SLP Service Delivery Decisions: How Are They Made?

2020 ◽  
pp. 152574012095118
Author(s):  
Jayne Brandel
Keyword(s):  
Professional Development ◽  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
Language Disorders ◽  
Individualized Education Programs ◽  
Interprofessional Practice ◽  
Education Programs ◽  
Disabilities Education Act ◽  
Education Act

The Individuals with Disabilities Education Act (IDEA) requires Individualized Education Programs (IEPs) be developed utilizing a team-based model. This study examined how speech-language pathologists (SLPs) make service delivery decisions for students with language disorders. Four hundred thirty-nine SLPs participated in a national online survey regarding how they determined the place and intensity of services for students with language disorders. SLPs most often made service delivery decisions after receiving input from the team, but slightly more than one third made decisions independently. The school teaming model and SLP experiences during graduate school affected how SLPs made service delivery decisions. The results indicate that service delivery decisions in the schools are made primarily by the SLP with varying levels of input from others on the student’s IEP team. The need for changes in practice as well as preprofessional training and professional development to prepare practitioners for interprofessional practice is discussed.

Enhancing Culturally and Linguistically Responsive Features of Individualized Education Programs (IEPs) for Speech-Language Pathologists (SLPs)

2021 ◽  
Vol 42 (02) ◽  
pp. 147-161
Author(s):  
Le M. Tran ◽  
Janet Lober ◽  
James R. Patton
Keyword(s):  
Linguistically Diverse ◽  
Language Impairments ◽  
Culturally And Linguistically Diverse ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Speech Language Pathologists ◽  
Disabilities Education Act ◽  
Education Act ◽  
Individual Education ◽  
Culture And Language

AbstractIndividual education programs (IEPs) are the foundation for guiding speech-language pathologists (SLPs) to develop appropriate interventions for culturally and linguistically diverse (CLD) students who qualify for speech-language services under the Individuals with Disabilities Education Act. There is a growing number of CLD students with speech-language impairments who need special attention given to their culture and language. This article highlights key culturally and linguistically responsive features to aid SLPs in developing meaningful IEPs for this diverse group of students.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

2020 ◽  
Vol 5 (6) ◽  
pp. 1666-1682
Author(s):  
Lena G. Caesar ◽  
Merertu Kitila
Keyword(s):  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
The United States ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Confidence Levels ◽  
Graduate School Preparation ◽  
Graduate Preparation ◽  
Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

An Evaluation of Transition Components of Individualized Education Programs

1997 ◽  
Vol 63 (3) ◽  
pp. 357-372 ◽  
Author(s):  
Meg Grigal ◽  
David W. Test ◽  
John Beattie ◽  
Wendy M. Wood
Keyword(s):  
Mental Retardation ◽  
High School Students ◽  
Best Practices ◽  
Essential Elements ◽  
Individualized Education Programs ◽  
Students With Learning Disabilities ◽  
Education Programs ◽  
Individualized Education ◽  
School Students ◽  
Education Act

This study evaluated the transition component of the individualized education programs (IEPs) of 94 high school students between the ages of 18 and 21—students with learning disabilities, mild mental retardation, moderate mental retardation, and emotional/behavioral disorders. The study examined the format of the transition component document, compliance with the mandates of the Individuals with Disabilities Education Act (IDEA), and reflections of best practices, as well as the differences in these aspects of IEP transition components among disability groups. Results indicated that although the majority of the transition components complied with IDEA's mandate, they lacked many of the essential elements reflective of best practices in transition.

scholarly journals Telerehabilitation: An Adjunct Service Delivery Model for Early Intervention Services

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Jana Cason
Keyword(s):  
Early Intervention ◽  
Service Delivery ◽  
Rural Areas ◽  
Case Examples ◽  
Early Intervention Services ◽  
Disabilities Education Act ◽  
Potential Applications ◽  
Intervention Services ◽  
Education Act ◽  
Personnel Shortages

