Here's How to Do Therapy: Hands on Core Skills in Speech-Language Pathology

Third Edition

Debra M. Dwight

Details: 460 pages, B&W, Softcover, 8.5" x 11"

ISBN13: 978-1-63550-320-3

© 2022 | Available

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Includes Videos!

The new and significantly updated third edition of Here's How to Do Therapy: Hands-On Core Skills in Speech-Language Pathology is an essential resource on effective evidence-based interventions for both practicing clinicians and students in academic speech-language pathology programs. Unique in design and content, the book and online supplementary materials provide a logical and manageable approach to enhance clinical skills through guided practice for different types of communication disorders.

Part I presents the basic considerations and foundations of the therapeutic process. Twenty-eight fundamental therapeutic skills are presented in a "workshop format" using organizers, definitions/demonstrations, think-out-loud questions, prompts for practice, post-organizers, and more.  Readers are guided through a process for learning and demonstrating each of the 28 specific skills through use of three tools: Therapeutic-Specific Workshop Forms, Video Vignettes, and one Mini-Therapy Session. 

Part II of the text contains seven Guided Practice chapters, with selected concepts and scripted examples of therapy sessions for receptive and expressive language, social communication for children with autism spectrum disorder (ASD), articulation and phonology, voice, swallowing, resonance, and adult cognitive communication.

New to the Third Edition

  • Two new Guided Practice chapters: one on adult cognitive disorders and one on dysphagia/swallowing disorders
  • Additional information on cultural and linguistic diversity, telepractice, AAC, phonological processes, and social communication for children with ASD
  • Expanded focus on evidence-based practice
  • A PluralPlus companion website with supplementary materials, including video demonstrations, printable forms, and PowerPoint lecture slides for instructors

 

Preface

Introduction. Here’s How to Use This Text
    Teaching and Learning Pedagogy
        Cooperative Learning
        Interactive Nature of Learning
        Critical Incidents in Learning
    Overview of Focused Activities
        Clinical Supervisor- or Instructor-Focused Activity Cluster
        Textbook- or Companion Website-Focused Activity Cluster
        Interactive Learning Group-Focused Activity Cluster
    Overview of the 28 Therapeutic-Specific Skills
        Welcome to This Text

PART I – INTRODUCTION

Chapter 1. Basic Considerations for the Therapeutic Process
    Artistry in Speech-Language Pathology
    "Showtime!"
    Speech-Language Therapy and Task Analysis
        Skills for Speech-Language Therapy
    Therapeutic Mindset        
        Developing Therapeutic Mindset
    Role of the Speech-Language Pathologist in the Therapeutic Process
    Interpersonal Demeanor in Therapy
    Nonverbal Behaviors and Emotional Affect in the Therapeutic Process
    Professionalism
       Professional Appearance
    Excellence as Hallmark of Therapy
    Time on Task as a Hallmark of Excellence

Chapter 2. Foundations for the Therapeutic Process: Overview
    The Therapeutic Process Defined
    Basic Confidence and Trust in the Therapeutic Process
    Increasing the SLP's Confidence in the Therapeutic Process
    Increasing the Client's Trust in the Therapeutic Process
    The Therapeutic Relationship
    Diversity and Multiculturalism in the Therapeutic Process
    Referrals to Other Professionals

Chapter 3. Learning Theories Related to Speech-Language Intervention
    Learning Defined
        The Behavioral Orientation to Learning
        The Cognitive Orientation to Learning
        Humanistic/Experiential Orientation to Learning
        The Social Orientation to Learning
        Conclusion Regarding Learning Theories for Speech-Language Pathology    
    Learning Styles: Client and Clinical Applications
        Global/Synergetic and Analytical Processing Styles
        Visual, Auditory, and Tactile/Kinesthetic Preferred Modalities
    Cultural Diversity and Learning Styles
    Basic Concepts from Learning Theory Applied to Speech-Language Pathology
    Telepractice in Speech-Language Pathology
        Considerations for Engaging in Telepractice
        Practical Guidelines for Telepractice

