A Classroom Sign Communication Program for the Severely Handicapped

1981 ◽  
Vol 12 (4) ◽  
pp. 233-239
Author(s):  
Linda Goodman ◽  
Robin Kroc
Keyword(s):  
Service Delivery ◽  
Speech Language Pathologist ◽  
Communication Program ◽  
Severely Handicapped

This article describes a strategy used to teach sign communication to severely handicapped students in the classroom. It recommends that the speech-language pathologist adopt a consultant role in service delivery.

scholarly journals SELECTION AND INITIATION OF A NONVOCAL COMMUNICATION PROGRAM FOR SEVERELY HANDICAPPED STUDENTS

1983 ◽  
Vol 15 (7) ◽  
Author(s):  
Paul A. Alberto ◽  
Elizabeth Garrett ◽  
Thomas Briggs ◽  
Forrest Umberger
Keyword(s):  
Communication Program ◽  
Severely Handicapped

Case Study Analysis of a Consultative Service Delivery Model With Students With Speech or Language Impairments

2019 ◽  
pp. 299-323
Keyword(s):  
Service Delivery ◽  
Language Impairment ◽  
Service Delivery Model ◽  
Educational Placement ◽  
Eligibility Criteria ◽  
Delivery Model ◽  
Case Study Analysis ◽  
Speech Language Pathologist ◽  
Consultative Service

This chapter examines the speech or language impairment (SLI) disability. SLI is a disability that can be serviced across settings with the support of both a speech-language pathologist and teachers from both regular and special education classrooms. The chapter also examines causes and characteristics, educational placement and interventions, and eligibility criteria for students with an SLI. The interventions presented are diverse and can be taught across the curriculum. Furthermore, the chapter examines two case studies at the elementary and middle school levels that highlight how the consultative service delivery model can be employed with speech and language students. The chapter concludes with a discussion about future trends in the consultative service delivery model with SLI students.

Case Study Analysis of a Consultative Service Delivery Model with Students with Speech or Language Impairments

2015 ◽  
pp. 191-206
Keyword(s):  
Service Delivery ◽  
Language Impairment ◽  
Service Delivery Model ◽  
Educational Placement ◽  
Eligibility Criteria ◽  
Delivery Model ◽  
Case Study Analysis ◽  
Speech Language Pathologist ◽  
Consultative Service

This chapter examines the Speech or Language Impairment (SLI) disability. SLI is a disability that can be serviced across settings with the support of both a speech-language pathologist and teachers from both regular and special education classrooms. The chapter also examines causes and characteristics, educational placement and interventions, and eligibility criteria for students with an SLI. The interventions presented are diverse and can be taught across the curriculum. Furthermore, the chapter examines two case studies at the elementary and middle school levels that highlight how the consultative service delivery model can be employed with speech and language students. The chapter concludes with a discussion about future trends in the consultative service delivery model with SLI students.

Iowa's Severity Rating Scales for Communication Disabilities

1982 ◽  
Vol 13 (3) ◽  
pp. 156-162 ◽  
Author(s):  
Kenneth D. Barker ◽  
Robert A. Baldes ◽  
Phillip H. Jenkinson ◽  
Kenyon D. Wilson ◽  
J. Joseph Freilinger
Keyword(s):  
Service Delivery ◽  
Clinical Judgment ◽  
Rating Scales ◽  
Rating Scale ◽  
Language Fluency ◽  
State Laws ◽  
Severity Rating ◽  
Speech Language Pathologist ◽  
Restrictive Environment ◽  
The Continuum

PL 94-142 mandates that all pupils who are handicapped receive an appropriate program in the least restrictive environment. In implementing both federal and state laws, it was necessary to depart from the traditional methods of service delivery, and so a continuum of services concept was adopted. Attached to the continuum of services are severity rating scales that indicate milestones along the continuum. A severity rating scale was developed for articulation, language, fluency, and voice. Although providing direction for the speech-language pathologist, clinical judgment was not compromised. The severity rating scale assists the clinician in case selection and suggests the intensity of the service delivery model. Data obtained from use of the scale can be employed to appropriately assign staff. Each scale is reproduced in an appendix to this article.

scholarly journals SELECTION AND INITIATION OF A NONVOCAL COMMUNICATION PROGRAM FOR SEVERELY HANDICAPPED STUDENTS

2018 ◽  
Vol 15 (7) ◽  
Author(s):  
Paul A. Alberto ◽  
Elizabeth Garrett ◽  
Thomas Briggs ◽  
Forrest Umberger
Keyword(s):  
Communication Program ◽  
Severely Handicapped

Ethics: If It's Not Documented, It Didn’t Happen

2010 ◽  
Vol 20 (3) ◽  
pp. 106-112 ◽  
Author(s):  
Barbara J. Moore
Keyword(s):  
Service Delivery ◽  
Daily Activities ◽  
Speech Language Pathologist ◽  
School Based ◽  
Emerging Trends

Documentation is essential to the daily activities of a school-based speech-language pathologist or audiologist. Federal requirements for accountability drive increasing paperwork demands, which often seem to detract from time with students. This article will address some of the general paperwork questions pertaining to documentation, as well as consider how emerging trends in service delivery should be documented.

