Heres How to Do Therapy Hands on Core Skills in Speech-Language Pathology, 3rd Edition (Debra M. Dwight) (z-lib.org)

446      Here’s How to Do Therapy

Vocal resonance.  The perceptual increases Vowelization.  The [l], [n], and [2] are replaced
in loudness of the laryngeal tone due to the
concentration and reflection of sound waves by a vowel.
by the oral, pharyngeal, and nasal cavities Wait time.  The amount of time the SLP waits
during voice production.
for a response from a client after asking a
Voicing.  A voiceless sound is replaced by a
voiced sound. question or giving a command.
Weak syllable deletion.  An unstressed sound

is omitted, especially in three-syllable words.

Index

Note:  Page numbers in bold reference non-text material.

A Affrication, 254
African America English, 42
Above age-level expectation, 78 African Americans
Accommodation, 54
Acquisition stage, of learning, xxxiv children, 64
Across-the-table seating, 125, 126 families, 105
Action naming, 334 seating arrangements preferred by, 125
ADA. See Americans with Disabilities Act Alerting stimuli, 131
Adaptation stage, of learning, xxxiv Alveolarization, 254
Adult language therapy American Speech-Language-Hearing

advance organizer for, 339, 339–348 Association
concepts for, 331–337 Certificate of Clinical Competence, 153
objectives of, 337 Code of Ethics, 33–34, 352
practice chart for, 338 Committee on Quality Assurance, 180–181,
procedure for, 339, 339–348
summary of, 348 188
Advance organizer cultural competence position statement by,
adult language therapy, 339, 339–348
articulation therapy, 258, 259–275 41–42
definition of, 120 fluency as defined by, 313
fluency therapy, 317, 317–328 Guideline for the Roles and Responsibilities
language-based therapy, 208, 209–227
resonance therapy, 301, 301–311 of the School-Based Speech-Language
social communication therapy, 236, 236–243 Pathologist, 36
swallowing therapy, 368, 368–375 Issues in Ethics Statement, 44
voice therapy, 282, 283–293 linguistic competence position statement by,
Affect 41–42
definition of, 123–124 membership of, 27, 42
emotional, 18–19 mission of, 27
nonverbal, 124 Roles of Speech-Language Pathologist and
therapeutic process affected by, 18–19 Teachers of Children Who Are Deaf and
Hard of Hearing in the Development
of Communicative and Linguistic
Competence, 92
scope of practice expansion by, 297

447

448      Here’s How to Do Therapy Attention span, 66
Attitudes, learning and, 45
American Speech-Language-Hearing Attributes, 134
Association (continued ) Auditory discrimination, 248
Auditory learners, 61
speech-language pathologist and Auditory modality, 59, 61, 61, 63
professional relationship between, 33–34 Augmentative and alternative communication
roles and responsibilities, 352–353
devices
swallowing difficulties, 351–352 assessment of student for, 103–104
telepractice, 67 cultural considerations for, 104–105
voice disorder prevention, 279 description of, 95, 101–102
Americans with Disabilities Act, 36 helping students with, 102
Analytical learners, 58, 59 intervention considerations for, 105–106
Animation, 124 providers of, 101–102
Anomia, 331–333 realities regarding, 101–102
Antecedents, 131 selection of, 104–106
Antecedents: Alerting Stimuli, Cueing, Autism
characteristics associated with, 85
Modeling, and Prompting (workshop), definition of, 36, 83
131–133, 401–404 high-functioning, 83
Aphasia social communication interventions in, 230
definition of, 331 social stories given to children with,
semantic feature analysis therapy for,
333–337, 335–336 235–236
therapy interventions for, 333 speech-language therapy for, 87–89
Articulation, 81 Autism spectrum disorder
Articulation therapy autism redefined as, 36, 83
advance organizer for, 258, 259–275 communication difficulties associated with,
concepts for, 247–251
multiphonemic, 248 86
objectives for, 256 daily living skills difficulties associated with,
phonological processes therapy versus,
252–256 86
practice chart for, 257 definition of, 228–229
procedure for, 258, 259–275 DSM-5 definition of, 85, 229
traditional, 247–248 onset of symptoms, 228
types of, 247–248 range of, 87, 228
Artistry social-emotional difficulties associated with,
definition of, 6
in speech-language pathology, 5–6, 6 86
ASHA. See American Speech-Language- social language development in, 231
Hearing Association social stories for, 232–236, 244
Asian-Americans summary of, 235–236
children, 64 symptoms of, 229, 244
therapeutic touch and, 128 Autonomy, 77
Asperger’s syndrome, 83, 87
Aspiration B
definition of, 353, 357
silent, 360–361 Backup reinforcers, 138
symptomatic, 360–361 Barrier to communication, 101
Aspiration pneumonia, 357 Base-10 forms, 170
Assimilation, 54 Basic therapy kit, 184–185, 187
Assimilation processes, 254 Bedside examination of swallowing, 356–357,
Assimilative nasality, 298
Attention 361–366
joint, 87 Behavioral management
learning and, 66
definition of, 143
high-intensity, 147–148

