Writing Funding Proposals for Speech-Language Staff Development Projects

1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Carol A. Esterreicher ◽  
Ralph J. Haws
Keyword(s):  
Staff Development ◽  
Development Project ◽  
Project Manager ◽  
State Funding ◽  
Service Needs ◽  
School Environments ◽  
Speech Language Pathologists ◽  
Service Programs ◽  
Speech Language Pathologist ◽  
Special Programs

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

Speech-Language Pathologists’ Perceptions of Administrative Support and Non-Support

1992 ◽  
Vol 23 (2) ◽  
pp. 153-158 ◽  
Author(s):  
Katherine F. Schetz ◽  
Bonnie S. Billingsley
Keyword(s):  
Staff Development ◽  
Working Conditions ◽  
Administrative Support ◽  
Structured Interview ◽  
Professional Staff ◽  
Master's Level ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Speech Language Pathologist

The purpose of this study was to investigate speech-language pathologists’ perceptions of administrative support and non-support. Structured interview questions were used to elicit responses from 20 master’s level speech-language pathologists. Their perceptions of administrative support and non-support were divided into four primary areas: working conditions/resources, advocacy, staff development, and program assistance. Findings indicated that support has many dimensions, including provisions for adequate working conditions and resources, advocacy for the speech-language pathologist and the speech-language program, and facilitation of professional staff development. Implications for supervisors and administrators of speech-language pathologists’ perceptions of administrative support and non-support are suggested.

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

Success Strategies: Implementing the Professional Performance Review Process for School-Based Speech-Language Pathologists

2009 ◽  
Vol 19 (1) ◽  
pp. 4-9
Author(s):  
Jill Parmenter ◽  
Sheryl Amaral ◽  
Julia Jackson
Keyword(s):  
Review Process ◽  
Successful Implementation ◽  
Speech Language Pathologists ◽  
Self Advocacy ◽  
Professional Performance ◽  
Performance Review ◽  
Roles And Responsibilities ◽  
Speech Language Pathologist ◽  
School Based ◽  
Review Management

Abstract The Professional Performance Review Process for School-Based Speech-Language Pathologists (PPRP) (ASHA, 2006) was developed in response to the need for a performance review tool that fits school district requirements for performance review management while addressing the specific roles and responsibilities of a school-based speech-language pathologist (ASHA, 2006). This article will examine the purpose and components of the PPRP. A description of its use as a tool for self-advocacy will be discussed. Strategies for successful implementation of the PPRP will be explained using insight from speech-language pathologists and other professionals familiar with the PPRP.

The Collaborative Medical and Behavioral Management of Chronic Cough

2009 ◽  
Vol 19 (2) ◽  
pp. 49-57
Author(s):  
Brian E. Petty ◽  
Seth H. Dailey
Keyword(s):  
Medical Care ◽  
Chronic Cough ◽  
Therapeutic Management ◽  
Ambulatory Setting ◽  
Behavioral Management ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
The Many ◽  
Frequent Reason

Abstract Chronic cough is the most frequent reason cited by patients for seeking medical care in an ambulatory setting and may account for 10% to 38% of a pulmonologist's practice. Because chronic cough can be caused by or correlated with a wide array of disorders and behaviors, the diagnosis of etiologic factors and determination of appropriate therapeutic management in these cases can prove to be daunting for the physician and speech-language pathologist alike. This article will describe the phenomenon of chronic cough, discuss the many etiologic factors to consider, and review some of the more common ways in which speech-language pathologists and physicians collaborate to treat this challenging condition.

Medicaid 101: A Primer for Speech-Language Pathologists in Education Settings

2011 ◽  
Vol 12 (1) ◽  
pp. 3-11
Author(s):  
Janet Deppe ◽  
Marie Ireland
Keyword(s):  
State Level ◽  
The State ◽  
Speech Language Pathologists ◽  
Inspector General ◽  
Medical Necessity ◽  
School Settings ◽  
Speech Language Pathologist ◽  
School Based ◽  
Emerging Trends

This paper will provide the school-based speech-language pathologist (SLP) with an overview of the federal requirements for Medicaid, including provider qualifications, “under the direction of” rule, medical necessity, and covered services. Billing, documentation, and reimbursement issues at the state level will be examined. A summary of the findings of the Office of Inspector General audits of state Medicaid plans is included as well as what SLPs need to do in order to ensure that services are delivered appropriately. Emerging trends and advocacy tools will complete the primer on Medicaid services in school settings.

Maternal Postpartum Depression and Communication Development in Infants: Is There a Role for the Speech-Language Pathologist?

