Delivery of Augmentative Communication Services

1981 ◽  
Vol 12 (4) ◽  
pp. 211-215 ◽  
Author(s):  
Howard C. Shane ◽  
David E. Yoder
Keyword(s):  
Public Schools ◽  
Public School ◽  
Service Delivery ◽  
Communication System ◽  
Code Of Ethics ◽  
Augmentative Communication ◽  
Speech Language Pathologists ◽  
Communication Services

Greater numbers of nonspeaking persons are being educated in public schools. Public school speech-language pathologists frequently have minimal training and experience in providing appropriate augmentative communication system training to this population. This paper provides options, based on PL 94-142's mandates and ASHA's Code of Ethics, for service delivery of such systems.

Computer Usage by Speech-Language Pathologists in Public Schools

1988 ◽  
Vol 19 (4) ◽  
pp. 423-427 ◽  
Author(s):  
Gail Ruppert Houle
Keyword(s):  
Public Schools ◽  
Public School ◽  
Computer Technology ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Speech Language Pathologists ◽  
Frequent Users ◽  
Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

Factors Impacting the Employment and Retention of Speech-Language Pathologists in Rural Public Schools

1994 ◽  
Vol 13 (2) ◽  
pp. 3-11 ◽  
Author(s):  
Richard A. Neeley ◽  
Martin H Diebold ◽  
Gerald Dickinson
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Administrators ◽  
Professional Staff ◽  
Educational Services ◽  
Speech Language Pathologists ◽  
Considerable Difficulty ◽  
State Laws ◽  
Item Questionnaire ◽  
Therapy Services

Rural pubic schools are mandated by federal and state laws to provide all necessary educational services for their constituents including the therapy services rendered by speech-language pathologists (SLP). However, due to extensive competition for these professionals in the last decade, rural public school administrators have experienced considerable difficulty in recruiting and retaining SLPs. The purpose of this investigation was to identify reasons why SLPs employed in rural public schools opt to remain in that employment setting. A 32 item questionnaire was developed and used to survey SLPs employed in rural public schools in a mid-south state. Of the 169 respondents, 93 reported having been employed in the same rural public school for four or more years. These 93 respondents were chosen as subjects for this investigation. Respondents chose the following seven factors as the most important reasons for continued public school employment: salary, vacation, support for continuing education, satisfaction with types of clients, caseload selection, the school's reputation for providing quality services, and relationships with other professional staff.

Meeting the Critical Shortage of Speech-Language Pathologists to Serve the Public Schools—Collaborative Rewards

1998 ◽  
Vol 29 (4) ◽  
pp. 232-242 ◽  
Author(s):  
Linda I. Rosa-Lugo ◽  
Elizabeth A. Rivera ◽  
Susan W. McKeown
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Districts ◽  
School Administrators ◽  
Linguistically Diverse ◽  
Speech Language Pathologists ◽  
School Employees ◽  
Central Florida ◽  
The Public ◽  
Practicum Experiences

This article presents a collaborative approach to providing graduate education to speech-language pathologists who are employed in public school districts. A partnership called the Central Florida Speech-Language Consortium was established among the University of Central Florida, 10 Central Florida school districts, and community agencies to address the issue of the critical shortage of speech-language pathologists in the public schools. The consortium program provided bachelor-level speech-language pathologists in the public schools the opportunity to obtain a master’s degree while they continued to work in the schools. Key innovations of the program included: (a) additional graduate slots for public school employees; (b) modifications in the location and time of university courses, as well as practica opportunities in the schools; and (c) the participation and support of public school administrators in facilitating supervision and practicum experiences for the consortium participants. The consortium program resulted in an increase in the number of master’s level and culturally and linguistically diverse speech-language pathologists available for employment in the public schools of Central Florida. Recommendations for facilitating future endeavors are discussed.

A Survey of Computer Use by Public School Speech-Language Pathologists

1996 ◽  
Vol 27 (1) ◽  
pp. 40-47 ◽  
Author(s):  
Laura Beth McRay ◽  
James L. Fitch
Keyword(s):  
United States ◽  
Public Schools ◽  
Public School ◽  
Computer Use ◽  
The United States ◽  
Computer Applications ◽  
Speech Language Pathologists ◽  
The Public

A questionnaire concerning computer applications was sent to 1,000 public school speech-language pathologists across the United States. Four hundred sixty-seven questionnaires were completed. Included in this article is an analysis of the applications for which computers are being used in the public schools, the types of hardware available, factors that public school speech-language pathologists feel are important in choosing software, and the types and degree of training public school speech-language pathologists have had concerning computer applications.

