A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

Designing Effective Speech-Language Interventions for Children in the Public Schools

2016 ◽  
Vol 3 (1) ◽  
pp. 85-91 ◽  
Author(s):  
Laura M. Justice ◽  
Jessica Logan ◽  
Mary Beth Schmitt ◽  
Hui Jiang
Keyword(s):  
Public Schools ◽  
Cognitive Theory ◽  
Empirical Studies ◽  
Language Impairments ◽  
Speech And Language ◽  
Negative Effects ◽  
The Public ◽  
Spacing Effects ◽  
Effective Interventions ◽  
Improved Outcomes

In the U.S. public school system, more than 6 million children receive special education services, including many children with speech and language impairments. Speech-language pathologists (SLPs) design and implement effective interventions—including how much intervention children receive—to circumvent the negative effects of speech-language impairments on educational outcomes. Existing policy and position statements suggest that increasing the number of sessions (frequency) and amount of intervention (dose) would improve children’s outcomes, assuming that greater treatment intensity is associated with better treatment outcomes. However, current empirical evidence, coupled with cognitive theory, suggests that more treatment may not relate to improved outcomes. The present article draws on current empirical studies and established cognitive theories of spacing effects (learning distributed over time) to propose a systematic way for SLPs to plan and implement an effective intensity of intervention for children with speech and language impairments.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Literacy in the Public Schools

ASHA Leader ◽  
2002 ◽  
Vol 7 (16) ◽  
pp. 4-30 ◽  
Author(s):  
Denise A. Yess
Keyword(s):  
Public Schools ◽  
The Public

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

2010 ◽  
Vol 11 (2) ◽  
pp. 60-65
Author(s):  
Francine Wenhardt
Keyword(s):  
Public Schools ◽  
School Setting ◽  
Real Life ◽  
Effective School ◽  
Program Coordinator ◽  
Educational Preparation ◽  
The Public ◽  
Speech Language Pathologist ◽  
New Graduate ◽  
Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

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