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.

How Do I Work With the Reading Teacher Without Becoming One?

2009 ◽  
Vol 10 (2) ◽  
pp. 45-50 ◽  
Author(s):  
Susan E. Angel ◽  
Yolonda G. Butler ◽  
Deborah L. Cichra ◽  
Cheriee C. Moore ◽  
Judith Simonet
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Public Schools ◽  
Orange County ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Impaired ◽  
Speech Language Pathologist ◽  
Orange County Public Schools ◽  
Reading Teacher

Abstract The Speech-Language Program of Orange County Public Schools (OCPS), Orlando, FL has provided ongoing intensive professional development and support to their speech-language pathologists to facilitate inclusive services for students who are identified as speech-language impaired. However, providing inclusive services in the general and special education classrooms often raises the question, “How should speech-language pathologists provide services in the classroom, focusing on classroom curriculum without becoming the reading teacher?” This article discusses how a speech-language pathologist differentiates his/her services from the responsibilities of the reading teacher.

Workload Status of School-Based Speech-Language Pathologists in Texas

2012 ◽  
Vol 13 (4) ◽  
pp. 136-149
Author(s):  
Erika Armstrong ◽  
Ginger White ◽  
Laura Moorer-Cook ◽  
Cindy Gill
Keyword(s):  
Public Schools ◽  
Speech Language Pathologists ◽  
Workload Analysis ◽  
The Public ◽  
Number Of Children ◽  
School Based ◽  
The Status ◽  
Laws And Policies ◽  
Time Expenditures

In 1993, the American Speech-Language-Hearing Association (ASHA) recommended caseloads of 40 for speech-language pathologists (SLPs) practicing in the public schools, a recommendation that was not feasible for most school districts. In addition, new laws and policies substantially increased the paperwork, responsibilities, and time expenditures required of the school-based SLP. ASHA subsequently instigated extensive reviews of the problem and, in 2002, suggested that schools instead use a “workload analysis approach,” considering all of the required activities from prereferral to dismissal, in order to determine the number of children an SLP could appropriately serve. In our study, we attempted to catalog the status of Texas' efforts in using workload considerations. More than 400 school-based respondents indicated the percentages of time they spent fulfilling each professional responsibility at their school. Responses suggest that variation in caseload numbers corresponds to clinician role (SLP vs. supervising SLP vs. SLP Assistant). Most clinicians indicated that they were fairly satisfied with their job; however, many were employed 5 or fewer years in the schools and the average workweek was 48–49 hours. Although it appears that Texas is using workload considerations to some extent, efforts should continue to optimize the quality of treatment for Texas schoolchildren and retention of SLPs in the schools.

Serving Children With Limited English Proficiency in the Schools

1994 ◽  
Vol 25 (3) ◽  
pp. 156-164 ◽  
Author(s):  
Celeste A. Roseberry-McKibbin ◽  
Glenn E. Eicholtz
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency

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.

American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study

2019 ◽  
Vol 4 (5) ◽  
pp. 1148-1161
Author(s):  
Camilo Maldonado ◽  
Alejandro Ashe ◽  
Kerri Bubar ◽  
Jessica Chapman
Keyword(s):  
Qualitative Study ◽  
Service Provision ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Speech Language Pathologists ◽  
Federal Mandates ◽  
Refugee Families ◽  
Provision Of Services ◽  
English Speaking ◽  
Immigrant And Refugee

Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

Sign in / Sign up

Export Citation Format

Share Document