Index      449

low-intensity, 144 Cluster seating, 62, 125–127, 126
medium-intensity, 145–147 Cluttering, 313–314
Behavioral Management in the Therapeutic Coaching, xxxviii
Code of Ethics (American Speech-Language-
Process (workshop), 143–148, 429–432
Behavioral orientation to learning, 52–53 Hearing Association), 33–34, 352
Behavioral shaping, 53 Cognitive aids, 120–121
Behaviorism, 52 Cognitive-communication disorder, 333
Below age-level expectation, 79 Cognitive development, 53–55
Bias, linguistic, 69 Cognitive domain, 80–81
“Black box,” 52 Cognitive functioning, 103
Blindness Cognitive organizers, 66
Cognitive orientation to learning, 53–55, 80–81
deaf-blindness, 87–89 Collaborative model, 155
vision impairment including, 100 Collaboratives, professional, 189–190
Bruner, Jerome, 53 Committee on Quality Assurance, 180–181, 188
Communicable diseases, 96
C Communicating Expectations (workshop),

Case history forms, 79 123, 385–388
Caseload management, 183 Communication
CCC. See Certificate of Clinical Competence
CDC. See Centers for Disease Control and autism spectrum disorder-related difficulties
with, 86
Prevention
Centers for Disease Control and Prevention, 361 barrier to, 101
Certificate of Clinical Competence, 153 characteristics of, 17
Chaining, xxxvi, 8 components of, 101
Children deaf-blindness–related difficulties with, 88
definition of, 17
attention span of, 66 interactive nature of, xlii
clinical swallowing examination in, 358 interpersonal, 17–18, 143
Circumlocutions, 331 nonverbal. See Nonverbal communication
Class rules, 144 in therapeutic relationship, 39–40
Class time practice, xlvi–xlix Communication domain, 79–81
Classical conditioning, 52 Competence
Client cultural. See Cultural competence
categories of, 77 as intrinsic motivator, 122
communication competence and outcomes, Concrete operations period, 54, 80–81
Conditioning, 52
xlii Confidence, 28
referral to other professionals, 46–47 Consonant–vowel, 248–249
trust in therapeutic process, 33–37, 38–39 Consonant–vowel–consonant, 248–249
Client files, 183 Consultative model, 155
Client-focused difficulties, 149 Contingency contracting, 145, 147
Clinical supervisor-focused activity clusters Continuous schedule of reinforcement, 140
small-group guided practice, xxxvi–xxxviii Cooperative learning
whole-class demonstrations, xxxii activities of, xix
whole-class evaluation, xxxviii–xxxix definition of, xviii, xxiii
whole-class guided practice, xxxv–xxxvi social orientation for learning and, 57
whole-class presentations, xxix–xxx Cooperative learning groups
whole-class scripted models, xxxii–xxxv description of, xix
whole-class teaching, xxx–xxxii formation of, xxiii
Clinical swallowing examinations, 356–358, Corrective feedback, 140–141, 169
Corrective Feedback in the Therapeutic Process
365
Clinical trials, 142 (workshop), 140–141, 417–420
Clinician-focused difficulties, 148 COVID-19, 181–182
Closed-head injuries, 332

450      Here’s How to Do Therapy

Critical incidents learning definition of, 78
definition of, xxiv milestones of, 78, 81
description of, xxiv–xxix stages of, 53–54
focused activity clusters for, xxv, xxv Developmental domains
speech-language therapy, xxvii–xxix cognitive domain, 80–81
communication, 79–81
CSE. See Clinical swallowing examination conclusion regarding, 82–83
Cueing, 131 description of, 78
Cul-de-sac resonance, 298–299 motor domain, 81
Cultural competence self-help/adaptive domain, 82
social-emotional domain, 82
American Speech-Language-Hearing Developmental expectations, 78–79
Association position statement on, 41–42 Devoicing, 254
Diagnostic and Statistical Manual of Mental
definition of, 44–45
in educators, 42 Disorders, Fifth Edition, 83, 85, 229
importance of, 42 Diagnostic examination of swallowing, 356,
LGBTQ+, 44–45
professional education opportunities for, 358–360
Diagonal-table seating, 125, 126
44–45 Direct language therapy, 201–202
in telepractice, 69 Direct teaching, xxx, 135
Cultural diversity, 64–65 Direct Teaching: Learning Modalities,
Cultural humility, 69
Culturally appropriate services, 40 Describing/Demonstrating, Questioning,
CV. See Consonant–vowel and Wait Time in the Therapeutic
CVC. See Consonant–vowel–consonant Process (workshop), 133–135, 405–408
Directive sentences, 232–233
D Disability categories
autism spectrum disorder. See Autism
Daily living skills, 86 spectrum disorder
Data collection deaf-blindness, 87–89
deafness, 89–90
forms for, 141–142 emotional disturbance, 90–91
notations for, 170, 171 hearing impairment, 92–93
objective of, 249 intellectual disability, 93–94
recording and, 168 multiple disabilities, 94–95
in telepractice, 71 orthopedic impairment, 95–96
in therapeutic process, 141–142 other health impairment, 96–97
Data collection forms, 170 overview of, 83–85
Data Collection in the Therapeutic Process specific learning disability, 97–98
speech or language impairment, 98
(workshop), 141–142, 421–424 traumatic brain injury, 98–99
Data mixing, 249 vision impairment including blindness, 100
Data reporting, 170 Discrimination, 52
Deaf-blindness, 87–89 Disequilibrium, 55
Deafness Dismissal criteria, 179
Dismissals, 179–180
definition of, 89 Distinctive features therapy, 248
speech-language therapy in, 89–90 Diversity, 40–46
Demonstrating, 134 Documentation, 183–184, 185
Demonstrations, 120 Dress, 20–21
Denasalization, 254 Dreyfus and Dreyfus model of learning, 193, 195
Dependent contingencies, 145 DSM-5. See Diagnostic and Statistical Manual of
Derhotacization, 254 Mental Disorders, Fifth Edition
Describing, 134 DSS. See Dynamic swallow study
Descriptions, 120, 198–199
Descriptive sentences, 232–233
Development
cognitive, 53–55

