A Family-Centered Approach to Developing Communication: Prevention, Screening, Facilitation (1998). By Rae L. Banigan, Butterworth-Heinemann, 313 Washington St., Newton, MA 02158-1626. $35. Reviewed by Linda K. Crowe, Kansas State University, Manhattan.

This book outlines a model for locating, screening, identifying, and providing services to preschool-age children with communicative disorders. It is written primarily for speech-language pathologists (SLPs) in private practice who serve infants, toddlers, and preschoolers. However, some of the procedures could be adapted and implemented in a variety of work settings. The purpose of the prevention, screening, and facilitation (PSF) model is to provide families and professionals with information about children's communicative development, to identify children who are at-risk for communicative disorders, and to provide a time- and cost-effective method of family-centered service delivery.

The text is divided into nine sections that describe the PSF model: marketing strategies, telephone screening methods, follow-up assessment procedures, effective teaming practices for working with pediatricians and other professionals, and family-centered facilitation techniques. Sample forms (i.e., telephone screening, parent interaction checklist, workshop flyer, parent questionnaires, etc.) are included. Case studies illustrate implementation of the PSF model. The author also reports a number of unpublished studies to support the effectiveness of the PSF procedures outlined in the text. A video workshop format for service delivery is suggested as an indirect intervention option. Direct intervention strategies also are described.

This book is a basic reference for providing early intervention services. Much of the information repeats current literature regarding child communicative development and basic language facilitation techniques. Unique characteristics of the procedures include marketing strategies and telephone screening methods. However, these components are most appropriate for the SLP in private practice, as Child Find currently has procedures for locating preschoolers with communicative disorders, and other public agencies provide the free screenings suggested by the author. For the SLP in the public sector, some of the suggestions may prove time-consuming and impractical, especially the pre-assessment activities (i.e., telephone screening, pediatrician meetings, and follow-up activities).

This book offers little new information regarding family-centered intervention but does provide some marketing strategies that may prove beneficial for the SLP in private practice. The beginning SLP who works with preschoolers and their families also may find this book a useful resource.