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.

Professional Performance Review Process: Your Best PR Tool

2009 ◽  
Vol 10 (3) ◽  
pp. 78-81
Author(s):  
Patricia (Trici) Schraeder
Keyword(s):  
Review Process ◽  
Evaluation Process ◽  
Summative Evaluation ◽  
Workload Analysis ◽  
Professional Performance ◽  
Self Reflection ◽  
Performance Review ◽  
Speech Language Pathologist ◽  
School Based ◽  
Educational Literature

Abstract The Professional Performance Review Process (PPRP) was designed specifically for the school-based speech-language pathologist and enhances the four major purposes of professional performance review that have been identified in educational literature. The PPRP combines a formative self-reflection tool (including workload analysis) with a summative evaluation process.

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.

Acquired and Developmental Executive Dysfunction: Common Intervention Principles

2014 ◽  
Vol 15 (4) ◽  
pp. 134-140 ◽  
Author(s):  
Lynn Drazinski
Keyword(s):  
Executive Function ◽  
Executive Dysfunction ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
School Based ◽  
Developmental Issue ◽  
Common Intervention

When school-based speech-language pathologists encounter executive dysfunction, it is typically related to a developmental issue and is often associated with other diagnoses. There are students, however, who present with acquired executive function that is neurogenic in basis. These may present as very different disorders, yet there are commonalities between the two etiologies of executive dysfunction. This article presents some common principles of intervention for consideration by the school-based speech-language pathologist.

Speech-Language Pathologists and Inclusive Service Delivery: What Are the First Steps?

2014 ◽  
Vol 15 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Lyndsey Pollack Zurawski
Keyword(s):  
Service Delivery ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
Speech Language Pathologists ◽  
Roles And Responsibilities ◽  
Service Delivery Models ◽  
School Based ◽  
Delivery Models

Changing service delivery models can be difficult for a variety of reasons. The expanding roles and responsibilities of school-based speech-language pathologists (SLPs) along with the implementation of Common Core State Standards (CCSS) only create more pressure. Implementation of the CCSS does not have to be an anxiety driven task. School-based SLPs can accept the challenge of providing inclusive-based services to meet the diverse needs of the SLPs caseload while providing educationally relevant services.

Never Assume! Mentoring the Connections Between Theory and Practice

2010 ◽  
Vol 11 (4) ◽  
pp. 145-148
Author(s):  
Jill Parmenter ◽  
Paula McGraw
Keyword(s):  
Theory And Practice ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Roles And Responsibilities ◽  
Speech Language Pathologist ◽  
The Future ◽  
Language Pathology

Abstract Mentoring is one of the most important services experienced speech-language pathologists can provide to the profession of speech-language pathology. The mentoring we provide today will impact the future of the profession. This article will examine the roles and responsibilities of a mentoring speech-language pathologist, considering the specific needs of a Clinical Fellow (CF) as well as the mentoring needed for professionals throughout their careers.

Cross-Cultural Assessment of Young Children's Language and Literacy Development

2008 ◽  
Vol 9 (2) ◽  
pp. 71-78 ◽  
Author(s):  
Angela Losardo ◽  
Angela Notari-Syverson ◽  
Thalia Coleman ◽  
Dawn C. Botts
Keyword(s):  
Literacy Development ◽  
Cross Cultural ◽  
Successful Implementation ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Literacy Assessments ◽  
Cultural Assessment ◽  
Language And Literacy Development ◽  
Increasing Demand

Abstract Speech-language pathologists are faced with an increasing demand to conduct language and literacy assessments for children who are from cultures different from their own. Cross-cultural assessment is challenging. This article outlines the conditions necessary for successful implementation of culturally appropriate models of assessment. Alternative approaches to assessment are proposed that will guide speech-language pathologists about where, when, and how to assess children. Embedded approaches, authentic approaches, mediated approaches, and comprehensive models offer the speech-language pathologist the option of using assessment activities which can be adapted to match the needs of the child being assessed. And finally, ideas for family-professional collaboration in the assessment of young children's language and literacy development are provided.

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