Use of Design Thinking to Inform Eligibility Recommendations for Children With Spoken Language and Literacy Disorders in Schools

2021 ◽  
pp. 1-9
Author(s):  
Kelly Farquharson ◽  
Jaumeiko J. Coleman ◽  
Barbara J. Moore ◽  
Judy K. Montgomery
Keyword(s):  
Process Model ◽  
Design Thinking ◽  
Communication Disorders ◽  
Spoken Language ◽  
Language And Literacy ◽  
Eligibility Criteria ◽  
Eligibility Determination ◽  
Actual Application ◽  
School Based ◽  
Determination Process

Purpose The purpose of this tutorial was to consider and apply design thinking to the clinical process of determining eligibility for special education and related services for students with spoken language and literacy disorders in school-based settings. Specifically, we will consider some of the predicaments that multidisciplinary assessment teams face when applying legal criteria and local procedures to referral and assessment processes, as well as the actual application of eligibility criteria, particularly when considering issues related to referral for an assessment for a suspected spoken language or literacy disorder. Method Design thinking is a human-centered, iterative process that can be used to problem solve issues at the individual and system levels. We applied the IDEO design thinking process model, which includes five phases (i.e., discovery, interpretation, ideation, experimentation, and evolution), to the process of determining eligibility in school-based settings. Our exploration included a review of predicaments that sometimes arise during the eligibility determination process. Results We applied design thinking to a specific predicament in the eligibility determination process. We also used design thinking to develop several guiding questions for two additional eligibility predicaments. Conclusions Design thinking is a robust and structured framework used to make decisions and solve problems in a variety of settings. Given its human-centered focus, it is appropriate to use within the context of the Individuals with Disabilities Education Improvement Act of 2004. Using a human-centered approach helps retain the “I” in “IEP” (Individualized Education Program) and ensure that the unique needs of students with communication disorders are met.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

Development and Application of Hackathon in Elementary School Based on Design Thinking Process

2020 ◽  
Vol 51 (1) ◽  
pp. 159-185
Author(s):  
Ju Yeon Park, ◽  
Hye Young Chung, ◽  
Sung Hee Kim, ◽  
Young Mi Lee ◽  
Yoo Kyung Lee ◽  
...  
Keyword(s):  
Elementary School ◽  
Design Thinking ◽  
School Based ◽  
Thinking Process

scholarly journals A Preliminary Exploration of Pitch Discrimination, Temporal Sequencing, and Prosodic Awareness Skills of Children Who Participate in Different School-Based Music Curricula

2021 ◽  
Vol 11 (8) ◽  
pp. 982
Author(s):  
Ashley G. Flagge ◽  
Mary Ellen Neeley ◽  
Tara M. Davis ◽  
Victoria S. Henbest
Keyword(s):  
Phonological Processing ◽  
Auditory Processing ◽  
Musical Training ◽  
Positive Influence ◽  
Pitch Discrimination ◽  
Language And Literacy ◽  
School Based ◽  
Temporal Sequencing ◽  
School Music ◽  
Music Class

Musical training has been shown to have a positive influence on a variety of skills, including auditory-based tasks and nonmusical cognitive and executive functioning tasks; however, because previous investigations have yielded mixed results regarding the relationship between musical training and these skills, the purpose of this study was to examine and compare the auditory processing skills of children who receive focused, daily musical training with those with more limited, generalized musical training. Sixteen typically developing children (second–fourth grade) from two different schools receiving different music curricula were assessed on measures of pitch discrimination, temporal sequencing, and prosodic awareness. The results indicated significantly better scores in pitch discrimination abilities for the children receiving daily, focused musical training (School 1) compared to students attending music class only once per week, utilizing a more generalized elementary school music curriculum (School 2). The findings suggest that more in-depth and frequent musical training may be associated with better pitch discrimination abilities in children. This finding is important given that the ability to discriminate pitch has been linked to improved phonological processing skills, an important skill for developing spoken language and literacy. Future investigations are needed to determine whether the null findings for temporal sequencing and prosodic awareness can be replicated or may be different for various grades and tasks for measuring these abilities.

scholarly journals THE CHALLENGING COMBINATION OF AGILITY AND CONVERGENCE IN HYBRID PRODUCT DEVELOPMENT PROCESSES: AN EMPIRICAL ANALYSIS OF STANFORD'S ME310 PROCESS MODEL

2021 ◽  
Vol 1 ◽  
pp. 2991-3000
Author(s):  
Frank Koppenhagen ◽  
Tim Blümel ◽  
Tobias Held ◽  
Christoph Wecht ◽  
Paul Davin Kollmer
Keyword(s):  
Empirical Analysis ◽  
Systems Engineering ◽  
Process Model ◽  
Design Thinking ◽  
Solution Space ◽  
Problem Formulation ◽  
Study Approach ◽  
Development Processes ◽  
Student Projects

