About The Book

The Practitioner’s Path in Speech-Language Pathology: The Art of School-Based Practice bridges the gap between theory and practice, evidence-based practice and practice-based evidence, and the science and artistry of speech-language pathology. This book takes a critical look at areas related to wellness, professional development, and growth that can impact the personal self along with the professional self. It examines each area through an overview of inter-disciplinary research in addition to personal narratives illustrating key principles and strategies and offers the reader a professionally balanced perspective.

The first section of the book helps us understand the importance of building a foundation for our clinical path through a discussion about scientific and evidence-based principles, different types of knowledge systems, and development of wisdom. The second section of the book helps us understand the importance of supporting our foundation through an introduction to reflection, counsel and care, balance and harmony, growth and detachment. The third section of the book includes chapters that serve as pillars of practice: organizational frameworks, materials and activities, measuring progress, best practices, and the importance of community. The fourth and final section of the book highlights shared vision, clinical expertise, emotional intelligence, leadership trends, the scholarship of teaching and learning, and research dissemination.

This book challenges us to consider our own perceptions about the explicit nature of professional practice, and facilitates the development of four attitudes that can have a profound impact on both clinical success and professional satisfaction: a scientific attitudea therapeutic attitudea professional attitude, and a leadership attitude. It contains a blend of clinical evidence and research, practitioner views, common sense, philosophical stances, and historical overviews. The Practitioner’s Path in Speech-Language Pathology is designed for students and practitioners who are actively involved with the process of knowledge acquisition, and targets issues we encounter along our path to becoming reflective practitioners, as they relate to the excellence behind and scholarship within teaching and learning.

About The Author

Wendy Papir-Bernstein, MS, CCC-SLP, received her undergraduate, graduate and post-graduate training and degrees from City University of New York and New York University. Her career spans more than 45 years. For the last 32 years, she has been adjunct Assistant Professor at Lehman College, Department of Speech-Language-Hearing Sciences. She is retired from her speech supervisory position with New York City Department of Education.

Wendy’s local, state and national contributions to our field have shaped practices for speech supervisors, practitioners, pre-service college and graduate students, and thousands of school-aged students with severe and profound disabilities. She has received 10 Awards of Continuing Education from The American Speech-Language-Hearing Association (ASHA), Distinguished Service Awards from New York City Speech-Language-Hearing Association (NYCSLHA), New York State Speech-Language-Hearing Association (NYSSLHA), and Council of Supervision and Administration. Wendy has served on a variety of boards, councils and committees for our national and state associations. She is an ASHA fellow, and currently vice president of NYSSLHA.

Table oF Contents


Part I. Building Our Path: From Data to Wisdom

Chapter 1. Development and Design of Information
1. The Place of Science
2. Evidence-Based Practice
3. Practice-Based Evidence (PBE)
4. Translational Research (TR)
Reflective Summative Questions

Chapter 2. Acquisition and Advancement of Knowledge
1. Knowledge Systems
2. Knowledge Management and Information Design
3. Tacit Knowledge vs. Explicit Knowledge
4. Knowledge Translation and Research Utilization
5. The Significance of Narratives and Experiential Stories
Reflective Summative Questions

Chapter 3. Obtainment and Orientation of Wisdom
1. What Is Wisdom?
2. Spirituality
3. The Heart and Soul of Our Work
4. The Value of Intuition
5. Learning to Flourish and Enhance Professional Happiness
6. Guiding Principles, Recurring Themes, and Enduring Truths and Their Relationship to Our Attitudes, Philosophy, and Ethics
Reflective Summative Questions

Part II. Supporting Our Path: Philosophical Pillars of Practice

Chapter 4. Reflection
1. Attention and Self-Awareness
2. Belief
3. Reflective Knowledge Systems
4. Reflective Practices
Reflective Summative Questions

Chapter 5. Counsel and Care
1. Active Listening
2. Mindfulness
3. Counseling
Reflective Summative Questions

Chapter 6. Balance and Harmony
1. Perspectives, Frames, and Lenses
2. Personal and Professional Lives
3. Science and Practice
4. Clinical Interactions
5. Emotional Balance
Reflective Summative Questions

Chapter 7. Growth
1. Self-Efficacy
2. Understanding Change
3. Critical Thinking and Clinical Reasoning
4. Developing a Clinical Philosophy
Reflective Summative Questions

Chapter 8. Detachment
1. What Do We Mean By Detachment?
2. The Ultimate Purpose of Our Work
3. Prompts, Cues, and Chains
4. Carryover and Generalization
5. Increasing Independence
6. Therapeutic Change
7. Termination From Service
Reflective Summative Questions

Part III. Following Our Path: Guideposts and Stepping Stones

Chapter 9. Studying Different Maps
1. Philosophical Theories and Frameworks
2. The Paradigm Debate: Mechanistic vs. Holistic
3. Systems Thinking
4. Types of Learning
5. Learning Theories
6. Principles of Instructional Design
Reflective Summative Questions

Chapter 10. Implementing Materials and Activities
1. Materials vs. Activities
2. Play
3. Material Selection
4. Material Cautions
5. Visual Learning Materials
6. Gamification
7. Digital Media
Reflective Summative Questions

Chapter 11. Measuring Progress
1. The Process of Assessment
2. The Power of Observation
3. Data Collection
4. Qualitative Strategies of Inquiry
5. Measuring Outcomes
Reflective Summative Questions

Chapter 12. Incorporating Good and Best Practices
1. From Good to Best (and Back Again)
2. Naturalistic
3. Reciprocal
4. Curriculum-Related
5. Universal
6. Inclusive
Reflective Summative Questions

Chapter 13. Working in Community
1. Person-Centered Care (PCC)
2. The Therapeutic Alliance
3. Collaborations and Teamwork
4. Boundaries
Reflective Summative Questions

Part IV. Becoming Our Path: Leadership Practices

Chapter 14. The Ownership Process
1. Self-Care
2. Self-Advocacy
3. Professional Impairment and Stress
4. Work Environments and Stress
5. Reflective Practices
Reflective Summative Questions

Chapter 15. Creation of a Learning Organization
1. The Learning Environment
2. Program Effectiveness
3. Compliance, Adherence, and Concordance
4. Clinical Expertise
5. Communities of Practice
6. Self-Directed Appraisal Process
Reflective Summative Questions

Chapter 16. Leadership Within Teaching and Learning
1. Professional Development Content
2. The Hidden Curriculum
3. Sharing the Implicit and Tacit
4. Engaged Scholarship
5. Forging Translational Pathways
6. Signature Pedagogy
7. Using Reflective Practice for Teaching and Learning
Reflective Summative Questions

Chapter 17. Practice-Based Leadership
1. Transformational Leadership
2. Qualities of Effective Leaders
3. Emotional Intelligence
4. Learning Leaders
5. The Challenges of Leadership
6. Leadership Development
Reflective Summative Questions

Appendix A. Activity Based Language Experiences (ABLE)
Appendix B. Multicultural Activities
Appendix C. Diversity Perspective: Self-Assessment
Appendix D. Program Effectiveness
Appendix E. Technical and Process Intervention Skills
Appendix F. Professional Growth Plan
Appendix G. Assessing Diversity Aspects of the Hidden Curriculum
Appendix H. Observation of Student Behavior as it Reflects Emotional Intelligence
Appendix I. The Emotional Competency Questionnaire


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