, Thoughts, and Opinions
    Expression of Emotions and Feelings
    Expression of Thoughts and Opinions
    English Idioms
    Production of Idioms
• Glossary
• References
• Appendix A: Baseline Recording Sheet
• Appendix B: Treatment Recording Sheet
• Appendix C: Probe Recording Sheet
• Index

About The Author

M. Hegde, Ph.D.

M. N. Hegde, Ph.D. is Professor of Speech-Language Pathology in the Department of Communicative Disorders at California State University, Fresno. A highly regarded author in speech-language pathology, his books include leading texts in academic courses and valuable resources for clinicians. His books have been used in worldwide in speech-language pathology programs.

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