Chapter 1
Communication Disorders in the Schools –
Background, Legal Issues, and Service Delivery Models
• Background Information: The Communication Disorders Professional
Communication Disorders in the Schools: Caseload Issues
Legal Issues: Public Laws Affecting Students with Communication Disorders
IDEA 1997
PL 99-457
No Child Left Behind Act of 2001
IDEA 2004
Section 504 of the Rehabilitation act of 1973
Americans with Disabilities Act (ADA)
• The Role of the Speech-Language Pathologist in the School System
Case finding
Evaluation
Participation in meetings for case staffings and Eligibility Determination
Delivery of treatment
• Service Delivery Models: Multidisciplinary, Interdisciplinary and
Transdisciplinary
Types of Service Delivery Offered by the SLP
Direct/Indirect Services
Indirect Services: Consultative/Collaborative Approaches
Myths Surrounding the Consultative/Collaborative model
Conducting Collaboration: Some Practical Advice
• The Role of the Classroom Teacher in Identification, Assessment and Treatment
Chapter 2
Normal Aspects of Communication
• Introduction
• Communication
• Language
• Speech
Respiration
Phonation
Resonance
Articulation
Cerebration
• Hearing
Outer ear
Middle ear
Inner ear
Chapter 3
The Development of Language and Phonology
• Early Communicative Development:Gestures and Language
Basic building blocks of communicative development
Biological Bases
Access to a language model
Cognitive Ability
Intent to communicate
Social abilities
• Early Development of the Language Framework
The nonverbal period
The single word period
Early multiword productions
The relationship between age and utterance length
• Summary of Early Communicative Development
• Communicative Refinement After the Early Multiword Period:
Five Stages of Development
• Development of Speech Sounds and Phonology
• Phonological Awareness
Chapter 4
Phonological Disorders
• Background Information
Nature of the problem
Prevalence
Causation
Organic factors
Functional disorders
Case examples
• Assessment Issues in Phonological Disorders
Standardized methods of assessment
Speech sound inventory
Contextual tests
Pattern analyses
Combination tests
Type of speech sample
How teachers can help in assessment
• Direct Treatment of Phonological Disorders
Common techniques used by the SLP
Motor-Based Treatment
Establishment
Generalization
Maintenance
Oral-Motor exercises
Cognitive-Linguistic Approaches
• How teachers can help with direct treatment
• Indirect Treatment of Phonological Disorders
Chapter 5
Children with Limited Language
• Background Information
Two major divisions of language impairment
Who encounters students with limited language?
The symptoms seen in limited language children
Limited language children with different "labels"
Why Not Have a Chapter for Each Type of Language Disorder?:
Autism as a Case Example
• Assessment Issues
Evaluation of children with limited language abilities
Biological
Access to a language model
Cognitive ability
Intent to communicate
Social abilities
Evaluation of verbal communication
The single word child
The early multiword child
• Direct and Indirect Treatment for Children with Limited Language
Structured versus naturalistic treatment
Work on the BACIS of language
Verbal and augmentative modes in treatment
Determining the success of treatment
Suggestions for teachers
Concluding remarks
Chapter 6
School-Age and Adolescent Language Disorders
• Background Information
Symptoms reported in students with language problems
• Assessment Issues
The importance of teacher referral
Evaluation
• Direct and Indirect Treatment for Students with Language Impairment
Five general guidelines in designing treatment
The information to be communicated
Modifying the presentation
Modifying the environment
Modifying the response
Modifying learning strategies
What type of treatment format is best?
Chapter 7
Dialectal Differences: African American English as a Case Example
• The Difference-Deficit Issue
• Ethnicity, Race and First Language Community
• Regional Variations
• Social Class Variations
• Peer Group Identification
• Communicative Context
• Dialectal Continua
• Specific Differences Between African American English and Standard
• English
• The Effects of Dialectal Variation on the Student
• How Can the Classroom Teacher Deal with the Dialect Issue?
• Dialects, Teachers and the Speech-Language Pathologist
Chapter 8
Fluency Disorders
• Introduction
• The Incidence and Prevalence of Stuttering
• Causation and Development of Stuttering
The danger signs
Developmental phases
• Assessment Issues
Differential Diagnosis
Judging severity
Common Avoidance and Concealment Techniques
Information the teacher can provide
• Therapeutic Principles
Treatment options for the young student
Treatment for the older student
Ways teachers can assist in the intervention program
Teacher tips for Classroom Management
• Other Fluency Disorders
Chapter 9
Voice Disorders
• Introduction
• The Nature of Voice Production and Voice Disorders
• Prevalence of Voice Disorders During the School Years
• Causations of Common Vocal Disorders
Nodules
Edema
Papilloma
• Vocal Assessment Issues and Parameters of the Voice
Pitch
Loudness
Quality
Breath features
Rate/rhythm
Instrumentation
• Direct and Indirect Intervention Options
Vocal hygiene programs
Voice treatment
• Suggestions for Teachers
• Background Information on Students with Altered Methods of Breathing
Tracheotomized students in the classroom
Students with laryngectomy
Teacher tips for students with altered methods of breathing
Chapter 10
Hearing Impairment
• Background Information
• Nature of the problem
Extent of loss
Age of onset
Causation
Case example
• Assessment Issues
Methods of assessment
How teachers can help in assessment
Speech problems
• Treatment
Hearing aids
Assistive listening devices
Cochlear implants
Human resources
• Suggestions for Teachers of Hearing-Impaired Students
• Auditory Processing Disorder (APD)
• Controversies
Educational placement
Methods of communication
• Support for the Classroom Teacher
Chapter 11
Cleft Lip/Palate and Related Craniofacial Syndromes
• Background Information
• Nature of the problem
• Cleft lip and palate
• Causation and incidence
Speech problems
Hearing problems
Language problems
Academic problems
• Syndromes which include craniofacial anomalies
• Learning problems in children with craniofacial anomalies
• Suggestions for Teachers
Chapter 12
Neurological Impairments
• Introduction
• The Nature of Neuromuscular Problems
Cerebral Palsy
Dysarthria
Augmentative and alternative communication modes
Swallowing Disorders of Dysphagia
Teacher tips for students with neuromuscular problems
• Students with Traumatic Brain Injury
Teacher tips for TBI students
• Attention Deficit/hyperactivity Disorder
Accommodations to help the student with ADD
Homework
Classroom activities
Socialization and behavior
Medications
Chapter 13
Communication Disorders and Academic Success
• Students With Language Problems: The "High Risk" Groups
Students with a history of preschool language delay
Students with learning and/or reading disabilities
Students who are academically at risk
• Curriculum and Teaching Impact on Students With Language Problems
The school culture
Teacher talk
Curriculum and materials
Reading: A Language-Based Skill
• Impact of Phonological Disorders
• Impact of Hearing Impairment
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