Therapy Documents - Expressions Speech. Feel free to share this page with your friends and leave a comment or rating on the links at the bottom of the page. Newest information/links will be HIGHLIGHTED in yellow! Helpful Hint: To stay on this site while browsing the links below, simply right click on the links and select 'open in a new window' or 'open in new tab'. Copyright Information~ Please feel free to use and share this information with your colleagues and professionals in the field. You can find it on Teachers Pay Teachers: Cycles Tracking Sheet: This sheet is for your working file. Down’s syndrome too! Children with profound phonological delays who are not ready for true Cycles! Treatment efficacy: Functional phonological disorders inchildren. Journal of Speech, Language and Hearing Research, 4. S8. 5- S1. 00. Hierarchy: Download this from on Teachers Pay Teachers for step- by- step organization for each of your kids. Artic Tips & Placements. We all have certain ways to elicit sounds and sometimes there are kids we see that just do not respond to them. It was the first time she got a real production out of him. She also put a cotton ball in the cup, and had him put the cup under his chin, while blowing down over the bottom lip. This makes the cotton ball jump up and hit you in the chin. ![]()
He liked this very much! Tell them to smile! Use a flashlight. Look at your tongue and see how you make /r/. If you use the bunched, let them see your tongue and where it is in your mouth. Tell them their tongue is going to smile inside their mouth. Have them speak with only their tongue in the back of their mouth—this is really funny and you can have them say “My name is . This shows them how their tongue needs to be wide across the mouth. Explain the tongue will be in the middle of the mouth (meaning both vertically and horizontally). Use a flashlight (mini maglites work great here) so they can see the back of their tongue. They can have great placement in the middle of their mouth, but if the back of their tongue drops when they try to produce /r/, they will only see it with the flashlight. Have another student in the group that has the correct placement teach the other kids. It works wonders sometimes when you are not having any luck! NEWEST: A parent gave me this one during therapy ~ Make your teeth brushing face! The sides still need to be touching the upper back teeth as the tension in the tongue, not the type of /r/ placement you are using, is what makes /r/. If you are not getting a decent /r/ (that is not a /w/) you need to either have the child move the tongue more to the middle or more to the back of the mouth. Be careful: Too far back will yield a glottal and too far front will yield an /l/. Have you ever had a child like that? Ghaheri: http: //www. Handout with Pictures from Workshops (with info from Dr. Ghaheri) ASHA Article. ![]() Phonetic Inventory. Here is a form that you can fill out or you can give to parents to help you gauge the inventory of a child with extensive errors. I just called up the categories I wanted to add to the board (need 1. I could. Treatment efficacy: Functional phonological disorders inchildren. Journal of Speech, Language and Hearing Research, 4. S8. 5- S1. 00. What's the evidence for..? ![]() This section provides policy and billing information for outpatient rehabilitation and therapeutic services including physical therapy, occupational therapy, speech. Alcoholism (alcohol use disorder) is a disease that affects over 14 million people in the U.S. Get the facts on the symptoms, treatment, and long-term effects of.The cycles approach to phonological intervention. Acquiring Knowledge in Speech, Language, and. Hearing, 9, 2. 9–3. Evidence- based practice for children with sound disorders: Part I Narrative review. Language, Speech, and Hearing Services in Schools (Papers in Press, published online Sept. Evidence- based practice for children with speech sound disorders: Part 2 Application to clinical practice. Language, Speech, and Hearing Services in Schools (Papers in Press, published online Sept. Caseload. Are you feeling overworked? Department of Education and learn how students with disabilities cannot be denied access to services even though they have no academicdifficulties. Department of Education seeking clarification on the following issues that impact school- based speech- language services: eligibility for speech- language services when the student is not failing a course or grade, and reaffirms the letter issued in May 1. Beckner on ASHA's forum and I LOVE how it's worded, so I copied it and pasted it into a Word document. Beckner. Rt. I Interventions (Pre- referral)Here are some useful books and websites regarding interventions to share with your teachers. Many of these disorders have a neurological basis such as head injury, Parkinson’s disease, stroke, autism, and cerebral palsy. Determining medical necessity takes into consideration whether a service is essential and appropriate to the diagnosis and/or treatment of an illness, injury, or disease, which Stedman’s medical dictionary (2. Impaired speech and language, loss of hearing, and swallowing difficulties all reflect a loss of body functions and, therefore, services to treat such impairments meet the definition of medical necessity. ![]() Stedman’s