Treatment Protocols for Language Disorders in Children, Volume I: Essential Morphologic Skills
by M. N. Hegde, Ph.D.
Contains protocols for basic language skills most children with language disorder need to be taught in the initial stages of treatment. The protocols give scripted scenarios for teaching most of the bound morphemes of English that children with language disorder typically lack. These include: basic words; regular and irregular plurals; possessive; present progressive; prepositions; pronouns; auxiliaries and copula; regular and irregular past tense; articles; conjunctions; adverbs; regular third person singular.


Treatment Protocols for Language Disorders in Children, Volume II: Social Communication
by M. N. Hegde, Ph.D.
Contains protocols for teaching social communication skills to children who have mastered the basic morphologic skills. These relatively advanced social communication skills include the following: adjectives; comparatives and superlatives; adverbs; production of various kinds of requests; production of commands; comprehension of commands; production and comprehension of a variety of questions including what, why, when, where, who, how, which, yes, and no; production of negative sentences (negation) including is not/are not, I am not/I do not, I was not/I did not, constructions; passive sentences without and with the agent; topic - initiation; topic - maintenance; turn taking; eye contact; conversational repair: requests for clarification; conversational repair: responding to requests for clarification.


Treatment Protocols for Language Disorders in Children, Two-Volume Set: Volumes I and II
by M. N. Hegde, Ph.D.
These two protocols are unique in that they are written, not as treatment descriptions, but as scripts the clinician and the child follow. In fact, the scripted treatment protocols describe the roles the clinician and the client play in treatment sessions. Protocols specify all target language skills, up to 20 exemplars for each target skill, and scripted treatment, baserate, and probe protocols. In addition, the clinician also will find all that is necessary to document the child's entry level skills, progress during treatment, and generalized productions of target skills in untrained linguistic contexts. To accomplish this important task, the protocols include baserate, treatment, and probe recording sheets.


Treatment Protocols for Stuttering
by M. N. Hegde, Ph.D.
This book facilitates treatment planning and implementation for clinicians by providing evidence-based treatment protocols with detailed plans for teaching fluency skills to adults and children. As with his other recent books, the uniqueness of this collection lies in the author's approach, as each protocol gives the clinician a plan of action, in the form of scripted scenarios. Unlike step-by-step directions, which can leave room for ambiguity, these scripts specify the anticipated verbal and nonverbal actions the clinician and child are expected to exhibit.


Assessment of Dysphagia in Adults: Resources and Protocols in English and Spanish
by Maria H. Provencio-Arambula, M.A., CCC-SLP, Dora Provencio, M.A., CCC-SLP, and M. N. Hegde, Ph.D.
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Treatment of Dysphagia in Adults: Resources and Protocols in English and Spanish
by Maria H. Provencio-Arambula, M.A., CCC-SLP, Dora Provencio, M.A., CCC-SLP, and M. N. Hegde, Ph.D.
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Treatment Protocols for Articulation and Phonological Disorders
by M. N. Hegde, Ph.D. and Adriana Peņa-Brooks
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