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Doody's Review ServiceReviewer: Teressa L. Peterson, MA, CCC/SLP(University of Florida)
Description: This book has been written as a guide for graduate students and clinical fellows to aid them in initiation of clinical practice. It would also be a helpful guide for undergraduates and SLP assistants as it covers such topics as behavioral objectives, lesson plans, appropriate language usage, and progress notes.
Purpose: This publication is intended as a supplemental text to aid in starting a career in speech-language pathology. The goal is to provide a comprehensive overview of common clinical problems encountered by the beginning clinician that are not often addressed in the classroom, as well as some practical solutions. These are certainly worthy objectives in light of the disparity between the classroom and the real clinical experience. Additionally, those practicing as SLP assistants often have had little instruction in clinical documentation or exposure to clinical experience. This book provides quite comprehensive information related to an outpatient setting and pediatric population. However, the examples of clinical evaluations and documentation provided are somewhat lengthy and impractical according to actual clinical standards. For those clinicians practicing in the medical, rehab, or skilled nursing/long-term care settings, the examples provided would be neither realistic nor functional. Few of the issues encountered in the geriatric/neurologic population were touched upon, which significantly narrows the scope of this publication. In this respect the author's objectives were not met.
Audience: It is written primarily for students and clinical fellows who work with pediatric populations in an outpatient setting. According to the author, this book is been written as a comprehensive clinical aid for students, beginning clinicians, and SLP assistants. In my judgment, the examples of clinical evaluations and progress notes are much more lengthy than would be practical in any clinical setting, with any population, and are certainly not examples of functional clinical documentation found in the medical/rehab setting. In this respect, this book would be of little help to clinicians working with adult/geriatric populations.
Features: Behavioral objectives are discussed, which may not have been thoroughly covered during coursework, and examples are provided. Setting up treatment plans and writing goals are also extensively described with examples provided as well. Use of appropriate language, evaluations, and progress notes are extensively covered. Tests at the end of each chapter are provided for practice. Also addressed is testing protocol and self-evaluation, both of which are helpful to the clinician who has little clinical experience. This book is thorough and well organized for easy reading, with an index and small glossary, pertaining primarily to the pediatric population. As stated before, the main shortcoming of the publication is its narrow scope of clinical setting/population.
Assessment: Aside from the shortcomings stated above, this book would be useful to undergraduates and graduate students who are lacking in opportunity for personal guidance in the clinical setting, since many examples of correct, if lengthy, documentation and solutions to common behavioral problems encountered are provided. An excellent publication which elaborates on the clinical experience and documentation in the medical field is Medicare Guidelines for the Speech-Language Pathologist (Northern Speech Services).