Crimson Staff Publications

Here's how to do Early Intervention for Speech and Language
Empowering Parents

Written by Karyn Lewis Searcy, M.A., CCC-SLP

288 pages, Illustrated (B/W), Softcover, 8.5 x 11" N/A

Included Media: CD, DVD

ISBN10: 1-59756-440-0

ISBN10: 1-59756-440-0

 "Hello, I am a speech-language pathologist in the southern California area. I have been reading the book, "Here's How to Do Therapy- Early Intervention for Speech and Language/Empowering Parents, written by your director Karyn Lewis Searcy. I absolutely LOVE this book! I currently work in early intervention and am consistently surprised by how many SLPs forget to teach the parents of their clients how to advocate for their children. Thank you for writing this book. I would love to correspond with you about my "ups and downs" in the world of early intervention. Thanks!"

Journal of Communication Psychology
Building a research-commuinty collaborative to improve community care for infants and toddlers and toddlers at-risk for Autism Spectrum Disorders

Brookman-Frazee, L., Stahmer, A.C., Stearcy (Lewis), K., Fedar, J.D. and Reed, S. (2012)

Volume 40, Issue 6 pages 715-734, August 2012

This article describes the formation and initial outcomes of a research-community collaborative group that was developed based on community-based participatory research principles. The group includes a transdisciplinary team of practitioners, funding agency representatives, researchers, and families of children with autism spectrum disorders, who partnered to improve community-based care for infants and toddlers at risk for autism through the implementation of evidence-based practices. Data from this group provide support for the feasibility of developing and sustaining a highly synergistic and productive research-community collaborative group who shares common goals to improve community care.

Parent and Multidisciplinary Provider Perspectives on Earliest Intervention for at Risk for Autism Spectrum Disorders

Stahmer, Aubyn C. PhD; Brookman-Frazee, Lauren PhD; Lee, Ember PhD; Searcy, Karyn MA, CCC-SLP; Reed, Sarah MA

Early identification and treatment of Autism Spectrum Disorder (ASD) 
in children younger than age 3 years is becoming an increasingly common area of  concern and study. Research suggests that systematic, early intervention can significantly improve outcomes and reduce the cost of caring for children with DDASD through the lifespan. Therefore, it is imperative that evidence-based  practices (EBPs) for this young age group are translated effectively into community settings. One method of promoting EBPs and developing capacity for implementation is active collaboration between researchers and community 
stakeholders. This requires a precise understanding of the perspectives of stakeholders regarding the benefits and barriers of specific practices and early intervention in general. In the current study, we gathered feedback from families and a multidisciplinary group of community providers regarding early intervention values for infants/toddlers at risk for ASD and their families through focus groups. The opinions and values of the community sample were examined using mixed qualitative and quantitative methods to facilitate efforts 
to build long-term capacity for implementing efficacious ASD intervention for children younger than 3 years. Results indicated that, the values of community providers and parents were highly similar and were aligned with EBP strategies. Recommendations for translating EBPs for this population into community settings are discussed.

Parent Perceptions of an Adapted Evidence-based Practice for toddlers with Autism in a Community Setting
AC Stahmer, L Brookman-Frazee, SR Rieth, JT Stoner

Although data from parent-implemented Naturalistic Developmental Behavioral Interventions have shown positive effects on decreasing core symptoms of autism, there has been limited examination of the effectiveness of Naturalistic Developmental Behavioral Interventions in community settings. In addition, parent perspectives of their involvement in parent-implemented early intervention programs have not been well studied. Using both qualitative and quantitative data to examine parent perspectives and the perceived feasibility of parent training by community providers, 13 families were followed as they received training in the Naturalistic Developmental Behavioral Intervention, Project ImPACT. Data indicate that parent training by community providers is feasible and well received, and parents find value in participating in intervention and perceive benefit for their children. Recommendations for adaptation of program elements and future research are discussed.

Documentation and Reimbursement for Speech-Language Pathologists: Principles and Practice
Nancy B Swigert, MA CCC-SLP BCS-S

Although it is the least noticed by patients, effective documentation is one of the most critical skills that speech-language pathologists must learn. With that in mind, Documentation and Reimbursement for Speech-Language Pathologists: Principles and Practice provides a comprehensive guide to documentation, coding, and reimbursement across all work settings.

 

Documentation and Reimbursement for Speech-Language Pathologists: Principles and Practice is the perfect text for speech-language pathology students to learn these vital skills, but it will also provide clinical supervisors, new clinicians, and speech-language pathologists starting a private practice or managing a department with essential information about documentation, coding, and reimbursement

 

Crimson Staff Presentations

Crimson's Poster at 2016 National Zero to Three Conference

Early Intervention & "Cognitive Readiness" -When To Begin Treatment?

AAC Handout: Include Autism & Crimson Center for Speech & Language

Include Autism: AAC in the community

Redefining Natural Environment

What Children Need to Communicate & How to Get It

Dynamic Collaboration: Maximizing Communication During Therapeutic Riding

Word Retrieval and Language Difficulties in Students with Dyslexia

Helping Culturally and Linguistically Diverse (CLD) Parents Through Transitions

Promoting Successful Therapy Outcomes

Transitions: Moving Along With Assistive Tech

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