Spelling, Phonology, and the Speech-Language Pathologist

1990 ◽  
Vol 21 (4) ◽  
pp. 238-243 ◽  
Author(s):  
Paul R. Hoffman
Keyword(s):  
Whole Language ◽  
Phonological Development ◽  
Spelling Development ◽  
Language Philosophy ◽  
Reading And Writing ◽  
Speech Language Pathologist ◽  
Phonological Knowledge ◽  
School Based ◽  
Language Strategies ◽  
Phonological Abilities

Assumptions basic to the whole language philosophy of education are enumerated and exemplified with regard to facilitation of spelling and phonological abilities. It is suggested that development of spelling and phonological knowledge progress through similar stages and are enhanced by whole language experiences. Inasmuch as speech-language pathologists are the school-based professionals who are most knowledgeable regarding phonological development, they are encouraged to: (a) serve as a resource to teachers in the instruction of spelling, (b) be aware of potential problems in spelling development in phonologically delayed children, and (c) utilize whole language strategies that relate speech production to reading and writing within their phonological therapy.

Beginning Braille: A Whole Language-Based Strategy

1996 ◽  
Vol 90 (3) ◽  
pp. 184-189 ◽  
Author(s):  
G. Lamb
Keyword(s):  
Whole Language ◽  
Early Reading ◽  
Literacy Learning ◽  
Teaching Reading ◽  
Reading Behaviors ◽  
Language Philosophy ◽  
Reading And Writing ◽  
Critical Components

This article describes the whole-language philosophy of teaching reading and writing and its application to teaching braille reading. It presents examples of activities that are an effective vehicle for enhancing the development of early reading behaviors in children who use braille and that integrate the critical components of literacy learning with the special skills that are necessary for reading by touch.

Improving Speech and Language Services through Effective Time Management

1983 ◽  
Vol 14 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Barbara W. Travers
Keyword(s):  
Time Management ◽  
Management Strategies ◽  
Federal State ◽  
Speech Language Pathologist ◽  
School Based ◽  
Work Area ◽  
Paper Work ◽  
Areas Of Concern ◽  
State And Local ◽  
Therapeutic Services

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

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.

Autism and Neurodiversity: Addressing Concerns and Offering Implications for the School-Based Speech-Language Pathologist

2020 ◽  
pp. 1-7
Author(s):  
Laura S. DeThorne ◽  
Kelly Searsmith
Keyword(s):  
Service Provision ◽  
Individualized Education Program ◽  
Institutional Constraints ◽  
Individualized Education ◽  
Existing Structures ◽  
Eligibility Determination ◽  
Speech Language Pathologist ◽  
School Based ◽  
Key Points ◽  
C Center

Purpose The purpose of this article is to address some common concerns associated with the neurodiversity paradigm and to offer related implications for service provision to school-age autistic students. In particular, we highlight the need to (a) view first-person autistic perspectives as an integral component of evidence-based practice, (b) use the individualized education plan as a means to actively address environmental contributions to communicative competence, and (c) center intervention around respect for autistic sociality and self-expression. We support these points with cross-disciplinary scholarship and writings from autistic individuals. Conclusions We recognize that school-based speech-language pathologists are bound by institutional constraints, such as eligibility determination and Individualized Education Program processes that are not inherently consistent with the neurodiversity paradigm. Consequently, we offer examples for implementing the neurodiversity paradigm while working within these existing structures. In sum, this article addresses key points of tension related to the neurodiversity paradigm in a way that we hope will directly translate into improved service provision for autistic students. Supplemental Material https://doi.org/10.23641/asha.13345727

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.

Phonological development in lexically precocious 2-year-olds

2006 ◽  
Vol 27 (3) ◽  
pp. 355-375 ◽  
Author(s):  
BRUCE L. SMITH ◽  
KARLA K. MCGREGOR ◽  
DARCIE DEMILLE
Keyword(s):  
Chronological Age ◽  
Phonological Development ◽  
Vocabulary Size ◽  
Phonological Processes ◽  
Spontaneous Language ◽  
Phonological Abilities

To examine interactions between young children's vocabulary size and their phonological abilities, spontaneous language samples were collected from 24-month-olds with precocious lexicons, their age mates (24-month-olds with average-sized lexicons), and their vocabulary mates (30-month-olds with average-sized lexicons). Phonological ability was measured in a variety of ways, such as the number of different consonants that were targeted, the number of different consonants produced correctly, the percentage of consonants produced correctly, and the occurrence of phonological processes. The lexically precocious 24-month-olds were similar to their vocabulary mates on most measures of phonological ability, and both of these groups were generally superior to the 24-month-olds with smaller lexicons. These findings supported a hypothesized relationship between lexicon size and phonological performance, and demonstrated that 2-year-olds' phonological development is more closely related to size of the lexicon than chronological age.

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