Survey of Minnesota Parent Attitudes Regarding School-Based Depression and Suicide Screening and Education

2012 ◽  
Vol 17 (3) ◽  
pp. 456-462 ◽  
Author(s):  
Claudia K. Fox ◽  
Marla E. Eisenberg ◽  
Barbara J. McMorris ◽  
Sandra L. Pettingell ◽  
Iris W. Borowsky
Keyword(s):  
Parent Attitudes ◽  
School Based ◽  
Suicide Screening

Universal suicide prevention in schools

2021 ◽  
pp. 653-664
Author(s):  
Vladimir Carli ◽  
Miriam Iosue ◽  
Danuta Wasserman
Keyword(s):  
Mental Health ◽  
Suicide Prevention ◽  
At Risk Students ◽  
School Based ◽  
Prevention Interventions ◽  
Suicide Screening ◽  
Attitudes Towards Suicide ◽  
Prevention Programmes ◽  
Model Evidence ◽  
Prevention In Schools

Schools are one of the most important settings for health promotion and preventive interventions for young people and therefore became one of the main targets of youth suicide prevention programmes. School-based suicide prevention interventions are presented here according to the Universal/Selective/Indicated model. Evidence of the effectiveness of the different programmes is discussed. Universal interventions proved to be the most effective. Particularly, Signs of Suicide (SOS) and Youth Aware of Mental health (YAM) programme showed to significantly reduce suicidal ideation and behaviours. Gatekeeper training, especially QPR (Question, Persuade, and Refer), are also widely implemented but their efficacy was mostly evaluated as changes in knowledge and attitudes towards suicide. Screening programmes do not have iatrogenic effects and are effective in identifying at-risk students who otherwise would not be recognized, however their level of sensitivity and specificity require further improvements. Some systematic reviews suggested that a combination of programmes may be most effective.

scholarly journals Service Use by At-Risk Youths After School-Based Suicide Screening

2009 ◽  
Vol 48 (12) ◽  
pp. 1193-1201 ◽  
Author(s):  
Madelyn S. Gould ◽  
Frank A. Marrocco ◽  
Kimberly Hoagwood ◽  
Marjorie Kleinman ◽  
Lia Amakawa ◽  
...  
Keyword(s):  
At Risk ◽  
Service Use ◽  
After School ◽  
School Based ◽  
Suicide Screening

Iatrogenic Risk of School-Based Suicide Screening

2005 ◽  
Vol 14 (1) ◽  
pp. 6-6
Author(s):  
M. B. Aldous
Keyword(s):  
School Based ◽  
Suicide Screening

Parent Attitudes and Support of School-Based Sexuality and HIV/AIDS Education Programs in a Local School District

2003 ◽  
Vol 5 (3-4) ◽  
pp. 71-86 ◽  
Author(s):  
Richard Sawyer ◽  
Barbara Marrese ◽  
Michael J. Scicchitano ◽  
Tom Lehman ◽  
Anita Bhuyan
Keyword(s):  
School District ◽  
Aids Education ◽  
Local School District ◽  
Parent Attitudes ◽  
Education Programs ◽  
Local School ◽  
School Based ◽  
Hiv Aids

Improving Speech and Language Services through Effective Time Management

1983 ◽  
Vol 14 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Barbara W. Travers
Keyword(s):  
Time Management ◽  
Management Strategies ◽  
Federal State ◽  
Speech Language Pathologist ◽  
School Based ◽  
Work Area ◽  
Paper Work ◽  
Areas Of Concern ◽  
State And Local ◽  
Therapeutic Services

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

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