About The Book

The Clinical Workbook for Speech-Language Pathology Assistants is a workbook for speech-language pathology assistants (SLPAs) and speech-language pathologists (SLPs), as well as instructors and students, that provides a generous “toolbox” for students to implement during their fieldwork experience.

This workbook is the first of its kind with activities that employ applications (apps). In addition to the apps, each chapter includes examples of basic treatment objectives to guide the SLP/SLPA when choosing a treatment method for a corresponding treatment need. The activities are tried and true and, as such, have been carefully thought out before being considered for inclusion in the text. For ease of implementation, each activity is explained with detailed, step-by-step instructions and supporting photographs.The workbook has a chapter dedicated to the communication needs of various clientele and includes:

  • Speech Sound Disorders (SSDs). Activities addressing the needs of clients with articulation and phonological disorders as well as apraxia of speech (AOS).
  • Communicative Intent. Activities addressing the needs of clients who struggle with intentional communicative intent, replacing off-task communication behavior with a functional communication system.
  • Language Disorders. Activities addressing both receptive and expressive language disorders.
  • Social Language. Activities addressing social language needs of clients.
  • Complex Communicative Needs. Activities addressing complex communication needs of clients who require augmentative and/or alternate communication (AAC) systems.
  • Literacy. Activities addressing pre-, early, and school-age literacy needs. Key components of literacy include phonological awareness, print concepts, alphabet knowledge, and literate language.
  • Voice and Fluency Disorders. Activities addressing the needs of clients with voice and/or fluency disorders.
  • Behavior Management Techniques. Behavior management activities for clients requiring visual schedules and/or motivation/reinforcement to participate in therapy sessions.

In addition to the apps, each chapter includes examples of basic treatment objectives to guide the clinician when choosing a treatment method for a corresponding treatment need. The apps presented in this workbook are adaptable for individual or group sessions and includes their corresponding Uniform Resource Locator (URL) and Quick Reference (QR) code.

From the Foreword

This workbook is a must for any beginning or experienced SLP and/or SLPA who works with children with communication needs. Within these chapters, you will find a gold mine of evidence-based lessons many with current, state-of-the-art applications (apps). The authors have devised lessons that are easy to follow and that allow for creative freedom. As a fan and user of many of the Apps included in this workbook, I can vouch for their utility and effectiveness. And, most importantly, they are engaging for both the client and SLPA! This workbook should be a required text in every SLPA course and on the shelf of every practicing SLPA (and SLP, for that matter).
–Celeste Roseberry-McKibbin, PhD, CCC-SLP
Professor, Department of Speech Pathology and Audiology, California State University Sacramento

In addition to providing extensive information based on common disorders and target skills, Clinical Workbook for Speech-Language Pathology Assistants provides guidance, including corresponding objectives, technology tools, and step-by-step guides on directing the session. This workbook is a creative, timely, effective, and well-organized resource for our industry and one I’m sure clinicians will find as an asset to their toolbox reflecting current and practical tools combined with strategies and specific tips for implementation.
–Mai Ling Chan, MS, CCC-SLP
CEO and Co-Founder of YappGuru

About The Authors

Robert Kraemer, PhD, CCC-SLP, is Assistant Professor and Speech-Language Program Director in the Department of Communication Sciences and Disorders at the University of Utah. He received his first BS degree from Rollins College in Business Administration. After a short career as an engineer, he returned to school and received his second BS and MA in Communicative Disorders from the University of Central Florida. Dr. Kraemer has been principle investigator on several research projects regarding the assessment and treatment of school-aged English learners suspected of having language impairments. He currently serves on committees for both the American Speech-Language-Hearing Association and Utah Speech-Language-Hearing Association. Previously, Dr. Kraemer served various roles for Arizona and California state speech, language, and hearing associations. Dr. Kraemer enjoys presenting and holding workshops on the topic of service delivery for bilingual children both nationally and internationally. He particularly enjoys meeting and speaking with all of the dedicated and hardworking speech-language pathologists and speech-language pathology assistants who make a difference in children on a daily basis

Jacqueline Bryla is a speech-language pathology assistant (SLPA) from Northern California. She loves nothing more than researching and evaluating apps, developing relationships with app developers, and working alongside speech-language pathologists to deliver therapy. Jackie has served in multiple capacities as a Northern California SLPA board member for the California Speech-Language-Hearing Association, CSHA District 2 Advisory Committee, CSHA Marketing Committee, and CSHA Convention Committee. She has received the CSHA District 2 (Sacramento area) Outstanding SLPA award and has presented multiple workshops for CSHA districts, a CSHA state convention, ASHA Connect, Sacramento State University, American River College, Delta San Joaquin College, school districts, and county offices of education.

Table oF Contents

Foreword by Celeste Roseberry-McKibbin, PhD, CCC-SLP
Foreword by Mai Ling Chan, MS, CCC-SLP
Acknowledgments
Contributors

Chapter 1. Introduction

Chapter 2. Speech Sound Disorders: Articulation, Phonology, and Apraxia

  • Activities for Articulation
  • Activities for Phonology
  • Activities for Apraxia

Chapter 3. Communicative Intent

  • Activities for Communicative Intent

Chapter 4. Language Disorders

  • Activities for Language

Chapter 5. Social Language and Pragmatics

  • Activities for Social Language and Pragmatic Needs

Chapter 6. AAC for Complex Communication Needs

  • Activities for AAC for Complex Communication Needs

Chapter 7. Literacy

  • Activities for Pre- and Early Literacy
  • Activities for School-Age Literacy

Chapter 8. Voice and Fluency Disorders

  • Activities for Voice and Fluency

Chapter 9. Behavior Management Techniques

  • Visual Supports
  • Suggestions for Reinforcement

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