Clinics in communication disorders最新文献_第4页

Facilitating and measuring the team process within inclusive educational settings. 促进和衡量包容性教育环境下的团队过程。

Clinics in communication disorders Pub Date : 1993-01-01

B L Utley

引用次数: 0

Managing the language and learning needs of the communication-impaired preschool child. A proactive approach. 管理学龄前有沟通障碍儿童的语言和学习需求。积极主动的方法。

Clinics in communication disorders Pub Date : 1993-01-01

P A Prelock

{"title":"Managing the language and learning needs of the communication-impaired preschool child. A proactive approach.","authors":"P A Prelock","doi":"","DOIUrl":"","url":null,"abstract":"If a proactive approach to assessment and intervention had been used in the case study presented at the beginning of this article, the following might have occurred: The SLP would have asked the parents and brother of the 3 1/2-year-old child referred for a communication evaluation to participate in the assessment activities. The parents would have been asked to prioritize their expectations for their daughter's communication, behavior, and school success. They would have been told the SLP would do the same based on her knowledge of performance expectations in these areas for a 3 1/2-year old. Both the parents and the SLP would have agreed to consider describing the child's communication, behavior, and potential for school success in more than a single setting or context. The child would have been seen in her home as well as in a preschool setting. The clinician would have observed the child's play with both familiar and unfamiliar children and adults. The parents would have kept a log of their child's communication successes and failures for one week. The clinician would have used those situations the parents identified as successful and unsuccessful to specify the child's strengths and weaknesses. The parents would have been asked to write down ideas they had on the type of intervention, if any, they felt their daughter needed to meet the expectations they set. The clinician would do the same and would have consulted with an educational specialist and a psychologist to obtain their perspective on the educational and cognitive needs of a preschooler. The speech-language pathologist would have asked other professionals to assist in assessment of this child. The psychologist would have completed some testing in the home with the SLP providing help in interpreting the child's responses. The educational specialist would have invited the SLP to observe the child in a diagnostic preschool setting to assess the child's ability to understand and communicate in an unfamiliar environment with peers. The team, including the parents, the SLP, psychologist, and educational specialist would have met to share the information they had gathered about the child's communication, behavior, and potential for success in school. The SLP would have acted as a case manager and listed the strengths and weaknesses each participant identified for the child. When the list was complete, the SLP would have presented consistent areas of strength and weakness reported across contexts. The team members would have developed statements of their performance expectations for the child.(ABSTRACT TRUNCATED AT 400 WORDS)","PeriodicalId":77075,"journal":{"name":"Clinics in communication disorders","volume":"3 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"1993-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"18686466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Communication intervention for persons with severe and profound disabilities. 对严重和深度残疾者进行沟通干预。

Clinics in communication disorders Pub Date : 1993-01-01

J Reichle, K Feeley, S Johnston

{"title":"Communication intervention for persons with severe and profound disabilities.","authors":"J Reichle, K Feeley, S Johnston","doi":"","DOIUrl":"","url":null,"abstract":"Traditionally, communication interventionists focused on teaching a beginning repertoire of communicative behavior, once learners with severe to profound disabilities had emitted intentional behavior. Increasingly, interventionists are recognizing that valuable opportunities may be lost if intervention does not begin at an earlier point. In part, intervention strategies at increasingly earlier points have resulted from a prevailing change from semantically-focused intervention logic to pragmatic, interaction-focused intervention logic. At the same time that intervention content has increasingly focused on pragmatics, there has been a wealth of information addressing the social functions served by repertoires of simple idiosyncratic (as well as socially unacceptable) behavior. The increasing availability of augmentative and alternative communicative options has provided an extensive array of motorically simple strategies to exert significant control and influence over one's environment. We have long since passed the need to demonstrate that persons with severe disabilities can be taught a repertoire of communicative functions. However, we have not been as successful in demonstrating that the communicative behavior taught is well maintained solely in the presence of natural maintaining contingencies. Nor have we adequately demonstrated that established repertoires are sufficiently generalized. Most recently, interventionists have begun to focus on more efficient strategies to use in the selection of the most critical teaching instances to teach a new communicative response. Additionally, interventionists are considering response efficiency as an important variable in determining the likelihood that a learner will choose to emit members of his or her communicative repertoire. There appears to be a consensus among those who currently serve individuals with severe disabilities that inclusion represents an attainable objective for students with even the most severe disabilities. Unfortunately, it is not clear that either special or regular educators are being adequately prepared to accomplish included placements. There remains a significant need to recognize those aspects of best practice which must be further explored in regular education settings. What once were considered best practice methods may not meet the test of social validity and be considered best practices in regular classrooms. The vast majority of intervention research has selected a fairly narrow communicative form or function to teach. Increasingly, information on maintenance and generalization is considered. However, often the periods sampled postacquisition are very modest. Among the plethora of available communication intervention curricula, there are virtually none that have taken a learner from a point of engaging in no intentional communicative behavior to the establishment of an effusive repertoire of communicative functions and corresponding vocabulary.(ABSTRACT TRUNCATED","PeriodicalId":77075,"journal":{"name":"Clinics in communication disorders","volume":"3 2","pages":"7-30"},"PeriodicalIF":0.0,"publicationDate":"1993-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19329139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The use of single-subject designs in clinical practice. 临床实践中单受试者设计的使用。

Clinics in communication disorders Pub Date : 1993-01-01

A L Williams

引用次数: 0

Evaluating research for clinical practice. A guide for practitioners. 临床实践评价研究。从业人员指南。