Index      451

Dual sensory impairment, 88 Explanations, xl–xlii
Due process, 183 Explicit instruction model, of teaching, 120
Duration of therapy, 154 Expressive language, 80
Dynamic swallow study, 358 Expressive language disorders, 198
Dysphagia Extensions, 199
Extinction, 52
conditions that cause, 351 Extrinsic motivation, 122
definition of, 351 Eye contact, 32–33
incidence of, 351
speech-language pathologist’s roles and F

responsibilities in, 352–353 Facial expressions, 124–125
summary of, 375 Facilitation skills, 17
treatment options for, 365–366 FCD. See Final consonant deletion
Feature analysis chart, 333
E Feedback, corrective, 140–141, 169
FEES. See Fiber-optic endoscopic evaluation of
EACHA. See Education for All Handicapped
Children Act swallowing
Fiber-optic endoscopic evaluation of
Ear, nose, and throat specialists, 298
Ear training, 248 swallowing, 356, 358–359, 365
Edible reinforcers, 139 Fillers, 331–332
Education, deaf-blindness–related difficulties Final consonant deletion, 253
Fine motor skills, 81, 104
with, 88 Fluency, 130, 313
Education for All Handicapped Children Act Fluency disorders, 314, 328
Fluency stage, of learning, xxxiv
amendments to, 34–35 Fluency therapy
description of, 34
speech-language pathologist placements advance organizer for, 317, 317–328
concepts for, 313–315
affected by, 185–186 objectives for, 315
Educational pedagogy, xviii practice chart for, 316
EHA. See Education for All Handicapped procedure for, 317, 317–328
Focused activity clusters
Children Act clinical supervisor- or instructor-focused
Elementary and Secondary Education Act of
small-group guided practice,
1965, 35 xxxvi–xxxviii
Eliciting, 168
Eliciting and recording, in data collection, 141 whole-class demonstrations, xxxii
Emotional affect, 18–19 whole-class evaluation, xxxviii–xxxix
Emotional disturbance, 90–91 whole-class guided practice, xxxv–xxxvi
Enthusiasm, 124 whole-class presentations, xxix–xxx
Enthusiasm, Animation, and Volume in whole-class scripted models, xxxii–xxxv
whole-class teaching, xxx–xxxii
the Therapeutic Process (workshop), in critical incidents learning, xxv, xxv
123–125, 389–392 overview of, xxix–xxxix
ENTs. See Ear, nose, and throat specialists textbook- or companion website-focused
Equilibration, 54–55 explanations and research-based support,
ESEA. See Elementary and Secondary
Education Act of 1965 xl–xlii
Esophageal phase, of swallowing, 355, overview of, xxxix–xl
355–356 Food Pyramid, 66
Ethics, 68 Formal operations period, 54, 81
Every Student Succeeds Act, 22, 36, 83 Frazier free water protocol, 362, 364, 366
Excellence, 22 Frequency of therapy, 154
Exemplars, 142 Fricatives, 253–254
Expansions, 199
Expectations, 123
Experiential orientation to learning, 55–56

452      Here’s How to Do Therapy Hearing impairment, 92–93
Heterogeneous groups, xx, 155–156, 167
Fronting, 253 Heterogeneous groups of four, xliii–xliv
Functional cul-de-sac resonance, 298–299 Hierarchy of needs, 55
High-functioning autism, 83
G High-intensity behavioral management

