2nd Edition

Speech and Language Therapy The decision-making process when working with children

Edited By Myra Kersner, Jannet A. Wright Copyright 2012
    254 Pages 8 B/W Illustrations
    by Routledge

    254 Pages 8 B/W Illustrations
    by Routledge

    Now in its second edition, Speech and Language Therapy: the decision-making process when working with children reveals how recent research and changes in health and education services have affected the decision-making process in the assessment and management of children with speech and language problems.

    With individual chapters written by experts in their field, this book:

    • Illustrates how the decisions made by practitioners may vary within different work settings
    • Shows how these decisions may need to be adapted when working with specific client groups
    • Explores how such decisions are part of effective evidence-based practice
    • Offers an overview of the skills required by the developing professional
    • Provides insight into working as a newly qualified therapist in the current job market.

    Rigorously underpinned with current research and revised legislation, this is an important textbook for speech and language therapy students, potential students and specialist teachers in training. Speech and Language Therapy: the decision-making process when working with children will also be relevant to newly qualified therapists, therapists returning to the profession, specialist teachers and Special Educational Needs Coordinators.

    Introduction  Section I. Learning How to Be a Professional  Chapter 1. The Decision-Making Process in Speech and Language Therapy Myra Kersner  Chapter 2. Developing As a Speech and Language Therapist Myra Kersner and Ann Parker  Chapter 3. The First Job Deanne Rennie  Section II. Management in Different Settings  Chapter 4. Managing Pre-School Children in Community Settings Kirsty Pullen and Sarah Hulme  Chapter 5. The Roles of Speech and Language Therapists Working In Community Clinics, Child Development Centres and Hospitals Sue Roulstone, Mary Gale and Helen Marks  Chapter 6. Working With Children with Speech, Language and Communication Needs (SLCN) In School Settings Marie Gascoigne  Chapter 7. Managing Children Individually and In Groups Oonagh Reilly  Section III. Working With Others  Chapter 8. Working With Parents Monica Bray  Chapter 9. Working With Other Practitioners Jannet A. Wright  Section IV. Assessing and Managing Children With Communication Problems  Chapter 10. Working With Children with Specific Speech Impairment (SSI) Sally Bates And Jocelynne Watson  Chapter 11. Children With Autism Spectrum Disorders Tom Loucas  Chapter 12. Working With Children With Language Delay And Specific Language Impairment (SLI) Janet Wood  Chapter 13. Working With Deaf Children Sarah Beazley, Ruth Merritt And Judy Halden  Chapter 14. Multicultural Issues In Assessment And Management Carolyn Letts  Chapter 15. Children With Communication Problems and Additional Emotional/Behavioural Problems  Alison Wintgens  Chapter 16. Working With Children With Written Language Difficulties Sarah Simpson  Chapter 17. Cleft Palate And Velopharyngeal Anomalies Debbie Sell And Anne Harding-Bell  Chapter 18: Children Who Stammer Louise Wright  Chapter 19. Children With Severe Learning Disabilities (SLD) Celia Harding  Chapter 20. Children With Acquired Speech And Language Problems Janet Lees  Chapter 21. Augmentative And Alternative Communication (AAC) Mike Clarke, Katie Price And Nicola Jolleff  Chapter 22. Children With Feeding Difficulties Carolyn Anderson  References  Index


    Myra Kersner lectures at University College London, UK.

    Jannet A. Wright is Professor of Speech and Language Therapy and Head of the Speech and Language Therapy Division at De Montfort University, UK.

    "...this is highly recommended reading for SENCOs and others getting to grips with managing speech, language and communication needs in the classroom and it provides important insight into evidence-based practice within a collaborative multi-agency approach, consistant with current thinking in special educational needs." - John Perry, nasen Special Magazine.