Ethically Navigating the Maze of Billing, Documentation, and Reimbursement for Dysphagia Services in Long-Term Care

2014 ◽  
Vol 23 (2) ◽  
pp. 58-64 ◽  
Author(s):  
Mary L. Casper
Keyword(s):  
Service Delivery ◽  
Long Term Care ◽  
Code Of Ethics ◽  
Third Party ◽  
Regulatory Requirements ◽  
Speech Language Pathologists ◽  
Term Care ◽  
Third Party Payers

Speech-language pathologists (SLPs) have an obligation to accurately record the services that they provide according to the guidelines from the patient's payer, meeting the expectations in the state's practice act and in keeping with the employer's policies relative to billing practices. Accurate, complete, and timely documentation of dysphagia services is a requirement of the ASHA Code of Ethics, as well as an expectation of employers and third-party payers, and is subject to review when determining coverage for claims submitted. Acquiring a familiarity with the myriad of policies, rules, regulations, and expectations can be likened to finding a way through a maze. Clinicians need to balance effective dysphagia service delivery with the demands of the various payers and the regulatory requirements in the SNF to practice in an ethical manner.

A mainstream preschool program: Working model in rural Maine

1987 ◽  
Vol 7 (4) ◽  
pp. 27-28
Author(s):  
James Mackin Walsh
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Public School ◽  
Service Delivery ◽  
Implementation Process ◽  
Education Programs ◽  
Preschool Program ◽  
Preschool Special Education ◽  
Public School Systems ◽  
Working Model

Recent permissive legislation in Maine now provides state subsidy for preschool special education programs in public schools. As a result, there has been heightened interest and incentive to develop preschool program models which can be integrated effectively and economically, into current public school systems. This article will describe the development and implementation process of a model preschool program in Richmond, a rural Maine community. There is particular emphasis on identifying practical considerations for those who may be interested in addressing similar service delivery concerns.

Clinical Aspects Related to Tele-AAC: A Technical Report

2014 ◽  
Vol 23 (1) ◽  
pp. 18-33 ◽  
Author(s):  
Nerissa Hall ◽  
Michelle Boisvert
Keyword(s):  
Quality Assurance ◽  
Service Delivery ◽  
Communication Systems ◽  
Augmentative Communication ◽  
Clinical Aspects ◽  
Speech Language Pathologists ◽  
Technical Report ◽  
Consultation Services

Tele-AAC is a method of service delivery in which professionals provide intervention, assessment, and consultation services through the use of telecommunication technologies to individuals who use augmentative communication systems. In response to the nationwide shortage of highly trained speech-language pathologists, tele-AAC has emerged as a viable way to reach underserved clients. This paper examines the clinical aspects related to tele-AAC, including required and supplementary technology/equipment, resources and personnel needed, training, and quality assurance considerations. In addition, the infrastructure necessary to deliver the range of synchronous and asynchronous tele-AAC services is discussed.

A Multivariate Analysis of the Job Satisfaction of Public School Speech-Language Pathologists

1991 ◽  
Vol 22 (3) ◽  
pp. 139-146 ◽  
Author(s):  
Carolyn Pezzei ◽  
Albert R. Oratio
Keyword(s):  
Job Satisfaction ◽  
Factor Analysis ◽  
Multivariate Analysis ◽  
Public Schools ◽  
Public School ◽  
Speech Language Pathologists ◽  
The Public ◽  
Preliminary Model

This study was designed to structure and identify variables related to the job satisfaction of public school speech-language pathologists. A total of 281 clinicians nationwide rated their degree of job satisfaction on 34 critical variables. Factor analysis yielded three distinct dimensions of satisfaction: supervision, workload, and co-workers. Variables from each of these dimensions, and from the clinicians’ backgrounds and job settings, were found to correlate most significantly with their overall levels of job satisfaction. A preliminary model for predicting job satisfaction is proposed. Implications for clinicians seeking employment in the public schools, as well as for those currently employed, are discussed.

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

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