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Goal Writing for the Speech-Language Pathologist and Special Educator: Bridging the Gap Between Assessment and Intervention: Bridging the Gap Between Assessment and Intervention [Mīkstie vāki]

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  • Formāts: Paperback / softback, 312 pages, weight: 425 g
  • Izdošanas datums: 26-Jan-2018
  • Izdevniecība: Jones and Bartlett Publishers, Inc
  • ISBN-10: 128410480X
  • ISBN-13: 9781284104806
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  • Cena: 72,92 €
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Goal Writing for the Speech-Language Pathologist and Special Educator: Bridging the Gap Between Assessment and Intervention: Bridging the Gap Between Assessment and InterventionPalielināt
  • Formāts: Paperback / softback, 312 pages, weight: 425 g
  • Izdošanas datums: 26-Jan-2018
  • Izdevniecība: Jones and Bartlett Publishers, Inc
  • ISBN-10: 128410480X
  • ISBN-13: 9781284104806
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781284104806.html
Keywords:
Goal Writing for the Speech-Language Pathologist and Special Educator is a practical guide on how to 'bridge the gap' between the ability to assess, interpret, and analyze
assessment information in order to derive functional goals for intervention. Contributed by experts in the field, this resource is appropriate for both novice and experienced clinicians in the field of Speech-Language Pathology and Special Education, as well as students learning to develop and write functional goals for different disorders and populations. Case scenarios available with each chapter provide real-world context for how to develop goals from the assessment process.

Unit A Writing Goals: The Basics
Chapter 1 The Elements of Goal Writing
Chapter 2 Historical Perspective of Goal Writing and Contemporary Practice
Unit B Writing Goals in Speech-Language Pathology, Aural Rehabilitation
(AR)/Habilitation, and Special Education
Chapter 3 Language Disorders in Children
Chapter 4 Speech Disorders in Children
Chapter 5 Pediatric Feeding and Swallowing Disorders
Chapter 6 Adult Dysphagia
Chapter 7 Adult Neurogenic Communication Disorders
Chapter 8 Augmentative and Alternative Communication (AAC)
Chapter 9 Aural Rehabilitation (AR)/ Habilitation
Chapter 10 Fluency Disorders
Chapter 11 Voice Disorders
Chapter 12 Reading Disabilities: Skill Development through
Assessment, Goals, and Strategic Instruction
Chapter 13 Writing Disorders
Chapter 14 Math Disabilities: Skill Development through
Assessment, Goals, and Strategic Instruction
Preface vii
About the Editors ix
Contributors xii
Acknowledgments xiii
Unit A Writing Goals: The Basics
1(24)
1 The Elements of Goal Writing
3(12)
Introduction
3(2)
Goals
5(2)
Components of a Goal
7(3)
Prompts and Cues
10(1)
Documenting Progress and Evaluating Objectives
11(1)
General Elements to Consider When Developing and Writing Goals
12(1)
Summary
13(1)
Review Questions
13(1)
References
14(1)
Additional Resources
14(1)
2 Historical Perspective of Goal Writing and Contemporary Practice
15(10)
Introduction
15(1)
The Brown Case
16(1)
The PARC Case
17(1)
Public Law (PL) 94-142
18(1)
Individuals with Disabilities Education Improvement Act (IDEIA)
19(1)
The Rowley Case
20(1)
Other Noteworthy Laws and Regulations
21(1)
Summary
22(1)
Review Questions
23(1)
References
23(2)
Unit B Writing Goals in Speech-Language Pathology, Aural Rehabilitation and Habilitation, and Special Education
25(274)
3 Language Disorders in Children
27(22)
Introduction: What Is Language?