Games, 185–186, 188 techniques, 147–148
Gender identity, 44 HIPAA. See Health Insurance Portability and
Generalization stage, of learning, xxxiv
Gestures, 137 Accountability Act of 1996
Gliding of liquids or fricatives, 254 Hispanic children, 64
Global learners, 59, 60 Homework, 163
Global/synergetic learning style, 59 Homogeneous groups, 156
Goals, 179 Homorganic phonemes, 142
Goals 2000: Educate America Act, 35 Horizontal notations, 169
Grandma’s Law, 145 Humanistic/experiential orientation to
Graphic organizers, 66
Greeting, 162 learning, 55–56
Grooming, 21 Humanistic psychology, 55
Gross motor skills, 81, 104 Hypernasality, 298–299
Group(s) Hyponasality, 298–299

cooperative, xix, xxiii I
heterogeneity in, xx
working, xix Ice chip protocol, 362, 364, 366
Group contingency contracts, 145–146 ICF. See International Classification of
Group members
interactive roles and responsibilities of, Functioning, Disability, and Health
IDEA. See Individuals with Disabilities
xxi–xxiii
practice by Education Act
IEP. See Individualized Education Program
as peer evaluator, l IFSP. See Individual family service plans
as peer model, l Ignoring undesirable behaviors, 144
self-video-record skills, l Imitative verbal task, 165–166
as therapist, xlix–l Improving America’s Schools Act, 35
rotating roles and responsibilities of, Independent contingencies, 146
Independent practice, xxxi
xliv–xlvi Indirect language therapy, 198, 200
self-analysis by, li Individual family service plans, 189
Group therapy Individual therapy, 155–156
individual therapy versus, 155–156 Individualized Education Program, 35–36,
interactive, 156–158
Guided practice 94, 179
description of, xxx–xxxi Individuals with Disabilities Education Act
small-group, xxxvi–xxxviii
whole-class, xxxv–xxxvi amendments to, 35–36
Guideline for the Roles and Responsibilities description of, 34–35
reauthorization of, 83
of the School-Based Speech-Language Spanish-speaking population, 41
Pathologist, 36 Infection control, 180–181
Informal space, 128
H Instructional momentum, 130
Instructor-focused activity clusters
Hairstyle, 21 small-group guided practice, xxxvi–xxxviii
Hand-to-chin rule, 129 whole-class demonstrations, xxxii
Handshake, 32 whole-class evaluation, xxxviii–xxxix
Health Insurance Portability and whole-class guided practice, xxxv–xxxvi
whole-class presentations, xxix–xxx
Accountability Act of 1996, 178, 183

Index      453

whole-class scripted models, xxxii–xxxv impairment in, 98
whole-class teaching, xxx–xxxii receptive, 80
Instrumental diagnostic examination, of Language and speech classroom, 155
Language-based therapy
swallowing, 356, 358–360, 365 advance organizer for, 208, 209–227
Intellectual disability, 93–94 concepts for, 197–202
Intelligibility, 252 direct, 201–202
Interactive group therapy, 156–158 goals for clients in, 201–202
Interactive learning groups indirect, 198, 200
materials for, 204–207
definition of, xlii morphology objectives for, 203
focused activity clusters, xlii–li objectives for, 203
phonology objectives for, 203
class time practice, xlvi–xlix pragmatic objectives for, 203
group member practice, xlix–li procedure for, 208
heterogeneous groups of four, xliii–xliv semantics objectives for, 203
rotating roles and responsibilities of group syntax objectives for, 203
therapeutic-specific skills, 209
member, xliv–xlvi therapy progression for, 204–207
learner roles in, xlvi Language difference, 41
Interactive nature of learning, xx–xxiii Language disorder, 41
Interdependent contingencies, 145–146 Laryngeal elevation, 363
Intermittent schedule of reinforcement, 140 Latinos, 125
Intermixed probes, 142 Laws, 34–36
International Classification of Functioning, Learners
analytical, 58, 59
Disability, and Health, 103 auditory-modality, 61, 63
Interpersonal communication global, 59, 60
synergetic, 59, 60
description of, 17–18, 143 tactile/kinesthetic, 62
experiential approach to, 8 visual, 61
observational approach to, 8 Learning
skills, 8 attention and, 66
Interpersonal demeanor, 17–18 behavioral orientation to, 52–53
Intimate space, 128 cognitive orientation to, 53–55
Intonation questions, 134 cognitive theorists’ view of, 53
Intrinsic motivation, 122 concrete to abstract progression of, 65
Introduction, of therapy session, 162–163, 164 cooperative. See Cooperative learning
Ischemic stroke, 351 critical incidents. See Critical incidents
Issues in Ethics Statement, 44
learning
J definition of, 51–52
Dreyfus and Dreyfus model of, 193, 195
Joint attention, 87 general to specific progression of, 65–66
humanistic/experiential orientation to,
K
55–56
Kidney-shaped seating, 125, 126 interactive nature of, xx–xxiii
Kinesthetic, 62 levels of, 45
Knowledge, learning and, 45 peer-sharing, xxiii
perception stages in, 193
L rapport for, 67
repetition for, 66
Labial assimilation, 254 seating model for, 125, 126
Labialization, 254 shared responsibility of, xxi
Language

