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The SLP's IEP Companion
Ages: 1-18   Grades: Infant-Adult

Plan effective interventions and save time writing reports with this research-based hierarchy of goals and objectives.  With its comprehensive scope, you'll use it with every student on your caseload. 

Outcomes

  • Plan effective interventions for children and adolescents with communication problems
  • Save time in writing goals for speech, language, pragmatics, executive functions, listening, literacy, voice, and fluency disorders
Book
#1153
$43.95
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The book is divided into twelve units.  Every unit has yearly goals arranged in order of difficulty.  Each yearly goal is supported by a hierarchy of six to twenty-five individual objectives.  Each individual objective has a corresponding intervention objective (treatment goal).   

A broad range of skills applicable to ages one through eighteen is covered:    

  • Pragmatics—pragmatic behaviors in nonverbal children; conversation skills for preschool, school-age, and adolescent children; classroom social skills; and narrative discourse skills
  • Vocabulary and Meaning—labels and categories; concepts; antonyms/synonyms; word relationships; figurative language; inferences, predictions, and outcomes; and more
  • Syntax and Morphology—each section begins with a receptive task where appropriate and progresses from the imitated level to use of the target skill in phrases, sentences, conversation, and writing; includes parts of speech, questions, and sentence structure
  • Critical Thinking for Language and Communication—organized according to the Model of Thinking by Costa and Lowery, and Bloom's Taxonomy of Educational Objectives; sections cover the input, retrieval, and processing of information and metacognition
  • Organization and Study Skills—organizing and managing tasks, time, space, and materials; class attitude; and study skills
  • Listening—auditory processing skills (auditory discrimination, figure ground, and memory) and listening in different situations (e.g., enjoyment, understanding)
  • Literacy: Reading—learning to read (phonological awareness, and reading readiness, accuracy, fluency, and comprehension) and reading to learn (narrative and expository text)
  • Literacy: Writing—the mechanics of writing and writing to communicate
  • Speech Production—objectives and interventions for the traditional approach to articulation and the phonological process approach
  • Oral Motor—improve awareness, strength, tone, and flexibility of the speech musculature
  • Voice—address hyperfunctional voice disorders by modifying the environment, recognizing and eliminating vocal abuse behaviors, and improving voice quality
  • Fluency—issues specific to less advanced and more advanced stuttering; modification of the environment; maintenance and transfer of improved fluency

More helps include:

  • step-by-step guide to writing measurable objectives
  • suggestions for the treatment of autism, Asperger's Syndrome, dyslexia, and dysgraphia
  • helpful lists including, First Words, Labels and Categories, Concepts, Grammatical Structures, and more
  • visual organizers for reading and writing

Copyright © 2005

Components
188 pages

Author(s)

Carolyn C. Wilson, Janet R. Lanza, Jeannie Evans

Biography

Carolyn C. Wilson, M.S., CCC-SLP, is a speech-language pathologist in private practice in Fort Worth, Texas.  She specializes in providing evaluations and intervention for children and adolescents who experience learning or social language problems related to language disorders.  She has authored or co-authored a number of clinical books in these areas.  Carolyn began her career in 1975 as a public school speech-language clinician and later served as instructor and clinical coordinator in speech-language pathology at Texas Christian University.

Janet R. Lanza, M.S., CCC-SLP, is a speech-language pathologist who has worked in public schools, private practice, and a university clinic in Texas since 1976.  She has been on the faculty of the Department of Communication Sciences and Disorders at Texas Christian University in Fort Worth, Texas since 1989.  At the TCU Miller Speech and Hearing Clinic, Janet is an instructor and clinical supervisor for classroom settings of preschool children with a variety of communication disorders.

Jeannie S. Evans, B.S., is a speech-language pathologist in the Crowley Independent School District, a suburb of Fort Worth, Texas.  She has worked with preschool and elementary age students most of her 26-year career.  For the past 10 years, her main area of interest has been working with children with autism.  After spending nine years in the special education classroom, Jeannie is currently an in-home trainer for Crowley, working with the families of children with autism.

Introduction

The purpose of The SLP's IEP Companion, like its predecessor (The IEP Companion), is to be a desktop companion to assist speech-language pathologists (SLPs) in planning individualized intervention programs for children, adolescents, and adults who have been diagnosed with communication problems.  Although its title implies that the goals and objectives are for Individualized Educational Plans (IEPs) for students, it is not designed to be used exclusively in the school setting.  Because its scope includes objectives for ages one through eighteen, SLPs who work in other settings will also find it helpful in their intervention planning.

At its inception, the book was designed to present goals and objectives in a scope and sequence that would be broad enough to apply to many types of speech and language disorders as well as a wide range of ages, yet flexible enough to be used with many different programs and clinical perspectives.  The objective sequences are not presented as intervention programs in and of themselves.  They are instead designed to be used in constructing programs or providing progress points when other structured programs are used.  It is expected that you will adapt the objectives to meet the needs of those you serve.

The SLP's IEP Companion continues the original design and purpose of The IEP Companion but it has a sharp, new layout and has been expanded with additional units and sections to meet the current needs of the profession.  As active SLPs ourselves, we wanted to make improvements derived from our own experiences that have resulted from the advances of the profession.  Even more importantly, however, the production of this revision required constructive feedback from other professionals.  We were fortunate to receive valuable suggestions from many SLPs who used The IEP Companion.

The SLP's IEP Companion is a valuable tool to help professionals from many backgrounds work together to improve communication abilities in children, adolescents, and adults.  This reference can be used not only as a guide for creating individualized plans, but also for structuring lessons in a hierarchical sequence.  Its objectives contain hundreds of ideas that you can adapt to specific situations.  The Appendices include practical lists and tools.  Whatever communication difficulties your students, patients, or clients have, it is our hope that this resource will save you valuable professional time and give you a basis for collaborative educational planning.  

Carolyn, Janet, and Jeannie