The SLP's IEP Companion

Carolyn C. Wilson, MS, CCC-SLP | Janet R. Lanza, MS, CCC-SLP | Jeannie Evans
  • Pages 188
  • Format 8.5" x 11"
  • Product Code 31153 ( MR #066156 )

*Discontinued and no longer available.

The book is divided into twelve units. Every unit has yearly goals arranged in order of difficulty. Each yearly goal is supported by a hierarchy of six to twenty-five individual objectives. Each individual objective has a corresponding intervention objective (treatment goal).
A broad range of skills applicable to ages one through eighteen is covered:
  • Pragmatics—pragmatic behaviors in nonverbal children; conversation skills for preschool, school-age, and adolescent children; classroom social skills; and narrative discourse skills
  • Vocabulary and Meaning—labels and categories; concepts; antonyms/synonyms; word relationships; figurative language; inferences, predictions, and outcomes; and more
  • Syntax and Morphology—each section begins with a receptive task where appropriate and progresses from the imitated level to use of the target skill in phrases, sentences, conversation, and writing; includes parts of speech, questions, and sentence structure
  • Critical Thinking for Language and Communication—organized according to the Model of Thinking by Costa and Lowery, and Bloom's Taxonomy of Educational Objectives; sections cover the input, retrieval, and processing of information and metacognition
  • Organization and Study Skills—organizing and managing tasks, time, space, and materials; class attitude; and study skills
  • Listening—auditory processing skills (auditory discrimination, figure ground, and memory) and listening in different situations (e.g., enjoyment, understanding)
  • Literacy: Reading—learning to read (phonological awareness, and reading readiness, accuracy, fluency, and comprehension) and reading to learn (narrative and expository text)
  • Literacy: Writing—the mechanics of writing and writing to communicate
  • Speech Production—objectives and interventions for the traditional approach to articulation and the phonological process approach
  • Oral Motor—improve awareness, strength, tone, and flexibility of the speech musculature
  • Voice—address hyperfunctional voice disorders by modifying the environment, recognizing and eliminating vocal abuse behaviors, and improving voice quality
  • Fluency—issues specific to less advanced and more advanced stuttering; modification of the environment; maintenance and transfer of improved fluency
More helps include:
  • step-by-step guide to writing measurable objectives
  • suggestions for the treatment of autism, Asperger's Syndrome, dyslexia, and dysgraphia
  • helpful lists including, First Words, Labels and Categories, Concepts, Grammatical Structures, and more
  • visual organizers for reading and writing