developing and advanced stages of, 231
emerging stage of, 231
expressive, 80

454      Here’s How to Do Therapy Mild intellectual disability, 93
Miller, George, 53
Learning (continued ) Mindset
simple to complex progression of, 66
social orientation to, 56–57 definition of, 10
stages of, xxxiv therapeutic. See Therapeutic mindset
Mini-workshops, 113
Learning modalities Minutes-matter attitude, 22, 129, 184
auditory, 59, 61, 61 Mixed-reality simulation, 8
description of, 133 MLU. See Mean length utterance
tactile/kinesthetic, 59, 62, 62 Mobility
deaf-blindness–related difficulties with,
Learning pedagogy, xvii–xviii
Learning schema, 55 88
Learning styles orthopedic impairment effects on, 96
Modality
analytical, 58 auditory, 59, 61
cultural diversity and, 64–65 definition of, 59
definition of, 58 tactile/kinesthetic, 59, 62, 62
global/synergetic, z59 visual, 59, 61, 63
theory of, 58–59 Model of services, 154–155
Learning theories Modeling, xxxviii, 131–132
applications of, 51 Moderate intellectual disability, 93
conclusion regarding, 57 Modified barium swallow study, 358–359,
speech-language pathology application of,
365
65–67 MoID. See Moderate intellectual disability
summary of, 72 Morphology, 202–203
Least restrictive environment, 35 Motivation
Lefrançois, Guy, 56
LGBT, 280 extrinsic, 122
LGBTQ+ individuals, 44–45 intrinsic, 122
Linguistic bias, 69 Motivation (workshop), 122, 381–384
Linguistic competence Motor domain, 81
American Speech-Language-Hearing Motor skills
fine, 81, 104
Association position statement on, gross, 81, 104
41–42 Mounted mirror seating, 127, 127
in educators, 42 Mouth breathing, 82
Liquid assimilation, 254 Multiculturalism, 40–46, 64
Long-term memory, 55 Multiphonemic articulation therapy, 248
Loquaciousness, 134–135 Multiple disabilities, 94–95
Low-intensity behavioral management Multiple sensory impairment, 88
techniques, 144
LRE. See Least restrictive environment N

M Nasal assimilation, 254
Nasal cavity phonemes, 299
Maslow, Abraham, 55–56 National Center on Deaf-Blindness, 88
Materials National Prevention Information Network,

basic therapy kit, 184–185, 187 44
games, 185–186, 188 Native Americans
sanitizing of, 188–189
MBSS. See Modified barium swallow study children, 64
Mean length utterance, 199, 204, 206–207, seating arrangements preferred by, 125
therapeutic touch and, 128
337 Naturalistic conversational interaction, 197
Medium-intensity behavioral management NCLB. See No Child Left Behind Act

techniques, 145–147
Mental scanning, 148
MID. See Mild intellectual disability

Negative reinforcement, 53 Index      455
No Child Left Behind Act, 35, 83
Nonproductive time, 129 Pharyngeal phase, of swallowing, 354–355,
Nonsemantic fillers, 130 355–356
Nontangible reinforcers, 139
Nonthreatening therapeutic touch, 128 Phonological processes therapy
Nonverbal affect, 124 articulation therapy versus, 252–256
Nonverbal behaviors, 18–19 concepts for, 252
Nonverbal communication description of, 248
objectives for, 256
by speech-language pathologist, 125 substitution processes, 253–254
description of, 80 syllable structure processes, 253
proximity considerations, 128
Notations, for data collection, 170, 171 Phonology, 202–203
Novice learner, 193 Physiological needs, 55
Piaget, Jean, 53–55, 80
O PID. See Profound intellectual disability
Pitch, 124, 231
Object naming, 334, 335–336 Plurals, 202
Objectives, 179 PMI. See Peer-mediated interventions
“OK” syndrome, 132 Positive reinforcement, 53
Operant conditioning, 52 Positive reinforcers, 137–138
Oral phase, of swallowing, 354, 355–356 Positive Reinforcers: Verbal Praise, Tokens,
“Organizational Schema of Voice Disorders,
and Primary Reinforcers (workshop),
An,” 281 137–140, 413–416
Orthopedic impairment, 95–96 Possessives, 202
Other health impairment, 96–97 Post organizers, 120–121
Practice during class times, xlvi–xlix
P Pragmatics, 202–203
Praise
Parallel-talk, 199 specific, 144
Past tense, 202 verbal, 138
Patterned errors, 252 Preferred learning modality, 133
Pavlov, Ivan, 52 Premack Principle, 145
PDD. See Pervasive developmental disorders Preoperational period, 54, 80
Pedagogy Preparation, Pacing, and Fluency for
Therapeutic Momentum (workshop),
educational principles as, xvii 129–131, 397–400
power of, xviii Preparatory phase, of swallowing, 354,
Peer evaluators 355–356
definition of, l Preschool and Infant/Toddler Programs, 34
group member practice as, l Present progressive, 202
Peer-mediated interventions, 230 Presentation rate, 130
Peer-mediated strategies, 146 Primary reinforcers, 139
Peer modeling, 57 Probing in the Therapeutic Process
Peer models, l (workshop), 142–143, 425–428
Peer sharing, xxii–xxiii Professional appearance
Penetrating head injury, 332 dress, 20–21
Penetration, 353 hairstyle, 21
Perception stages, 193 personal grooming, 21
Perceptual attributes of voice, 281 Professionalism, 19–21, 47
Personal grooming, 21 Professionals
Personal space, 128 collaboratives with, 189–190
Perspective statements, 233–234 referrals to, 46–47
Pervasive developmental disorders, 83, 229 Profound intellectual disability, 93
Progress notes, 179
Progressive assimilation, 254