2016 ◽  
Vol 1 (1) ◽  
pp. 175-181
Author(s):  
Nancy Hall
Keyword(s):  
Cognitive Development ◽  
Postpartum Depression ◽  
Speech Language Pathologists ◽  
Communication Development ◽  
Speech Language Pathologist ◽  
Question Survey ◽  
Maternal Postpartum Depression

Objective To survey speech-language pathologists (SLPs) regarding their involvement in treating infants whose mothers experience postpartum depression. Method SIG 1 members were invited to participate in an 8-question survey examining their involvement with infant-mother pairs, including mothers diagnosed with postpartum depression (PPD). Results Results indicate that, while some SLPs frequently work with infant-mother pairs, few have knowledge regarding the diagnosis of PPD in the mothers. Conclusions It is likely that many SLPs are working with infant-mother pairs that include mothers who are experiencing PPD. Suggestions regarding the role of the SLP are offered, including providing support for these mothers in terms of obtaining services and helping these mothers use appropriate infant-directed speech to facilitate communication and cognitive development in their infants.

scholarly journals Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits

2018 ◽  
Vol 49 (4) ◽  
pp. 774-786 ◽  
Author(s):  
Kathryn L. Cabbage ◽  
Kelly Farquharson ◽  
Jenya Iuzzini-Seigel ◽  
Jennifer Zuk ◽  
Tiffany P. Hogan
Keyword(s):  
At Risk ◽  
Young Children ◽  
Speech Production ◽  
Sound Production ◽  
Speech Sound ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
History Of ◽  
Production Errors

Purpose Children with dyslexia have speech production deficits in a variety of spoken language contexts. In this article, we discuss the nature of speech production errors in children with dyslexia, including those who have a history of speech sound disorder and those who do not, to familiarize speech-language pathologists with speech production–specific risk factors that may help predict or identify dyslexia in young children. Method In this tutorial, we discuss the role of a phonological deficit in children with dyslexia and how this may manifest as speech production errors, sometimes in conjunction with a speech sound disorder but sometimes not. We also briefly review other factors outside the realm of phonology that may alert the speech-language pathologist to possible dyslexia. Results Speech-language pathologists possess unique knowledge that directly contributes to the identification and remediation of children with dyslexia. We present several clinical recommendations related to speech production deficits in children with dyslexia. We also review what is known about how and when children with speech sound disorder are most at risk for dyslexia. Conclusion Speech-language pathologists have a unique opportunity to assist in the identification of young children who are at risk for dyslexia.

scholarly journals Become A Star: Teaching the Process of Design and Implementation of an Intelligent System

10.28945/2894 ◽  
2005 ◽  
Author(s):  
Anne Venables ◽  
Grace Tan
Keyword(s):  
Intelligent Systems ◽  
Knowledge Engineering ◽  
Intelligent System ◽  
Development Project ◽  
Project Manager ◽  
Domain Experts ◽  
Software Development Project ◽  
Intelligent Software ◽  
Practical Experiences ◽  
Complete Process

Teaching future knowledge engineers, the necessary skills for designing and implementing intelligent software solutions required by business, industry and research today, is a very tall order. These skills are not easily taught in traditional undergraduate computer science lectures; nor are the practical experiences easily reinforced in laboratory sessions. In an attempt to address this issue, a software development project, designed to take students through a complete process of knowledge engineering, was introduced in an undergraduate Intelligent Systems subject. In this project, students were required to act as domain experts, knowledge engineers, programmers, end users and project manager in the production of a game-playing expert system. The paper describes the project, its objectives and development, as well as some of the benefits.

Software Project Managers under the Team Software Process

2012 ◽  
pp. 115-126
Author(s):  
Marcos Ruano-Mayoral ◽  
Ricardo Colomo-Palacios ◽  
Ángel García-Crespo ◽  
Juan Miguel Gómez-Berbís
Keyword(s):  
Software Development ◽  
Software Process ◽  
Development Project ◽  
Project Managers ◽  
Project Manager ◽  
Software Project ◽  
Software Projects ◽  
Software Development Project ◽  
Team Software Process ◽  
Definition Of

Despite the clear relevance of the Information and Communications Technologies (ICT) market in world economics and the evident lack of success of software projects, organizations devote little effort to the development and maturity of the software project manager profession. This work analyzes the figure of project manager from the perspective of the Team Software Process (TSP), and it considers the required skills, attitudes and knowledge for a software development project. The basis for the study is the analysis of relevant references from the literature for their subsequent categorization into different competency concepts. The results of the analysis are compared with the contributions which the Guide to the SWEBOK® and the PMBOK® Guide models provide of the profiles of the project manager. The results indicate that the literature relating to the Team Software Process is focused on the definitions of skills and attitudes, and to a lesser extent on knowledge components. The lack of the definition of the components which comprise competency constitutes a challenge for software development organizations that use TSP, whose project managers should confront the task with full capacities, and without the help of established and recognized competencies. The current work attempts to establish the competencies for project managers identified in the literature, in the environment of the use of TSP for software development, using a study based on content analysis.

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