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Group treatment is explored in light of its psychosocial context, treatment effectiveness, and efficiency. A summary of the four group treatment approaches (two for children, two for adults) for communicative disorders are provided: classroom-based elementary school group, multicultural and multilinguistic preschool group, alaryngeal speech rehabilitation and support group, and cooperative group treatment for adults with aphasia. Similarities and differences among the group treatments are presented. Similarities include group processes, communication goals, psychosocial skills, accountability, and naturalistic context. Among the differences are settings for treatment, collaborative versus independent service delivery models, the components of functional communication, group size, group composition, and customized therapy techniques. Role-playing, routines and scripts, themes, authentic vocabulary, and cooperative methods are techniques useful to group therapy. [ABSTRACT FROM AUTHOR]

Four crisis-precipitating events are identified that have the potential to interfere with the individual's overall adjustment following laryngectomy. Important to the success of alaryngeal speech rehabilitation is the clinician's ability to recognize how laryngectomy may influence the individual's physical, social, psychological, and occupational well-being. The speech-language pathologist must be cognizant of and sensitive to the impact that the individual's perception of the quality of life has on alaryngeal speech rehabilitation. The design and implementation of an intervention protocol within the group setting using themes-educational, speech activities, social interaction, and support-counseling-are based on how well the individual is coping, adjusting, and communicating in the process of alaryngeal speech rehabilitation. [ABSTRACT FROM AUTHOR]