456      Here’s How to Do Therapy S

Prompting, 132–133 Safety, 180–182
Prompts for practice opportunities, 120 Sanitizing, of materials, 188–189
Proximity, 125–129, 126–127 Scanning, mental, 148
Pseudo-interaction, 194 Schedule of reinforcement, 139–140
Public space, 128 Schizophrenia, 90
Pull-in model, 155 Scope, 130
Pull-out model, 154–155 Scripted therapy guides, xli, xxxiii–xxxiv
Punishment, 53 Seating arrangements
Pure probes, 142
“Pygmalion in the Classroom Study,” 123 across-the-table seating, 125, 126
cluster seating, 62, 125–127, 126
Q diagonal-table seating, 125, 126
kidney-shaped seating, 125, 126
Questioning, 134–135 side-by-side seating, 125, 126
Quick-paced lessons, 130 in therapeutic process, 125–129, 126–127
wall-mounted mirror seating, 127, 127
R Seating Arrangements, Proximity, and Touch

/r/, 250–251 in the Therapeutic Process (workshop),
Rapport, 67, 162 125–129, 126–127, 393–396
Read aloud, 194 Section 504, 36
Ready-to-respond mode, 12 Self-actualization, 55–56
Recasts, 199 Self-esteem, 55
Receptive language Self-evaluation, 147
Self-help/adaptive domain, 82
description of, 80 Self-help/adaptive skills, 82
disorders involving, 198 Self-management strategies, 147
Recording, 168 Self-monitoring, 147
Reduplication, 253 Self-reinforcement, 147
Referrals, 46–47 Self-stimulation activities, 86
Regression-recoupment, 165 Self-talk, 199
Regressive assimilation, 254 Semantic feature analysis therapy, 333–337,
Rehabilitation Act of 1973, 36 335–336
Reinforcement schedules, 53, 139–140 Semantics, 201–203
Remote associations, 134 Semicircle seating arrangement, 125, 126
Repetition, learning through, 66 Sensorimotor period, 53–54, 80
Research-based support, xl–xlii Sensory input, 55
Resonance Sensory-motor approach to therapy, 248
cul-de-sac, 298–299 Sequence, 130, 136
definition of, 297 Severe intellectual disability, 93
Resonance disorders, 299 Sexual identity, 44
Resonance therapy SFA therapy. See Semantic feature analysis
advance organizer for, 301, 301–311 therapy
concepts of, 297–299 Shaping, 136–137, 137, 173
objectives for, 299 Short-term memory, 55
practice chart for, 300 Showtime, 6–7, 124
procedure for, 301, 301–311 SID. See Severe intellectual disability
Resonatory system, 297 Side-by-side seating, 125, 126
Rogers, Carl, 56 Silent aspiration, 360–361
Roles of Speech-Language Pathologist and Skills
facilitation, 17
Teachers of Children Who Are Deaf and fine motor, 81, 104
Hard of Hearing in the Development gross motor, 81, 104
of Communicative and Linguistic
Competence, 92

Index      457

learning and, 45 nonverbal communication by, 125
therapeutic-specific. See Therapeutic-specific professional appearance of. See Professional

