Abstract
The sixth edition of the Treatment Resource Manual for Speech-Language Pathology is a practical summary of interventions available to Speech and Language Therapists (SLTs), referring to the evidence base to outline key interventions available as well as practical tips for implementation.
The first two chapters of this book cover the core skills needed for practising SLTs, including target setting, therapy approaches, session design and report writing. Key factors of intervention planning are discussed, including group size, session design, dosage and discharge criteria. In particular, the accessible summary of how to write targets is very helpful for student SLTs on placement and Newly Qualified Practitioners (NQPs). It is important to note that some areas discussed have limited applicability outside of the United States (US). For example, Individualised Education Programs (IEPs) are discussed, which is documentation pertaining only to US practice. However, the general themes are typically applicable to international practice.
The main body of the textbook looks in detail at interventions for specific client groups, such as speech sound disorders, language difficulties, Autism, dysfluency and voice disorders, which are all appropriate for SLTs working in paediatric settings. The chapters summarising speech sound disorders and dysfluency are particularly comprehensive, summarising a variety of different intervention types to support the development of a holistic therapy plan. The sample activities outlined are very appropriate for student SLTs and NQPs designing initial session plans, giving practical advice on how to deliver therapy.
A strength of this textbook is the use of case studies within each chapter, which gives an overview of a client and outlines the clinical decision making behind target setting and intervention delivery. Some case studies include multiple examples of what intervention can be delivered, giving confidence to student SLTs and NQPs when designing a therapy plan. The Appendices also provide helpful reference guides to support practitioners becoming familiar with terminology and developmental norms. Each chapter also contains “helpful hints”, summarising key advice that can be given to others as well as considerations to be made during therapy delivery. These sections can support student SLTs and NQPs in giving advice to other agents of change, such as teachers and parents, which can help to develop NQP competencies.
The final three chapters consider key ideas to ensure client-centred care, including family counselling and cultural competency. In particular, the chapter on cultural competency introduces important themes within inclusive practice, giving summaries of linguistic differences found within client groups and describing different types of multilingualism. This is a very important chapter that can help student SLTs and NQPs ensure they are making client-centred clinical decisions, and provides an initial reference point for further reading into an important competency.
However, there are several messages within this textbook that have limited applicability outside of the US and should be interpreted with caution. The detailed description of behaviour modification strategies in the first chapter, for example, does not discuss the emotional impact that this would have on different client groups. The chapter outlining intervention for autistic children in particular gives an impairment-based summary, which does not align with newer neurodiversity-affirming models of care. There is also limited consideration of environmental adaptations that can be made to support particular client groups. For example, there is limited discussion around alternative and augmentative communication methods to support the client voice, and limited reference to the importance of educating other professionals to ensure that service users are able to participate in meaningful activities in different settings, such as the classroom.
The chapter on language disorders in children also does not reflect newer terminology such as “Developmental Language Disorder (DLD)” or “Language Disorder associated with a biomedical condition”. This chapter also does not discuss the diagnostic process for DLD, meaning that there is limited applicability to paediatric clinicians outside of the US who use the diagnosis DLD.
This textbook is recommended for student SLTs or NQPs that are being introduced to paediatric intervention, as it supports a variety of aspects of clinical decision making, from target setting to practical implementation of intervention sessions to advice that can be given to other agents of change. However, this book should not be considered as an exclusive reference guide, as the emphasis on the medical model of disability does not reflect developments outside of the US with relation to neurodiverse-affirming care. Readers of this book should take caution and strive to consider the social model of disability and the voices of neurodiverse client groups in order to best support clients in their care and ensure the environment is accessible.