About The Book

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

About The Author

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. 

Table of Contents

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

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