skills appearance
Skinner, B. F., 52–53 roles and responsibilities of, 352–353
SLP. See Speech-language pathologist scope of practice, 297
Small-group guided practice, xxx–xxxi, self-introductions by, 32
in therapeutic process, 16–17, 28–33
xxxvi–xxxviii traits of, 5, 123
Social communication, in autism, 230 vocal traits used by, 124
Social communication disorders work settings for, 189
Speech-language pathology
conditions co-occurring with, 84 artistry in, 5–6, 6
description of, 36, 83–84, 229 curricula of, 42
social stories for, 232–236, 244 description of, xvii
Social communication therapy laws that affect, 34–36
advance organizer for, 236, 236–243 learning facilitation by, xxi
in autism spectrum disorder children, 230–236 learning theory application to, 65–67
general concepts for, 228–230 sociolinguistic insight in, 43
session for, 236, 236–243 Speech-language therapy
in social communication disorder children, in autism, 87–89
basic components of, xlii
230–236 critical incidents learning in, xxvii–xxix
Social conversation, 230 in deaf-blindness, 88–89
Social-emotional domain, 82 in deafness, 89–90
Social-emotional skills, 86 diagnostic assessment and, transition
Social learning theory, 56
Social orientation to learning, 56–57 between, 177–178
Social (pragmatic) communication disorders, disability categories and, 83–85
duration of, 154
36, 83–84, 229 in emotional disturbance, 91–92
Social reinforcers, 139 frequency of, 154
Social space, 128 group, 155–156
Social stories, 232–236, 244 health issues, 180–182
Sound preference, 253 in hearing impairment, 92–93
Spanish-speaking population, 41 individual, 155–156
SPCD. See Social (pragmatic) communication in intellectual disability, 94
interpersonal demeanor in, 17–18
disorders management concepts for, 153–155
Specific learning disability, 97–98 materials used in, 184–189
Specific praise, 144 in orthopedic impairment, 95–96
Speech in other health impairments, 97
overview of, 7–10
anatomy of, 294 safety issues in, 180–182
impairment in, 98 schedules for, 179
Speech-generating apps, 101 skills for, 8–10
Speech-language orientations, 53 in specific learning disability, 97–98
Speech-language pathologist in speech or language impairment, 98
American Speech-Language-Hearing time frames for, 154–155
in traumatic brain injury, 99
Association and, professional in vision impairment including blindness, 100
relationship between, 33–34 Speech-language therapy session
animation by, 124 body of
artistry of, 5–6, 6
culturally appropriate services by, 40 eliciting and recording phase, 168–172
enthusiasm of, 124 establishment phase, 165–168, 167
eye contact by, 32–33
facilitative role of, 111
infection control by, 181
lifelong learning by, 46
nonthreatening therapeutic touch by, 128

458      Here’s How to Do Therapy

Speech-language therapy session (continued ) Task analysis, 7–8
overview of, 163 TBI. See Traumatic brain injury
teaching phase, 173–174 Teaching

closing of, 174–175 explicit instruction model of, 120
components of, 158, 159–161 small-group guided practice through, xxxviii
introduction of, 162–163, 164 whole-class, xxx–xxxii
overview of, 158 Teaching pedagogy, xvii
Speech production Telepractice
motor systems in, 81 American Speech-Language-Hearing
systems of, 281, 314
Speech sound disorders, 252 Association involvement in, 67
SSD. See Speech sound disorders attention to detail in, 69
Start-ups, 180 considerations for engaging in, 68–69
Stimulus generalization, 52 cultural considerations for, 69
Stimulus presentations, 135–136 data collection in, 71
Stimulus Presentations: Shaping (Successive ethical considerations for, 68
facts regarding, 67–68
Approximations) (workshop), 135–137, guidelines for, 69–72
409–412 mini-language-based therapy session, 208
Stopping, 254 needs assessment for, 68–69
Stuttering, 313–314 planning of, 70–71
Substitution processes, 253–254 voice services delivered through, 280, 294
Successive approximations, 136–137, 137, 173 Telepractice Special Interest Group, 67
Swallowing Thematic unit, 205
assessments of, 356–366 Therapeutic environment, 182–183
bedside examination of, 356–357, 361–366 Therapeutic interactions, 40
clinical examination of, 356–358, 365 Therapeutic interventions, 7
diagnostic examination of, 356, 358–360, 365 Therapeutic mindset
esophageal phase of, 355, 355–356 anticipation as part of, 11
instrumental diagnostic examination of, definition of, 10
356, 358–360, 365 developing of, 10–16
oral phase of, 354, 355–356 evaluation as part of, 11–12
overview of, 353–355, 355–356 interaction as part of, 12
pharyngeal phase of, 354–355, 355–356 less exemplary, 13–14
preparatory phase of, 354, 355–356 more exemplary, 14–16
summary of, 375 Therapeutic momentum, 129–131, 184
Swallowing therapy Therapeutic process
advance organizer for, 368, 368–375 behavioral management in, 143–138
concepts for, 351–353 client-focused difficulties in, 149
practice chart for, 367 clinician-focused difficulties in, 148
procedure for, 368, 368–375 confidence in, 28
Syllable structure processes, 253 corrective feedback in, 140–141
Symptomatic aspiration, 360–361 data collection in, 141–142
Synergetic learners, 59, 60 definition of, 28
Syntax, 202–203 diversity in, 40–46
Systems of speech production, 281, 298, 314 multiculturalism in, 40–46
nonverbal behaviors in, 18–19
T probing in, 142–143
proximity in, 125–129, 126–127
Tactile, 62 seating arrangements in, 125–129, 126–127
Tactile/kinesthetic learners, 62 speech-language pathologist in
Tactile/kinesthetic modality, 59, 62, 62
Tag questions, 134 confidence of, 28–33
Tangible reinforcers, 139 role of, 16–17
touch in, 125–129, 126–127