27(4)
Disorders in Children's Language
31(1)
Speech-Language Evaluation: A Summary
32(2)
Elements to Consider When Writing Children's Language Goals
34(3)
Goal Writing: Components of a Goal
37(4)
Summary
41(4)
Review Questions
45(1)
References
46(2)
Additional Resources
48(1)
4 Speech Disorders in Children
49(22)
Introduction
49(2)
Comprehensive Assessment
51(6)
Analysis and Interpretation of Assessment Data
57(3)
Forming Specific Goals
60(1)
Types of Intervention Approaches
61(2)
Summary
63(3)
Review Questions
66(1)
References
67(1)
Additional Resources
68(3)
5 Pediatric Feeding and Swallowing Disorders
71(20)
Introduction
71(2)
Comprehensive Assessment
73(3)
Data Analysis and Additional Tests
76(1)
Forming Specific Goals
77(2)
Intervention Approaches
79(3)
Summary
82(4)
Review Questions
86(1)
References
87(2)
Additional Resources
89(2)
6 Adult Dysphagia
91(36)
Introduction
91(2)
Comprehensive Assessment
93(7)
Assessing the Data and Treatment Options
100(5)
Forming Specific Goals
105(2)
Types of Interventions
107(4)
Summary
111(8)
Review Questions
119(1)
References
120(2)
Additional Resources
122(1)
Books
122(1)
Websites
122(1)
Dysphagia Screening and Assessment Measures
122(1)
Dysphagia Scales and Outcome Tracking Tools
123(1)
Appendix
124(3)
7 Adult Neurogenic Communication Disorders
127(26)
Introduction
127(2)
Comprehensive Assessment
129(5)
Data Analysis
134(3)
Collaboration
137(1)
Approaches to the Plan of Care
137(2)
Goals and Documentation
139(2)
Summary
141(8)
Review Questions
149(1)
References
149(2)
Additional Resources
151(2)
8 Augmentative and Alternative Communication
153(16)
Introduction
153(2)
Comprehensive Assessment
155(3)
Feature Matching for Assistive Technologies
158(1)
Forming Specific Goals
159(1)
Intervention Approaches
160(3)
Summary
163(3)
Review Questions
166(1)
References
167(2)
9 Aural Rehabilitation and Habilitation
169(18)
Introduction
169(2)
Comprehensive Assessment
171(3)
Therapy Plan
174(1)
Forming Specific Goals
175(4)
Summary
179(5)
Review Questions
184(1)
References
184(1)
Additional Resources
185(1)
Websites
185(2)
10 Fluency Disorders
187(24)
Introduction
187(1)
Comprehensive Assessment and Analysis and Interpretation of Assessment Results
188(6)
Forming Specific Goals
194(3)
Types of Intervention Approaches
197(1)
Summary
198(9)
Review Questions
207(1)
References
208(3)
11 Voice Disorders
211(24)
Introduction
211(2)
Comprehensive Evaluation
213(2)
Assessment and Plan of Care
215(6)
Forming Specific Goals
221(2)
Intervention Approaches
223(2)
Summary
225(5)
Review Questions
230(1)
References
231(2)
Additional Resources
233(2)
12 Reading Disabilities: Skill Development through Assessment, Goals, and Strategic Instruction
235(22)
Introduction
235(1)
Comprehensive Assessment
236(4)
Comprehensive Reading Assessments
240(2)
Interpreting Reading Assessments
242(2)
Determining Eligibility for Special Education Services
244(1)
Response to Intervention
245(2)
Forming Specific Goals
247(1)
Types of Intervention Approaches
248(3)
Summary
251(2)
Review Questions
253(1)
References
254(1)
Additional Resources
255(1)
Websites
255(1)
Books
255(2)
13 Writing Disorders
257(26)
Introduction
257(1)
Literacy
258(2)
Writing Process and Product
260(1)
Writing as a Fine-Motor Skill
261(1)
Learning to Write Specific Genres of Text
262(2)
Typical Sequence of Writing Development
264(4)
Etiologies of Writing Disorders
268(1)
Assessment of Writing Process and Product
269(1)
Developing Goals
270(4)
Instructional Strategies
274(2)
Summary
276(2)
Review Questions
278(1)
References
279(3)
Additional Resources
282(1)
Websites
282(1)
Books
282(1)
14 Math Disabilities: Skill Development through Assessment, Goals, and Strategic Instruction
283(16)
Introduction
283(1)
Types of Mathematical Difficulties
284(2)
Mathematical Proficiency Assessments
286(3)
What Do Math Assessments Tell Us?
289(3)
Forming Specific Goals
292(1)
Types of Instructional Approaches
293(1)
Summary
294(2)
Review Questions
296(1)
References
297(1)
Additional Resources
298(1)
Index 299
Adelphi University, Garden City, New York Stony Brook University, Stony Brook, New York Adelphi University, Garden City, New York