The Best of Both Worlds: Combining Synchronous and Asynchronous Telepractice in the Treatment of Aphasia

2011 ◽  
Vol 21 (3) ◽  
pp. 83-93 ◽  
Author(s):  
Leora R. Cherney ◽  
Rosalind C. Kaye ◽  
Rachel S. Hitch
Keyword(s):  
Clinical Trial ◽  
Service Delivery ◽  
Oral Reading ◽  
Geographical Location ◽  
Difficulty Level ◽  
Unique Combination ◽  
Advantages And Disadvantages ◽  
Speech Language Pathologist ◽  
Aphasia Treatment

Telepractice is an appropriate model of service delivery for a person with aphasia (PWA). We define telepractice and its two modes of delivery (i.e., synchronous and asynchronous). We detail a technology, web-Oral Reading for Language in Aphasia (web-ORLA™), developed to provide aphasia treatment intensively from a distance and subsequently evaluated during a clinical trial. In this article, we describe our experiences using web-ORLA™, highlighting the role of the speech-language pathologist (SLP) and discussing the advantages and disadvantages of this unique combination of synchronous and asynchronous telepractice. Web-ORLA™ was delivered to PWAs in their homes by a digital agent, or “virtual therapist,” who served as a model and provided instructions similarly to a real therapist. An SLP at a distant geographical location monitored the sessions remotely, either synchronously or asynchronously, provided feedback, made appropriate adjustments to the difficulty level of the stimuli, and conducted weekly probe assessments of the participants' performance. Advantages of web-ORLA™ include increased practice, SLP oversight, guidance by the agent, program simplicity, and a level of autonomy and flexibility afforded to the PWA. Given the rapid advances in technology, current technological problems that were encountered are likely to be mitigated.

The Speech-Language Pathologist Evaluating Appropriateness of Learning Apps as a Service Delivery Model for Children With Hearing Loss

2021 ◽  
pp. 1-7
Author(s):  
Katrina Flinner ◽  
Jessica Sullivan
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Service Delivery Model ◽  
Speech And Language ◽  
Delivery Model ◽  
Future Design ◽  
Speech Language Pathologist ◽  
Key Stakeholders ◽  
Children With Hearing Loss ◽  
App Design

Purpose: This study aimed to gain insight from speech-language pathologists (SLPs) regarding appealing features of speech and language applications to use as a service delivery model in schools for children who have a hearing loss. Method: A 1-hr focus group was conducted with three SLPs to identify appealing design features of speech and language apps, their benefits, and potential concerns. Participants were provided two speech and language applications to navigate through and review. Participants responded to Likert scale surveys and verbally provided benefits and drawbacks of the features as part of the structured discussion. Results: SLPs identified a range of appealing features for speech and language apps to utilize as a service delivery model for children with hearing loss. They preferred interfaces that allowed the opportunity for SLP and student collaboration rather than student isolation. Conclusions: SLPs have valuable input in regard to future speech and language app design informed by their experiences with children with hearing loss. SLPs are key stakeholders in the design process and should be included in future design and research endeavors.

Challenges and solutions in speech-language pathology service delivery across Australia and Canada

2017 ◽  
Vol 5 (1) ◽  
pp. 120 ◽  
Author(s):  
Jacqueline Lim ◽  
Patricia McCabe ◽  
Alison Purcell
Keyword(s):  
Service Delivery ◽  
Online Survey ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Chi Square ◽  
Diverse Range ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Barriers To Service ◽  
Main Barrier

Background, aims and objectives: This study aimed to compare the perception of barriers to service delivery among speech-language pathologists (SLPs) in Canada and Australia and the extent to which they used parent or carer training to overcome these barriers.  Methods: Participants were 81 Australian and 63 Canadian SLPs who completed an online survey. Questions comprised open ended and forced choice questions with some ranking of questions also required. Chi-square analyses were conducted comparing Canadian and Australian SLPs.  Results: Few differences existed among the respondents. Respondents overwhelmingly selected “not enough speech-language pathology positions to meet demand” as their main barrier. This barrier along with “parents/carer’s lack of knowledge about the need for speech-language pathology”, “lack of parent/carer engagement” and “lack of awareness of role of speech-language pathologist” were the principal barriers. Training parents and carers to conduct therapy at home was the most used strategy among both Canadian and Australian SLPs.  Discussion: The finding that the SLPs perceive low engagement from parents both in the training sessions and when working with their child may suggest that there is a need for speech-language pathologists to determine more effective ways to train and engage parents and carers.  Conclusion: More research into the efficacy of parent or carer training across a wider range of speech-language pathology practice areas and across a more diverse range of parents or carers needs to be undertaken.

Developing Twenty-Four Hour Service Plans for Severely Handicapped Learners

AAESPH Review ◽  
1977 ◽  
Vol 2 (4) ◽  
pp. 209-216 ◽  
Author(s):  
James E. McCormack ◽  
Robert H. Audette
Keyword(s):  
Service Delivery ◽  
Public Law ◽  
Educational Service ◽  
School Activities ◽  
Severely Handicapped ◽  
Educational Plans ◽  
The Law ◽  
The Relationship

Public Law 94–142 will require many SEAs and LEAs to make significant modifications and/or additions in their educational service delivery capabilities and procedures. This paper examines the relationship between two aspects of the law, developing individual educational plans (IEPs) and serving the severely/profoundly handicapped. A model is provided for developing IEPs for the severely/profoundly handicapped which Integrates residential and school activities.

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