Early Intervention (EI) services for children birth through two years of age are mandated by Part C of the Individuals with Disabilities Education Act (IDEA); however, personnel shortages, particularly in rural areas, limit access for children who qualify. Telerehabilitation has the potential to build capacity among caregivers and local providers as well as promote family-centered services through remote consultation.  This article provides an overview of research related to telerehabilitation and early intervention services; discusses the feasibility of telerehabilitation within traditional EI service delivery models; examines telecommunications technology associated with telerehabilitation; and provides hypothetical case examples designed to illustrate potential applications of telerehabilitation in early intervention.

scholarly journals The Development of Statewide Policies and Procedures to Implement Telehealth for Part C Service Delivery

2016 ◽  
Vol 8 (2) ◽  
pp. 77-82 ◽  
Author(s):  
Beth Cole ◽  
Arlene Stredler-Brown ◽  
Becki Cohill ◽  
Kristina Blaiser ◽  
Diane Behl ◽  
...  
Keyword(s):  
Early Intervention ◽  
Service Delivery ◽  
Current Practice ◽  
Service Delivery Model ◽  
Part C ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Provider Shortages ◽  
Part C Early Intervention

The use of telehealth has been discussed nationally as an option to address provider shortages for children, birth through two, enrolled in Part C of the Individuals with Disabilities Education Act (IDEA) Early Intervention (EI) programs. Telehealth is an evidence-based service delivery model which can be used to remove barriers in providing EI services to children and their families. In 2016, Colorado’s Part C Early Intervention (EI) program began allowing the use of telehealth as an option for providers to conduct sessions with children and their caregivers. This article outlines the process taken to develop the necessary requirements and supports for telehealth to be incorporated into EI current practice.

The Impact of Professional Development on the Quality of the Transition Components of IEPs

2013 ◽  
Vol 38 (1) ◽  
pp. 14-24 ◽  
Author(s):  
K. Brigid Flannery ◽  
Allison Lombardi ◽  
Mimi McGrath Kato
Keyword(s):  
Professional Development ◽  
Planning Process ◽  
Future Goals ◽  
Disabilities Education Act ◽  
Before And After ◽  
Education Act ◽  
The Individual ◽  
The Impact ◽  
Individual Education

Under the Individuals With Disabilities Education Act (IDEA), transition needs and services are to be discussed as part of the Individual Education Program (IEP) planning process, and decisions based on students’ future goals are to be documented in the IEP. These transition requirements were included in IDEA in order to plan with the student, family, school, and agencies; assist students to see the path to the future; and increase their success post high school. In this study, 27 secondary teachers received professional development (PD) on the transition components in the IEP. The impact on the inclusion and quality of these components was evaluated using 302 IEPs collected before and after the PD. Preliminary findings show promise in positively affecting the IEP components.

Facilitating Student Participation in Individualized Education Programs through Motivation Strategy Instruction

1994 ◽  
Vol 60 (5) ◽  
pp. 466-475 ◽  
Author(s):  
Anthony K. Van Reusen ◽  
Candace S. Bos
Keyword(s):  
High School Students ◽  
Students With Disabilities ◽  
Strategy Instruction ◽  
Public Law ◽  
Individualized Education Programs ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Disabilities Education Act ◽  
Motivation Strategy ◽  
Education Act

Public Law 101–467, the Individuals with Disabilities Education Act of 1990, specifies that students with disabilities, especially secondary-level students, should have an opportunity to participate in IEP conferences. This study investigated the effectiveness of strategy instruction designed to foster students' active participation in IEP conferences. High school students with learning disabilities and their parents participated in either strategy instruction or an orientation lecture/discussion. Results indicate that strategy-instructed students identified more goals and communicated more effectively during their conferences than did the contrast students.

Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

2015 ◽  
Vol 22 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Brenda K. Gorman
Keyword(s):  
Standardized Tests ◽  
Dynamic Assessment ◽  
English Speakers ◽  
Bilingual Children ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Effective Dynamic ◽  
Education Act

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

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