Are there any documented methods to improve word-finding skills? Is there a way to measure progress with word-finding skills short of standardized assessment?
Answer
A rose is not a rose is not.... structured confrontation naming tasks are good initially to help the client learn or ''dust off'' practical ''search and retrieve'' strategies. Provides the client with some succerss within a very frustrating sitaution. Once strategy use education is completed at this level, the real work begins. You have to look at communication intent, specific methods we use to organize our thoughts to serve that established purpose (ex. defining, giving directions/instructions, explaining and educating,etc. ).The next part of the puzzle involves the situations the person gets into: who he/she is talking to, when and where. External distractions, performance anxiety with the communication partner,intrinsic motivation to talk in that specific instance, overall fatigue factor and on and on.As a professional group, we are beginning to consider all of these critical factors when working with our clients. I do believe the more we know and experience as clinicians, the harder it is to establish viable goals that really reflect what our clients need/ want to communicate within their individual lives. Naming pictures with ''X'' percent accuracy just doesn''t cut it anymore as a functional goal or outcome. Just my thoughts.
Kathryn Schopfer, MS
Related Courses
1https://www.speechpathology.com/slp-ceus/course/animal-assisted-therapy-in-communication-9434Animal Assisted Therapy in Communication Sciences and Disorders: The State of the EvidenceThis is Part 1 of a two-part series. This course will review the evidence base for animal-assisted therapy (AAT), including discussion of areas where further research is needed, and will describe uses of AAT in speech-language treatment for cognitive and communication impairments including autism, dementia, traumatic brain injury, and aphasia.auditory, textual, visual
This is Part 1 of a two-part series. This course will review the evidence base for animal-assisted therapy (AAT), including discussion of areas where further research is needed, and will describe uses of AAT in speech-language treatment for cognitive and communication impairments including autism, dementia, traumatic brain injury, and aphasia.
2https://www.speechpathology.com/slp-ceus/course/incorporating-animal-assisted-therapy-into-9436Incorporating Animal-Assisted Therapy into Speech-Language Pathology Clinical Practice: An OverviewThis is Part 2 of a two-part series. In this course, practical guidelines will be reviewed related to incorporating animal-assisted therapy into clinical practice. This overview will include information regarding training requirements for animal-handler teams, benefits/challenges of the SLP acting as a handler, and clinical decision-making, including goal-setting, when incorporating animals into speech-language pathology clinical care.auditory, textual, visual
This is Part 2 of a two-part series. In this course, practical guidelines will be reviewed related to incorporating animal-assisted therapy into clinical practice. This overview will include information regarding training requirements for animal-handler teams, benefits/challenges of the SLP acting as a handler, and clinical decision-making, including goal-setting, when incorporating animals into speech-language pathology clinical care.
3https://www.speechpathology.com/slp-ceus/course/facilitating-first-verbs-through-shared-9735Facilitating First Verbs through Shared Book ReadingThis course discusses early verb acquisition, choosing first verb targets, and a variety of strategies to facilitate verb learning using children’s picture books as a therapy context.auditory, textual, visual
This course discusses early verb acquisition, choosing first verb targets, and a variety of strategies to facilitate verb learning using children’s picture books as a therapy context.
4https://www.speechpathology.com/slp-ceus/course/language-outcomes-children-with-trauma-9737Language Outcomes of Children with Trauma Histories: Understanding the ImpactThis is Part 1 of a two-part series. This course is designed to explain the influences that various types of childhood experiences with trauma and maltreatment have on development. The focus is on language and social-pragmatic communication skills of children.auditory, textual, visual
'when working with chldren it is very useful for therapists to be aware that there may be underlying reasons causing difficulties in grasping skills that are being targeted in therapy'Read Reviews
AG Bell - LSLS/1.5 Domain 3, Domain 4, CE-SPC-21-3322; ASHA/0.15 Advanced, Professional; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
This is Part 1 of a two-part series. This course is designed to explain the influences that various types of childhood experiences with trauma and maltreatment have on development. The focus is on language and social-pragmatic communication skills of children.
5https://www.speechpathology.com/slp-ceus/course/children-with-trauma-histories-assessment-9738Children with Trauma Histories: Assessment, Intervention, and AdvocacyThis is Part 2 of a two-part series. This course features assessment protocols for determining language abilities of children with trauma histories and evidence-based, trauma-informed intervention strategies. It discusses the responsibility of trauma-informed speech, language and hearing professionals to advocate for children who have experienced trauma.auditory, textual, visual
This is Part 2 of a two-part series. This course features assessment protocols for determining language abilities of children with trauma histories and evidence-based, trauma-informed intervention strategies. It discusses the responsibility of trauma-informed speech, language and hearing professionals to advocate for children who have experienced trauma.