AbstractCombining agility and convergence in the development of physical products is a major challenge. Rooted in a design thinking approach, Stanford's ME310 process model attempts to resolve the conflicting priorities of these two design principles. To investigate how successful Stanford's hybrid process model is in doing so, we have used a qualitative case study approach. Our paper begins by outlining this process model's fundamental principles in terms of engineering design methodology. Subsequently, we present the results of our empirical analysis, which tracks the coevolution of problem and solution space by meticulously examining all prototype paths in ten of Stanford's ME310 student projects. We have discovered that convergence during solution finding does not correspond to the process model's theoretical specifications. Even in the phase of the final prototype, both the technical concept and the underlying problem formulation changed frequently. Further research should focus on combining the prototype-based ME310 approach with methods from systems engineering which allow for a more comprehensive theoretical exploration of the solution space. This could lead to improved convergence during solution development.

scholarly journals Model Alur Kerja Penanganan Bukti Digital Untuk Data Multimedia

2021 ◽  
Vol 8 (3) ◽  
pp. 1214-1225
Author(s):  
Dirman Dirman ◽  
Yudi Prayudi ◽  
Erika Ramadhani
Keyword(s):  
Business Process ◽  
Process Model ◽  
Design Thinking ◽  
Business Process Model ◽  
Digital Multimedia

Kejahatan multimedia melalui platform dan transmisi digital merupakan kondisi yang sangat serius dan merugikan. Dewasa ini, kasus digital multimedia tidak sedikit menjadi perhatian, terutama dalam penanganan bukti multimedia yang dapat digunakan sebagai instrumen penentu kebenaran ilmiah di pengadilan. Selain itu juga, barang bukti digital multimedia sangat mudah dilakukan modifikasi dengan menggunakan aplikasi yang bisa digunakan secara bebas, sehingga keaslian data digital bisa saja rusak atau hilang. Tantangan yang dihadapi investigator dalam penanganan bukti digital multimedia adalah tuntutan variabel keabsahan proses penyidikan, penanganan, dokumentasi hingga pelaporan. Layaknya prosedur penanganan pada umumnya, investigasi kasus digital multimedia membutuhkan alur kerja sehingga tahapan investigasi bisa terkontrol dengan baik. Penelitian ini mengkaji framework, SOP dan alur kerja penanganan bukti digital. Hasil pemetaan dan kajian digunakan sebagai pembuatan model alur kerja penanganan bukti digital untuk data multimedia dengan menggunakan metode design thinking dengan pendekatan Business Process Model and Notation (BPMN) dalam mendapatkan hubungan antara aktor, bukti digital dan alur kerja.

Telepractice in Speech-Language Pathology: The Evidence, the Challenges, and the Future

2011 ◽  
Vol 1 (1) ◽  
pp. 10-21 ◽  
Author(s):  
Deborah Theodoros
Keyword(s):  
Mode Of Delivery ◽  
Communication Disorders ◽  
Evidence Base ◽  
Language And Literacy ◽  
Apraxia Of Speech ◽  
Speech Language Pathology ◽  
Validity And Reliability ◽  
Future Directions ◽  
The Future ◽  
Language Pathology

This article provides a review of the evidence base for telepractice in speech-language pathology, the challenges that exist, and the future directions for this field. It describes the benefits of telepractice for clients and their families and outlines the evidence currently available to support the validity and reliability of this mode of delivery in the management of adult neurogenic communication disorders (aphasia, dysarthria, apraxia of speech); voice disorders; stuttering; dysphagia; laryngectomy; and articulation, language, and literacy disorders in children. The challenges facing telepractice in speech-language pathology and the future directions for this field are discussed. Telepractice is an emerging area of service delivery in speech-language pathology that is likely to become an integral part of mainstream practice in the future. In order to achieve this, it is imperative that the profession accelerates its program of research and clinical endeavor in this area.

scholarly journals What works to promote walking at the population level? A systematic review

2018 ◽  
Vol 52 (12) ◽  
pp. 807-812 ◽  
Author(s):  
Charlie Foster ◽  
Paul Kelly ◽  
Hamish A B Reid ◽  
Nia Roberts ◽  
Elaine M Murtagh ◽  
...  
Keyword(s):  
Systematic Review ◽  
Mass Media ◽  
English Language ◽  
Environmental Changes ◽  
Controlled Trial ◽  
Population Level ◽  
Eligibility Criteria ◽  
Community Initiatives ◽  
School Based ◽  
Randomised Controlled

ObjectiveInterventions to promote walking have focused on individual or group-based approaches, often via the randomised controlled trial design. Walking can also be promoted using population health approaches. We systematically reviewed the effectiveness of population approaches to promote walking among individuals and populations.DesignA systematic review.Data sources10 electronic databases searched from January 1990 to March 2017.Eligibility criteriaEligibility criteria include pre-experimental and postexperimental studies of the effects of population interventions to change walking, and the effects must have been compared with a ‘no intervention’, or comparison group/area/population, or variation in exposure; duration of ≥12 months of follow up; participants in free-living populations; and English-language articles.Results12 studies were identified from mostly urban high-income countries (one focusing on using tax, incentivising the loss of parking spaces; and one using policy only, permitting off-leash dogs in city parks). Five studies used mass media with either environment (n=2) or community (n=3) approaches. Four studies used environmental changes that were combined with policies. One study had scaled up school-based approaches to promote safe routes to schools. We found mass media, community initiatives and environmental change approaches increased walking (range from 9 to 75 min/week).

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