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IEP goal writing for speech-language pathologists utilizing state standards /
IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards familiarizes the speech-language pathologist (SLP) with specific Early Learning Standards (ELS) and Common Core State Standards (CCSS) as well as the speech-language needs. First, an SLP needs to determine what speech-langu...
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
San Diego, CA :
Plural Publishing, Inc,
[2016]
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Kopel, Lydia, |e author. | |
| 245 | 1 | 0 | |a IEP goal writing for speech-language pathologists utilizing state standards / |c Lydia Kopel, EdS, CCC-SLP, Elissa Kilduff, MA, CCC-SLP. |
| 264 | 1 | |a San Diego, CA : |b Plural Publishing, Inc, |c [2016] | |
| 264 | 4 | |c ©2016 | |
| 300 | |a 1 online resource (x, 194 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
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| 504 | |a Includes bibliographical references (pages 183-186) and index. | ||
| 505 | 0 | |a Early learning standards -- Common core state standards (CCSS) -- Prerequisite skills and steps to mastery -- Writing IEP goals. | |
| 588 | 0 | |a Print version record. | |
| 520 | |a IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards familiarizes the speech-language pathologist (SLP) with specific Early Learning Standards (ELS) and Common Core State Standards (CCSS) as well as the speech-language needs. First, an SLP needs to determine what speech-language skills are necessary for mastery of specific standards. Then, the SLP determines what prerequisite skills are involved for each targeted speech-language skill. Finally, there is a determination of which steps to mastery need to be followed. It is through this process that an SLP and team of professionals can appropriately develop interventions and an effective IEP. The text takes an in-depth look at the following speech-language areas: vocabulary, questions, summarize, compare and contrast, main idea and details, critical thinking, pragmatics, syntax and morphology, and articulation and phonological processes. These areas were selected because they are the most commonly addressed skills of intervention for students aged three to twenty-one with all levels of functioning. For each listed area, the text analyzes the prerequisite skills and the corresponding steps to mastery. It provides a unique, step-by-step process for transforming the steps to mastery into defensible IEP goals. The key is to remember that the goal must be understandable, doable, measurable, and achievable. This text provides clear guidelines of quantifiable building blocks to achieve specific goals defined by the student's IEP. School-based SLPs are instrumental in helping students develop speech and language skills essential for mastery of the curriculum and standards. All SLPs working with school-aged children in public schools, private practice, or outpatient clinics will benefit from the information in this text. -- from back cover. | ||
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| 650 | 0 | |a Language disorders |x Study and teaching. | |
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| 650 | 2 | 2 | |a Adolescent |
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| 650 | 6 | |a Troubles du langage |x Étude et enseignement. | |
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| 700 | 1 | |a Kilduff, Elissa, |e author. | |
| 776 | 0 | 8 | |i Print version: |a Kopel, Lydia. |t IEP goal writing for speech-language pathologists utilizing state standards. |d San Diego, CA : Plural Publishing, Inc, [2016] |z 9781597569415 |w (DLC) 2015046758 |w (OCoLC)930575900 |
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