Certification Requirements for Public School Speech-Language Pathologists in the United States

1985 ◽  
Vol 16 (2) ◽  
pp. 124-128
Author(s):  
Maryann S. Bullett
Keyword(s):  
Public School ◽  
Minimum Degree ◽  
The United States ◽  
Bachelor's Degree ◽  
Speech Language Pathologists ◽  
Clinical Practicum ◽  
School Settings ◽  
Departments Of Education ◽  
Current Minimum ◽  
Certification Requirements

A survey was conducted to determine the current minimum certification requirements in each state for the employment of speech/language pathologists in public school settings. Questionnaires requesting certification requirements were sent to state departments of education and presidents of state speech/language associations. The results indicate that the majority of the states and the District of Columbia require a bachelor's degree as the minimum degree for certification. Minimum clinical practicum hours and certification renewal criteria vary greatly from state to state.

Children's Voice Problems: The Frog in Your Classroom

1992 ◽  
Vol 11 (3) ◽  
pp. 48-51 ◽  
Author(s):  
Linda H. Leeper
Keyword(s):  
Public School ◽  
Voice Disorders ◽  
Classroom Teachers ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Frequent Contact ◽  
Prevention Activities ◽  
Personnel Shortages

Children's voice disorders can interfere with their ability to interact successfully in the classroom. Moreover, vocal dysfunction can signal the underlying presence of chronic or incipient illness. Although many such problems can be remediated, this population is typically underserved in many rural public school settings due to personnel shortages and in-frequent contact between classroom teachers and speech/language pathologists. Suggestions are made for increasing the efficiency of identification of voice-disordered children and for reduction of such problems through classroom prevention activities.

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.

Integrating Technology Into School Programs

1997 ◽  
Vol 28 (2) ◽  
pp. 134-136 ◽  
Author(s):  
James L. Fitch ◽  
Laura Beth McRay
Keyword(s):  
Public School ◽  
Computer Use ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Integrating Technology ◽  
School Programs

Responses to a questionnaire that were previously reported (McRay & Fitch, 1996) were examined to determine the primary factors that affect computer use by public school speech-language pathologists. It was found that the primary factors could be grouped into three areas: motivation, training, and opportunity. An analysis of the questionnaire responses is presented and suggestions for planning for the integration of computers into public school settings are included.

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.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

2020 ◽  
Vol 5 (6) ◽  
pp. 1666-1682
Author(s):  
Lena G. Caesar ◽  
Merertu Kitila
Keyword(s):  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
The United States ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Confidence Levels ◽  
Graduate School Preparation ◽  
Graduate Preparation ◽  
Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

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