Worksheets and practical material
Trim size in cm: 21x29,7cm
Publication date: 01/03/2016
Suitable for: Primary 1st level (ages 6-7), Primary 2nd level (ages 8-10), Lower secondary 1st level (ages 10-11), Lower secondary 2nd level (ages 12-13), Upper secondary 1st level (ages 14-16), Upper secondary 2nd level (ages 17-19)
The book offers models for activities which draw both on the traditional competences of the speech therapist and those of the psychologist, in order to guide pupils in a structured, conscious approach to the task. The strategy is not only designed for the child but also for the therapist, who, due to the flexibility of the worksheets and ideas, can set up personalised development programmes of control processes according to specific needs.
The worksheets are divided into 5 areas:
• Perception (developing auditory perception and discrimination);
• Spelling (practising spelling words);
• Conventions (building stable representations of words with complex graphemes or homophones);
• Lexis (focusing the child’s attention on the meanings of words);
• Revision (helping children in revising their own texts, enabling guided self-monitoring).
Full of techniques and highly adaptable and repeatable material, Rehabilitation Programmes – Spelling is a handy, flexible tool for guiding therapists in planning rehabilitation interventions.
- Part one. Theoretical perspectives
Writing: theoretical aspects, assessment tools and treating difficulties
Clinical cases: assessment and intervention
- Part two. Practical material on spelling
Type and structure of the worksheets
- Part three. Worksheets
Area P: Perception
Area S: Spelling
Area C: Conventions
Area L: Lexis
Area R: Revision
A series for disseminating knowledge on interventions in developmental disorders using an evidence-based scientific approach.
It targets speech therapists but in actual fact is of interest to all those who work in rehabilitation, due to its inter-disciplinary spirit and multiprofessional approach.
CHARACTERISTICS OF THE SERIES
The series, in light of cultural changes introduced by EBM, aims to include contributions from those who, through training and experience, are involved on a daily basis in speech therapy interventions in developmental disorders, as part of an inter-disciplinary team caring for these children. The intent is to offer a panorama of rehabilitation proposals for different development profiles, together with a general overview of the various problems, offering new insights or conceptual redefinitions, consolidated approaches or more original initiatives, supported by recognised, plausible models of theoretical reference.
All the books are characterised by an attempt to combine deliberation and enthusiasm, giving space both to contributions from leading clinicians who have been working in the field of developmental disorders for years and from young professionals who are passionately and enthusiastically building their own experiences.
The books are extremely practical in nature, with a presentation of diagnostic criteria, agreed assessment protocols, intervention techniques and clinical cases.
The approach is based on the «biopsychosocial» model, with close attention paid to the child as a person, and to the environment where they live, as well as to neuropsychological correlations.
The series «Speech therapy in childhood and adolescence» is and always will be open to contributions from all those who work with children and adolescents, as the composition of the Scientific Board proves, numbering, in addition to speech therapists of long-standing experience, up and coming young professionals and experts from other disciplines such as psychologists, child neuropsychiatrists, nose, ear and throat specialists and pedagogists.
TITLES IN THE SERIES
Rehabilitation intervention manuals, which are extremely practical in nature and always evidence based.
AREAS OF INTEREST OF SPEECH THERAPISTS
Over the last few years speech therapists' areas of interest within the field of developmental disorders have multiplied and changed, requiring ever more specialised competences. What is more, the number of children born in disadvantageous conditions is still high. These children manifest pathologies which can alter cognitive and neuropsychological development and can no longer simply be classified as what was once known as «cognitive deficit» (even mental retardation) or «language deficit» or «reading and writing disorder» etc.
Instead these children manifest complex, differing pathologies, although in many cases with comorbidity among them: pathologies which go from specific language or learning disorders to memory and attention disorders, from the effects of connatal or acquired brain lesions, to those of other pathologies, like for example epilepsy or infections from HIV or from treatment with certain medicines.
So what are the best intervention practices, what assessment criteria for appropriacy, efficiency and effectiveness should be used and how should outcomes be measured? The terms appropriacy, good practice, effectiveness indicators, multiprofessional team and so on, are all used on a daily basis by rehabilitators, often mainly to make us feel better and demonstrate our ability to recognise the transformations that the Italian Health System has undergone in the last ten years.
EVIDENCE BASED MEDICINE
Evidence Based Medicine (EBM) has revolutionised the scientific world, as much in practice as in theory. From self-referential medicine, based on the experience and trends of the luminaries, we have moved over to science where proof and scientific evidence count.
A revolution which certainly happened for economic reasons as well, but one that has profoundly changed both principles and tendencies in the complex world of rehabilitation. EBM is, in fact, a cultural movement which quickly spread at an international level, due to the many phenomena which marked the evolution of the methodology of clinical research and scientific information. One of its main objectives was to question the dogmas dictated by traditional models of medicine, liberating health workers from the authority of the opinion leaders, as was once the custom, and offering them the chance to independently and critically assess the quality and validity of their own clinical choices, using experimental and bibliographical data to decide.