Index      459

troubleshooting in, 148–150 Three-stage information processing model, 55
trust in, 28 Time frames for therapy, 154–155
Therapeutic proximity, xxx–xxxi Time on task, 22
Therapeutic relationship, 39–40 Token economy, 138, 146–147
Therapeutic-specific skills Tokens, 138–139, 146
definition of, 9, 111 Tolerance level, 173
description of, xxvii, 112 Touch, 125–129, 126–127
language-based therapy, 209 Transgender voice, 280
list of, li–lii, 9, 113 Traumatic brain injury
overview of, li–lii
workshops on. See Therapeutic-specific communication difficulties associated with,
332–333
workshops
Therapeutic-specific workshops, xli deaths caused by, 332
description of, 98–99, 331–333
Antecedents: Alerting Stimuli, Cueing, prognostic indicators for, 332
Modeling, and Prompting, 131–133, semantic feature analysis therapy for,
401–404
333–337, 335–336
Behavioral Management in the Therapeutic therapy interventions for, 333
Process, 143–148, 429–432 Treatment plans, 179
Triangle of eye contact, 32
cognitive aids used in, 120–121 Troubleshooting in the Therapeutic Process
Communicating Expectations, 123, 385–388
Corrective Feedback in the Therapeutic (workshop), 148–150, 433–436
Trust, in therapeutic process
Process, 140–141, 417–420
Data Collection in the Therapeutic Process, by client, 33–37, 38–39
definition of, 28
141–142, 421–424 TSW. See Therapeutic-specific workshops
Direct Teaching: Learning Modalities,
U
Describing/Demonstrating,
Questioning, and Wait Time in the Undesirable behaviors, ignoring, 144
Therapeutic Process, 133–135, 405–408 Ungrammatical utterances, 132
Enthusiasm, Animation, and Volume in the United States
Therapeutic Process, 123–125, 389–392
forms, 114–119, 120–121, 379–436 aging population in, 348
manner of operation for, 121–122 ethnic groups in, 41
Motivation, 122, 381–384 population of, 40
overview of, 113 racial groups in, 41
Positive Reinforcers: Verbal Praise, Tokens, Spanish-speaking population in, 41
and Primary Reinforcers, 137–140, Unnatural productions, 132
413–416 U.S. Department of Agriculture’s Food
Preparation, Pacing, and Fluency for
Therapeutic Momentum, 129–131, Pyramid, 66
397–400
Probing in the Therapeutic Process, 142– V
143, 425–428
Seating Arrangements, Proximity, and VC. See Vowel–consonant
Touch in the Therapeutic Process, 125– VCV. See Vowel–consonant–vowel
129, 126–127, 393–396 Velar assimilation, 254
Stimulus Presentations: Shaping (Successive Verbal communication, 80
Approximations), 135–137, 409–412 Verbal praise, 138
Troubleshooting in the Therapeutic Process, Vertical notations, 169
148–150, 433–436 VFSS. See Videofluoroscopic swallowing study
Therapeutic touch, nonthreatening, 128 Video vignettes, xli–xlii
Therapy. See Speech-language therapy Videofluoroscopic swallowing study, 358–359
Think-out-loud, 120, 194 Vision impairment including blindness, 100
Third-person singular, 202 Visual learners, 61

460      Here’s How to Do Therapy W

Visual modality, 59, 61, 61, 63 Wait time, 135, 335
Visuals, 71 Wall-mounted mirror seating, 127, 127
Vocal abuse prevention, 279 Watson, John B., 52
Vocal demand, 280 Weak syllable deletion, 253
Vocal demand response, 280 Wh-questions, 134
Vocal resonance, 297 WHO. See World Health Organization
Voice Whole-class demonstrations, xxxii
Whole-class evaluation, xxxviii–xxxix
perceptual attributes of, 281 Whole-class guided practice, xxx,
transgender, 280
Voice disorders xxxv–xxxvi
definition of, 279 Whole-class presentations, xxix–xxx
etiology of, 281 Whole-class scripted models, xxxii–xxxv
Voice therapy Whole-class teaching, xxx–xxxii
advance organizer for, 282, 283–293 Work settings, 189
concepts for, 279–282 Working groups, xix
objectives for, 282 Workshops. See Therapeutic-specific
practice chart for, 283
procedure for, 282, 283–293 workshops
Voicing, 254 World Health Organization, 361
Volume, 123–124
Vowel–consonant, 248–249 Y
Vowel–consonant–vowel, 248–249
Vowelization, 254 Yes–no questions, 135
Vygotsky, Lev, 56