Chapter 4. Developmental Domains and Special Classifications Related to the Therapeutic Process: An Overview
    Typical Developmental Expectations (Overview)
        Communication Domain
        Cognitive Domain
        Motor Domain
        Self-Help/Adaptive Domain
        Social-Emotional Domain
        Conclusion Regarding Developmental Domains 
        Disability Categories and their Impact on Speech-Language Therapy Progress
        Autism Spectrum Disorder (ASD) 
        Implications for Speech-Language Therapy and Autism 
        Deafness  
        Implications for Speech-Language Therapy and Deafness  
        Emotional Disturbance  
        Implications for Speech-Language Therapy and Emotional Disturbance  
        Hearing Impairment  
        Implications for Speech-Language Therapy and Hearing Impairment  
        Intellectual Disability  
        Implications for Speech-Language Therapy and Intellectual Disability  
        Multiple Disabilities  
        Implications for Speech-Language Therapy and Multiple Disabilities  
        Orthopedic Impairment  
        Implications for Speech-Language Therapy and Orthopedic Impairments  
        Other Health Impairment  
        Implications for Speech-Language Therapy and Other Health Impairments  
        Specific Learning Disability  
        Implications for Speech-Language Therapy and Specific Learning Disability
        Speech of Language Impairment  
        Implications for Speech-Language Therapy and Speech Impaired  
        Traumatic Brain Injury  
        Implications for Speech-Language Therapy and Traumatic Brain Injury  
        Vision Impairment Including Blindness 
        Implications for Speech-Language Therapy and Vision Impairment  Including Blindness
    Augmentative and Alternative Communication  
        Assessment of the Student for an AAC Device  
        Considerations for AAC Selection (Including Cultural Considerations)

Chapter 5. Hands-On Core Skills: The Speech-Language Pathologist as Facilitator of Positive Communication Change
    Therapeutic-Specific Skills
    Overview of Workshop Tutorials: How to Use This Chapter
    Workshop Tutorials
        Motivation
        Communicating Expectations
        Enthusiasm, Animation, and Volume in the Therapeutic Process
        Seating Arrangements, Proximity, and Touch in the Therapeutic Process
        Preparation, Pacing, and Fluency for Therapeutic Momentum
        Antecedents: Alerting Stimuli, Cueing, Modeling, and Prompting
        Direct Teaching: Learning Modalities, Describing/Demonstrating, Questioning, and Wait-Time in the Therapeutic Process
        Stimulus Presentations: Shaping (Successive Approximations)
        Positive Reinforcers: Verbal Praise, Tokens, and Primary Reinforcers
        Corrective Feedback in the Therapeutic Process
        Data Collection in the Therapeutic Process
        Probing in the Therapeutic Process
        Behavioral Management in the Therapeutic Process
        Troubleshooting in the Therapeutic Process

Chapter 6. Basic Structure Within the Therapeutic Process
    Management Concepts for Therapy
        Time Frames for Therapy
    Individual Versus Group Therapy
    Homogeneous Versus Heterogeneous Groups
    Interactive Group Therapy
    Components of the Therapy Session
    Therapeutic-Specific Skills and Components of the Therapy Session 
        Introduction of the Session  
        Body of the Session 
        Closing of the Session

Chapter 7. Peripheral Speech-Language Therapy Management Issues
    Transition from Diagnostic Assessment into Therapy
    Treatment Plans, Schedules, Progress Notes, and Dismissals
        Treatment Plans 
        Schedules  
        Progress Notes 
        Dismissals
    Start-Ups
    Health and Safety Issues
    Creating the Therapeutic Environment
    Client Files and Documentation
        Client Files
        Documentation
    Materials Management 
        Basic Therapy Kit
        Use of Games in Therapy
    Sanitizing Materials  
    Work Setting Issues 
    Communication for Professional Collaboratives 

PART II – INTRODUCTION

Chapter 8. Guided Practice in Language-Based Therapy and Social Communication Therapy
    Selected General Concepts for Language-Based Therapy 
    Selected Language Objectives
        Semantics 
        Syntax 
        Morphology 
        Phonology 
        Pragmatics
    Selecting Appropriate Materials for Therapy Based on Identified Objectives
       Preparation and Therapy Progression for the Language-Based Therapy Session
    Here’s How to Do Language-Based Therapy 
    Advance Organizer (Three Questions to Note) 
    Selected General Concepts for Social Communication Therapy
        Serving Children With Autism Spectrum Disorder and Children With Social Communication Disorder
        Guidelines for Writing Social Stories 
        Implementation of Social Stories 
    Advance Organizer (Three Questions to Note) 

