JCPSLP November 2016

Creating sustainable services: Minority world SLPs in majority world contexts

Resources reviews

felt that the authors’ effort to address these topics was undermined because more attention to both topics would be required to do them full justice. The authors’ statement of purpose suggests a wide readership including coaches, as well as educators who are being coached, so that they can meet the needs of children on the spectrum. As I read the book, the scope of the intended readership became less clear. For example, the information on coaching may be of initial interest to the SLP who has very limited experience working collaboratively with educators. It may not, however, be sufficient to assist SLPs to translate specialist knowledge of autism to the classroom. Similarly, the information on autism could be useful to experienced education-based SLPs with limited experience with autism but I’m not sure they exist! In conclusion, the book covers a wide array of issues relevant to coaching and could serve as a useful introductory text for student or early career SLPs working in education sectors. I suspect that any SLP with experience working with teachers or with reasonable experience in working with young people on the autism spectrum may find the content less beneficial due to the restricted depth of the content covered in this book. Hallowell, B. (2016). Aphasia and other acquired neurogenic language disorders: A guide for clinical excellence . San Diego, CA: Plural Publishing; ISBN 978 1 59756 477 9; A$140 Dr Christopher Plant There are many textbooks available to the speech-language pathologist on the topic of aphasia and related neurogenic language disorders. In Aphasia and other acquired neurogenic language disorders: A guide for clinical excellence , Brooke Hallowell aims to provide a unique perspective which will be of interest to students and practising clinicians alike. Throughout the text, Hallowell draws attention to what it takes to be an exceptional, person-centred clinician when working with such client populations. In working towards this aim, Hallowell succinctly sums up the text’s approach by describing it as an evidence-based, how-to clinical guide. This text contains eight sections and 33 clear, informative, and insightful chapters. Most chapters are also complemented by downloadable student and instructor resources. Each chapter opens with clear learning objectives and concludes with well-considered learning and reflection activities. This text therefore offers significant value for money. The general structure of the text is fairly standard, moving from foundations and the nature of aphasia and cognitive- communication disorders in conditions such as traumatic brain injury, right hemisphere disorder, and dementia, through to assessment, and then general principles of intervention, followed by specific intervention approaches.

Harrower, J. K., Denti, L. G., & Weber-Olsen, M. (2015). Educating students with autism spectrum disorder: A model for high-quality coaching . San Diego, CA: Plural Publishing; ISBN 978 1 59756 786 2; pp 245; A$69.95. Keely Harper-Hill I was delighted to be asked to review this book because, while speech-language pathologists (SLPs) have collaborated with educators for many years, coaching as a means of educator professional development is currently of particular interest. The book is structured clearly and consists of 13 chapters across three sections. The objectives of each chapter are listed at the chapter beginning and each chapter ends with an explicit summary and end-of-chapter questions. The first section (chapters 1–5) introduces educational coaching, briefly reviews and

describes coaching models, and places this information within the context of supporting students on the autism spectrum. The second section (chapters 6–8) considers the use of high-quality coaching in planning instruction for students on the autism spectrum. Delivering effective programming for these students is covered in the final section (chapters 9–13). Vignettes are woven throughout the chapters. The book is easy to read and the structure would enable the reader to “dip” into it rather than read it in its entirety. The authors are based in the United States and, as with many other disciplines, the reader needs to make adjustments to the content. I do have several reservations, which stem from the ambitious scope of the 250-page book. The authors make a valiant effort to address two weighty topics: (a) educator coaching and (b) how to support students on the autism spectrum in the classroom. Within the sections on planning instructions and again in effective programming, these topics are integrated and applied to the assessment and intervention phases of supporting students in schools. I

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JCPSLP Volume 18, Number 3 2016

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