Clinics in communication disorders Pub Date : 1993-01-01

D M Ruscello

{"title":"Evaluating research for clinical practice. A guide for practitioners.","authors":"D M Ruscello","doi":"","DOIUrl":"","url":null,"abstract":"This has been only a brief treatment of the topic, but one should note that research is an integral part of our clinical practice. If it were not for research our profession would remain static because our understanding of communicative disorders would not change. Instead, there has been a research commitment that has greatly increased our knowledge base. One only need look at the advances in assessment/treatment and the diversity in scope of practice to appreciate research. A profession well grounded in research is a profession that will continue to meet the challenges of the future. We need a strong research base to improve our services to communicatively handicapped persons, and practitioners must be active consumers of this research. The clinician and researcher share a common ground and must communicate with each other (Ringel, 1972). In practice, the speech-language pathologist needs to have a working knowledge of research, since she/he must continually deal with a variety of clinical problems. New tests and measurement procedures, treatments and other critical issues of the profession are subject to experimental scrutiny. It is up to the practitioner to critically examine an issue and then make a rational decision. Moll (1983) has indicated that rational clinical decisions are made on the basis of research and current clinical practice. There is no \"cookbook\" approach to utilizing research, but there are things that speech/language pathologists can do. First, one must read the literature and interpret the data. If research is to be utilized, make note of its success or lack of success.(ABSTRACT TRUNCATED AT 250 WORDS)","PeriodicalId":77075,"journal":{"name":"Clinics in communication disorders","volume":"3 3","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"1993-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19210996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interpretation of speech science measures. 语言科学措施的解释。

Clinics in communication disorders Pub Date : 1993-01-01

L I Shuster

{"title":"Interpretation of speech science measures.","authors":"L I Shuster","doi":"","DOIUrl":"","url":null,"abstract":"There are a variety of objective measures that can aid in diagnosis, selection of goals for therapy, and measurement of progress. Much of the instrumentation that is necessary to perform these measures is available for use in microcomputers, so it is within the budgets of most clinics and school systems. Although the measures described above are objective, the clinician must be cautious in their interpretation. A number of these measures are maximum performance tests of speech. Kent, Kent, and Rosenbek (1987) note that the database on these types of measurements is inadequate. In addition, performance is highly variable and dependent on factors such as client motivation, instructions provided, and whether the client is given practice first. For this reason, the clinician must consider standard deviations as well as means when using the normative data. The preceding review is not intended to be exhaustive, nor is it intended to provide enough information for clinicians to be able to perform these measurements. The intent is to describe the potential clinical utility of the measures and to spark the interest of clinicians so they will persue the matter further. It is also not the intent of this article to encourage clinicians to stop using perceptual judgments in the clinic. Pannbacker and Middleton (1990) advocate the use of both perceptual and objective measures in assessing velopharyngeal insufficiency; however, these combined measures should be considered in the diagnosis of any speech disorder. Ultimately, it is the degree to which speech sounds deviant to a naive listener that determines whether an individual's speech is a problem.","PeriodicalId":77075,"journal":{"name":"Clinics in communication disorders","volume":"3 3","pages":"26-35"},"PeriodicalIF":0.0,"publicationDate":"1993-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19209446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Screening measurements and procedures. Exemplified by an identification audiometry program. 筛选测量和程序。以识别测听程序为例。

Clinics in communication disorders Pub Date : 1993-01-01

C M Woodford

{"title":"Screening measurements and procedures. Exemplified by an identification audiometry program.","authors":"C M Woodford","doi":"","DOIUrl":"","url":null,"abstract":"To summarize, an effective procedure in audiometric screening may be using skilled testers to screen 1, 2, and 4 kHz at 20 dBHL (with oto immittance measures) on all students up to and including grade 3, 9th and 12th year high school students, and high-risk groups including those repeating a grade, having a history of recurrent middle ear disease, having speech and/or language problems, known to participate in high noise activities, for example, guns, dirt bikes, or model planes, and those failing previous screenings. Testing is done in a quiet, nondistracting environment, with each person tested individually, although instructions may be given to small groups. Any person not responding to one or more of the stimuli is rescreened. All failing the rescreening at any frequency in either ear are referred to an audiologist. Progress is monitored to ensure that the student is seen by an audiologist and that any audiological recommendations are followed. Screening procedures such as oto immittance measures and audiometric screening are effective identification procedures used in combination by skilled persons. When follow-up procedures are adequate, the program can work effectively in ensuring help for those with auditory problems. In addition, such programs can prevent many of these problems. The general principles of screening discussed earlier are applicable to identification of a wide variety of conditions including disordered speech, language, and hearing. Application of these principles will result in realization of identification objectives which are both pragmatic and quantifiable.","PeriodicalId":77075,"journal":{"name":"Clinics in communication disorders","volume":"3 3","pages":"36-46"},"PeriodicalIF":0.0,"publicationDate":"1993-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19209447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Functional communication training for challenging behaviors. 挑战性行为的功能性沟通训练。

Clinics in communication disorders Pub Date : 1993-01-01

V M Durand

引用次数: 0

Remediation challenges in treating dysphagia post head/neck cancer. A problem-oriented approach. 头颈癌后吞咽困难的修复挑战问题导向的方法。

Clinics in communication disorders Pub Date : 1993-01-01

B C Sonies

引用次数: 0

Assuring best practices in communication for children and youth with severe disabilities. 确保严重残疾儿童和青年的最佳沟通做法。

Clinics in communication disorders Pub Date : 1993-01-01

J E McLean

引用次数: 0