search for books and compare prices
Tables of Contents for Intervention Planning for Children With Communication Disorders
Chapter/Section Title
Page #
Page Count
Preface
xiii
2
Acknowledgments
xv
1 Introduction to the Intervention Process
1
44
The Intervention Process and Why It Seems So Complex
1
2
Unpredictability
1
1
Interacting Variables
2
1
What Should I Do First?
3
1
Defining Intervention Goals and Procedures
3
4
Intervention Goals
3
1
Intervention Procedures
4
1
The Three Phases of Intervention Planning
4
1
Additional Considerations Regarding Goals and Procedures
5
2
Categories of Knowledge That Guide Intervention Planning
7
37
The Nature of Speech and Language: Linguistic Components, Taxonomies, and Cultural Diversity
7
6
Maintaining Factors
13
5
Sensorimotor
18
16
Learning Theory
34
10
Summary
44
1
2 History of Intervention Planning
45
26
Behavioral Theory
46
7
PL 94-142
47
1
The Categorical Orientation
48
3
Behaviorism Compared to the Categorical Orientation
51
1
The Influence of Behaviorism on Our Model of Intervention Planning
51
1
Departures from Behaviorism
52
1
Developmental Psycholinguistics
53
3
The Roots of Developmental Psycholinguistics
53
1
Developmental Categories of Behavior
54
1
The Influence of Developmental Psycholinguistics on Our Model of Intervention Planning
55
1
Information-Processing Theories
56
5
The Beginnings
56
1
On-Going Research
57
3
The Influence of Information-Processing Theories on Our Model of Intervention Planning
60
1
Departures from Information-Processing Theories
61
1
Cognitive Learning Theories
61
4
The Influence of Cognitive Learning Theories on Our Model of Intervention Planning
62
3
The Pragmatics Movement
65
4
Summary
69
2
3 Baseline Data and Intervention Planning
71
26
Relations Between Assessment and Intervention Planning
71
5
Standardized and Nonstandardized Assessments
73
1
Additional Assessment Considerations
74
2
Results of Evaluations of Four Children
76
21
Darryl
76
1
Patty
76
5
Seth
81
5
Alice
86
11
4 Phase 1 of Intervention Planning: The Identification of Long-Term Goals and Procedural Approaches
97
34
Development of Long-Term Goals and Procedural Approaches
98
8
Defining and Formulating Long-Term Goals
98
5
Information Needed to Formulate a Procedural Approach
103
3
The Derivation of Phase 1 Long-Term Goals and Procedural Approaches for Specific Children
106
24
Darryl
107
7
Patty
114
3
Seth
117
6
Alice
123
7
Summary
130
1
5 Phase 2 of Intervention Planning: The Identification of Short-Term Goals and Delineation of Procedural Contexts
131
42
Defining and Formulating Short-Term Goals
132
9
Definitions
141
2
Formulating Short-Term Goals
135
6
Defining and Delineating the Procedural Contexts
141
3
Definitions
141
2
Delineating the Procedural Context
143
1
The Derivation of Short-Term Goals and Procedural Contexts for Specific Children
144
28
Darryl
145
6
Patty
151
7
Seth
158
8
Alice
166
6
Summary
172
1
6 Phase 3: Planning Session Goals and Procedures
173
72
Defining and Formulating Session Goals and Procedures
174
24
Definitions
174
3
Deciding Which Short-Term Goals to Target During Sessions
177
2
Categories of Information for Formulating Session Goals and Procedures
179
3
How a Consideration of Performance Demands Affects Session Planning in Four Communication-Disorder Areas
182
14
Background Information
196
1
Additional Issues
197
1
The Derivation of Session Goals and Procedures
198
46
Darryl
199
10
Patty
209
15
Seth
224
13
Alice
237
7
Summary
244
1
7 Collaboration with Allied Professionals and Families
245
14
Definitions
247
2
Sharing
248
1
Allied Professionals and Family
248
1
The Planning, Implementation, and Evaluation of Goals and Procedures
249
1
Collaboration Across Three Phases of Intervention Planning
249
8
Long-Term Planning Phase
249
2
Short-Term Planning Phase
251
3
Session Phase
254
3
Summary
257
2
8 Clinical Supervision for Intervention Planning
259
25
Challenging Concepts and Decisions Related to Intervention Planning
260
2
Overview
260
1
Revising Goals and Procedures
260
2
A Framework for Supervision in Intervention Planning
262
5
Shifting Perspective
263
1
Causal Reasoning by Clinicians
264
2
Envisioning Multiple Possible Solutions to Problems
266
1
Role Diffusion
267
1
Summary
267
1
Setting Goals to Facilitate Expertise in Intervention Planning
267
4
A Procedural Approach to the Supervision of Intervention Planning
271
13
Perspective Talking
275
4
Facilitating Causal Reasoning in Clinicians
279
2
Envisioning Multiple Possible Solutions to Problems
281
1
Role Diffusion
282
1
Chapter Summary and Case Management Forms
283
1
References
284
19
Appendices
303
22
Appendix A:
305
2
Box A.1: Highlights of Lahey's Content-Form Interactions, Phases 1 Through 8+
303
2
Box A.2: A Plan for Language Development Goals
305
2
Appendix B:
307
6
Form B.1: Areas of Assessment for Intervention Planning
307
1
Form B.2: Summary of Baseline Data for Intervention Planning
308
1
Form B.3: Management Plan
309
3
Form B.4: IEP Conversion Form
312
1
Appendix C: Developmental Sequences for Determination and Prioritization of Goals at All Phases of Intervention Planning
313
1
Appendix D: Sources for Developing Session-Goal Sequences
314
3
Appendix E: Collaborative Management Plan
317
1
Appendix F: Student-Clinician Evaluation Form
318
7
Index
325