Chapter 9. Guided Practice in Articulation Therapy and Concepts Regarding Phonological Processes Therapy
    Selected General Concepts for Articulation Therapy
    Selected General Concepts for Phonological Processes Therapy
        Determining Articulation Versus Phonological Processes Intervention 
        Selected Phonological Proceses Objectives 
    Selected Articulation Objectives 
    Here’s How to Do Articulation Therapy 
    Advance Organizer (Three Questions to Note)

Chapter 10. Guided Practice for Voice Therapy    
    Selected General Concepts for Voice Therapy 
    Selected Voice Objectives 
    Here’s How to Do Voice Therapy 
    Advance Organizer (Three Questions to Note)

Chapter 11. Guided Practice for Resonance Therapy    
    Selected General Concepts for Resonance Therapy 
    Selected Resonance Objectives 
    Here’s How to Do Resonance Therapy 
    Advance Organizer (Three Questions to Note)

Chapter 12. Guided Practice for Fluency Therapy    
    Selected General Concepts for Fluency Therapy 
    Selected Fluency Objectives 
    Here’s How to Do Fluency Therapy 
    Advance Organizer (Three Questions to Note)

Chapter 13. Guided Practice in Adult Language Therapy    
    Selected General Concepts for Adult Language Therapy 
        Focus for Therapy Interventions 
    Selected Adult Language Objectives 
    Here’s How to Do Adult Language Therapy 
    Advance Organizer (Three Questions to Note) 

Chapter 14. Guided Practice in Swallowing Therapy    
    Selected General Concepts for Swallowing 
    Overview of Swallowing and Dysphagia 
        Normal Swallowing Overview 
        Forms of Swallowing Assessments 
        Cautions in the Basic Bedside Examination of Swallowing 
        Treatment Options for Intervention with Dsyphagia Patients 
    Selected Initial Assessment Objectives for Swallowing 
    Here’s How to Do Swallowing Therapy 
    Advance Organizer (Three Questions to Note)

Appendices
Glossary
Index

Debra M. Dwight

Debra M. Dwight, EdD, CCC-SLP, is an Alabama native and received a bachelor's degree in Speech Therapy and a master's degree in Early Childhood Education from the University of South Alabama (South), Mobile. While at South, she studied speech and language therapy and combined typical developmental expectations of children with needs of children with speech and language disorders. Her master's and doctoral degrees in Speech-Language Pathology were received from the University of Alabama, Tuscaloosa, where she developed an interest in clinical teaching. Although she worked as a college/university faculty member in different positions over the past ten years, Dr. Dwight describes herself as a clinical practitioner due to her constant desire to impact the quality of service delivery in the speech-language profession. She has worked as a speech-language pathologist in public schools, home health, private practice, and skilled nursing facilities. Dr. Dwight has served as a coordinator of special programs , college/university instructor, and assistant professor. She was Director of Speech-Language Pathology Programs at University of West Georgia, Carrollton, when the program received initial certification from the Council on Academic Accreditation (CAA) of the American Speech-Language-Hearing Association (ASHA) and she now serves as a Site Visitor for CAA. Debra currently is owner of a small private practice for children's therapy services. Her desire to improve the quality of services provided by speech-language professionals led her to develop a practical method for teaching basic, hands-on, core skills to university students majoring in speech-language pathology. 

Learn More

Here's How to Do Therapy: Hands on Core Skills in Speech-Language Pathology, Third Edition comes with access to supplementary student and instructor materials on a PluralPlus companion website.

STUDENTS/CLINICIANS:
To access the student materials, you must register the access code* printed on the inside front cover of your book on the companion website

INSTRUCTORS:
To access the instructor materials, you must contact Plural Publishing, Inc. to be verified as an instructor and receive your access code.

    Email: information@pluralpublishing.com
    Tel: 866-758-7251 (toll free) or 858-492-1555
 

*Note: If you have purchased this book used or have rented it, your access code will not work if it was already redeemed by the original buyer of the book. Plural Publishing does not offer replacement access codes for used or rented books. 

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