medical dictionary (2. Development is a natural state, but when paired with disorder, disability, or delay, it indicates an abnormal state. A diagnosis of developmental impairment in a child indicates an abnormal state of function, and speech- language treatment services are as medically necessary for this patient as they are for an adult who has suffered a stroke and lost speech and language function. Here is a link to information I share with parents. We would love to have your feedback or a rating for the documents we have posted here. Be sure to read the comments. If you want to share this site with your friend, just click the share button and enter in their email address. Psychotherapy and Older Adults Resource Guide. Methodology for discovering and teaching countertransference toward elderly clients. Altschuler, J. The author developed a sentence completion exercise that can be used to elicit and uncover countertransference responses toward elderly people. It offers instructors and clinical supervisors a way to teach about countertransference toward elderly clients. This technique can be used in a variety of work settings such as classrooms, mental health clinics, multi- purpose centers for older adults and private practice. Effectiveness of problem- solving therapy for older, primary care patients with depression: Results from the IMPACT project. Arean, P., Hegel, M., Vannoy, S., Fan, M. Y., & Unutzer, J. The Gerontologist, 4. Older adults who received PST- PC had more depression- free days at both 1. Results suggest that PST- PC as delivered in primary care settings is an effective method for treating late- life depression. Assessment and Treatment of Depressed Older Adults in Primary Care. Arean, P., & Ayalon, L. Clinical Psychology: Science and Practice, 1. Assessment techniques that are amenable to primary- care settings include the Center for Epidemiological Studies Depression Scale, Revised; the Geriatric Depression Scale- 1. Patient Health Questionnaire; the General Health Questionnaire; the Beck Depression Inventory- ll; and the Beck Depression Inventory for Primary Care. Psychotherapeutic interventions that have been created and/or modified for primary- care settings are Problem solving therapy (PST- PC) and interpersonal therapy (IPT- PC). These detection tools and treatments are discussed in the context of primary- care medicine. Evidence- based psychological treatments for late- life anxiety. Ayers, C. R., Sorrell, J. T., Thorp, S. R., & Wetherell, J. Psychology and Aging, 2. The authors conducted a review of the geriatric anxiety treatment outcome literature by using specific coding criteria and identified 1. EBTs). These studies reflected samples of adults with generalized anxiety disorder (GAD) or samples with mixed anxiety disorders or symptoms. Evidence was found for efficacy for 4 types of EBTs. Relaxation training, cognitive- behavioral therapy (CBT), and, to a lesser extent, supportive therapy and cognitive therapy have support for treating subjective anxiety symptoms and disorders. CBT for late- life GAD has garnered the most consistent support, and relaxation training represents an efficacious, relatively low- cost intervention. The authors provide a review of the strengths and limitations of this research literature, including a discussion of common assessment instruments. Continued investigation of EBTs is needed in clinical geriatric anxiety samples, given the small number of available studies. Future research should examine other therapy models and investigate the effects of psychotherapy on other anxiety disorders, such as phobias and posttraumatic stress disorder in older adults. A randomized trial of the effectiveness of cognitive- behavioral therapy and supportive counseling for anxiety symptoms in older adults. Barrowclough, C., King, P., Colville, J., Russell, E., Burns, A., & Tarrier, N. Journal of Consulting & Clinical Psychology, 6. Both conditions had a 6- week baseline no- treatment phase. Treatment was delivered primarily in patients' own homes and in an individual format. Outcomes were assessed at post treatment and at 3- , 6- , and 1. There was no spontaneous improvement during the baseline phase. Both groups showed improvement on anxiety measures following treatment, with a better outcome for the CBT group on self- rating of anxiety and depression. Over the follow- up period, the CBT group maintained improvement and had significantly greater improvement than the SC group on anxiety and 1 depression measure. Treatment response for anxiety was also superior for the CBT group, although there was no difference between groups in endstate functioning. Presentation of depression and response to group cognitive therapy with older adults. Cappeliez, P. Journal of Clinical Geropsychology, 6(3), 1. Aspects of depressive symptomatology under examination were initial intensity of self- reported symptomatology, profile of melancholic depression, perceived health status, perceived social support, and intensity of negative view of self. Findings indicate that perceived social support is not related to outcome, but that a more intense depressive symptomatology, a more negative health evaluation, and a more negative view of self are variables associated with a less favorable outcome. Despite showing a sizable decrease in depressive symptoms over the course of intervention, severely depressed Ss still presented residual depressive symptoms at the conclusion of intervention. There was a tendency for Ss with a melancholic profile to show a poorer response to this intervention. Cognitive- behavioral therapy with older adults. Dick- Siskin, L. P. Behavior Therapist, 2. The following topics are addressed: is CBT effective with older adults, what brings older adults to treatment, the intake process, introducing CBT to the older adult, threats to the collaborative relationship, sensory changes in aging, suggestions to enhance cognitive interventions, and suggestions to enhance behavioral interventions. The case of an 8. CBT with older adults. Cognitive- behavior therapy for older adults: How does it work? Floyd, M., & Scogin, F. Psychotherapy, 3. Research with a general adult population has not consistently supported the proposed mediational effect of depressogenic thinking (M. Whisman, 1. 99. 3), as measured by the Dysfunctional Attitudes Scale (DAS) of A. Beck et al (1. 99. Research suggests that the mediational effect of the DAS is even weaker with an older adult population. Proposed reasons for this age difference include a greater effect of the . Ilardi and W. Craighead, 1. Comparative Effects of Cognitive- Behavioral and Brief Psychodynamic Psychotherapies for Depressed Family Caregivers. Gallagher- Thompson, D., & Steffen, A. M. Journal of Consulting and Clinical Psychology, 6. At post treatment, 7. The results suggested therapy specificity; there was an interaction between treatment modality and length of caregiving on symptom- oriented measures. Clients who had been caregivers for at least 4. CB therapy. These findings suggest that patient- specific variables should be considered when choosing treatment for clinically depressed family caregivers. Commentary on evidence- based psychological treatments for older adults. Gatz, M. Psychology and Aging, 2. The articles apply criteria developed by the Society of Clinical Psychology to evaluate treatments for late- life anxiety, insomnia, behavior disturbances in dementia, and caregiver distress. The articles document that there are evidence- based psychological treatments that can help older adults. However, there are 2 substantial hurdles: evidence and access. Gaps in the evidence, as mentioned by the authors of the articles in the special section, result from disproportionate research attention to some psychotherapies and some mental disorders, with corresponding lack of research about other treatments and disorders. The challenge for access is to ensure that older adults with treatable mental disorders will get connected to psychologists trained in these evidence- based therapies. Empirically Validated Psychological Treatments for Older Adults. Gatz, M., Fiske, A., Fox, L., Kaskie, B., Kasl- Godley, J., & Mc. Callum, T. Journal of Mental Health and Aging, 4(1), 9- 4. To be included as evidence, the studies must exclude dual or ambiguous diagnoses and must adhere to standardized treatment manuals. Demonstrated efficacy compared to waiting list control groups qualifies an intervention as . Major findings included: use of behavioral and environmental treatments for behavior problems in dementia patients met criteria for . Psychodynamic Counseling, 4(2), 1. Drawing on the case study of a fourteen- session therapy with a woman in her seventies, it is argued that brief exploratory work can be of particular value to people nearing the end of their lives. The nearness of death gives a special urgency and motivation to the work and time- limited therapeutic contract mirrors the reality of having only a short time left. Making psychotherapy available to older people also represents an important valuing and validation of their experience. The management of sexualized transference and countertransference with older adult patients: Implications for practice. Hillman, J., & Stricker, G. Professional Psychology - Research & Practice, 3. However, the sexualized transference and countertransference sometimes encountered with older adult patients can foster therapeutic impasse and resistance in treatment among both novice and experienced therapists. Societal taboos and therapy within the context of institutional settings (e. Although difficult to broach, an analysis of sexualized dynamics can provide valuable information regarding an elderly patient's sense of intrinsic value, beliefs about power and agency, and difficulties with or desires for emotional intimacy. Case examples and implications for practice are presented. Interpersonal psychotherapy as a treatment for depression in later life. Hinrichsen, G. Professional Psychology: Research and Practice, 3. Both pharmacological and psychotherapeutic interventions are effective for treating depression in late life. This paper reviews the background and empirical support for the efficacy of various psychotherapies for treating late life depression, including cognitive- behavioral, interpersonal, psychodynamic, life review, group, and family interventions. To date, cognitive- behavioral and interpersonal psychotherapies have most empirical support yet most studies have been conducted with relatively young, healthy, and White elderly.
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