A Team Approach to Response to Intervention for Speech Sound Errors in the School Setting

2018 ◽  
Vol 3 (16) ◽  
pp. 110-119 ◽  
Author(s):  
Laurel Bruce ◽  
Sue Lynde ◽  
Juliet Weinhold ◽  
Beate Peter
Keyword(s):  
Response To Intervention ◽  
Treatment Time ◽  
School Setting ◽  
Speech Sound ◽  
Communication Disorders ◽  
Individual Therapy ◽  
Team Approach ◽  
Overall Treatment Time ◽  
Speech Language Pathologist ◽  
Rti Model

Purpose Response to intervention (RTI) has been used within the school setting to support students at risk for a variety of communication disorders. Through RTI, these students can receive services prior to determining eligibility for special education, allowing students with speech sound errors (SSEs) to receive support from a speech-language pathologist speech-language pathologist support while still in the stage of speech sound development. Method This article discusses the implementation of a team-based RTI model spanning 6 years, which targeted three hundred eighty-nine 7- to 8.5-year-old students with SSEs. Results One hundred seventy-two students completed treatment through the RTI process, requiring an average of 6 therapy hours. One hundred eight RTI students needed an Individualized Education Program (IEP) to complete their treatment. Of these students, a subset of 32 who started treatment through RTI and finished through an IEP required an average of 53 therapy hours. This is significantly less than the average of 82 hours found through chart reviews of our own district IEPs. Conclusion An RTI process using individual therapy has the potential to reduce the overall treatment time needed for speech sound remediation. Advantages and drawbacks in using an RTI team model for SSEs and providing therapy through individual sessions are discussed.

Contributions to Gain in Speech Sound Production Accuracy for Children With Speech Sound Disorders: Exploring Child and Therapy Factors

2020 ◽  
Vol 51 (2) ◽  
pp. 457-468
Author(s):  
Kelly Farquharson ◽  
Sherine R. Tambyraja ◽  
Laura M. Justice
Keyword(s):  
Sound Production ◽  
Speech Therapy ◽  
School Setting ◽  
Speech Sound ◽  
Spontaneous Speech ◽  
Individual Therapy ◽  
Speech Sound Disorders ◽  
The Individual ◽  
Therapy Sessions ◽  
Production Accuracy

Purpose The purpose of this study was to explore the extent to which child- and therapy-level factors contribute to gains in speech sound production accuracy for children with speech sound disorders in receipt of school-based services. Method Data were obtained from 126 kindergarten and first- and second-grade children currently in receipt of speech therapy services in their public school setting. Pretest and posttest measures of spontaneous speech production and language ability were collected at the beginning and end of one academic year. Using a spontaneous speech sample, percentage of consonants correct (PCC) was calculated for each child; a gain score was computed by subtracting the pretest PCC score from the posttest PCC score. The children's speech-language pathologist completed weekly therapy logs during business-as-usual therapy, indicating the frequency, duration, and group composition of services throughout the school year. Results Results supported that gain in PCC from pretest to posttest was predicted by several child- and therapy-level variables. Children's initial speech sound severity was negatively related to gains in PCC. Our results also supported that the total number of therapy sessions received in a year was positively predictive of PCC gain. Interestingly, the number of individual therapy sessions was negatively associated with PCC gain. Conclusion Several malleable therapy factors contribute to gains in speech sound accuracy for children with speech sound disorders. Speech-language pathologists should consider how these factors may be manipulated to best tailor treatment to the individual needs of the children on their caseloads.

Communication and Feeding/Swallowing Disorders in 22q11.2 Deletion Syndrome: A Primer for the Pediatric Speech-Language Pathologist

2019 ◽  
Vol 4 (4) ◽  
pp. 624-632
Author(s):  
Adriane L. Baylis ◽  
Lauren L. Madhoun
Keyword(s):  
Speech Sound ◽  
22Q11.2 Deletion Syndrome ◽  
Communication Disorders ◽  
Swallowing Disorders ◽  
Deletion Syndrome ◽  
Motor Speech ◽  
22Q11.2 Deletion ◽  
Speech Language Pathologist ◽  
Assessment And Treatment ◽  
Swallowing Difficulties

Purpose Communication disorders are a hallmark feature of 22q11.2 deletion syndrome (22q11DS). Complex feeding and swallowing difficulties are also frequently present in children with this syndrome. Every speech subsystem may be affected in 22q11DS, leading to a variety of speech sound, motor speech, resonance, and/or voice disorders. Language delays and persisting social/pragmatic deficits are also common. Conclusion The speech-language pathologist is key to both the diagnosis and treatment of speech-language difficulties and feeding/swallowing disorders in children with 22q11DS, from birth through adulthood. This tutorial provides a current overview of communication and feeding/swallowing disorders associated with 22q11DS and strategies for assessment and treatment. The role of the pediatric speech-language pathologist in the management of children with this syndrome across a variety of settings is discussed.

Pediatric Benign Vocal Fold Lesions: A Team Approach

2009 ◽  
Vol 19 (3) ◽  
pp. 105-112 ◽  
Author(s):  
Geralyn Harvey Woodnorth ◽  
Roger C. Nuss
Keyword(s):  
Vocal Fold ◽  
Evaluation Process ◽  
Team Approach ◽  
Speech Language Pathologist ◽  
Benign Vocal Fold Lesions ◽  
Different Types ◽  
Team Evaluation ◽  
Surgical Treatments ◽  
Review Current ◽  
Vocal Fold Nodules

Abstract Many children with dysphonia present with benign vocal fold lesions, including bilateral vocal fold nodules, cysts, vocal fold varices, and scarring. Evaluation and treatment of these children are best undertaken in a thoughtful and coordinated manner involving both the speech-language pathologist and the otolaryngologist. The goals of this article are (a) to describe the team evaluation process based on a “whole system” approach; (b) to discuss etiological factors and diagnosis; and (c) to review current medical, behavioral, and surgical treatments for children with different types of dysphonia.

The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

2010 ◽  
Vol 11 (2) ◽  
pp. 60-65
Author(s):  
Francine Wenhardt
Keyword(s):  
Public Schools ◽  
School Setting ◽  
Real Life ◽  
Effective School ◽  
Program Coordinator ◽  
Educational Preparation ◽  
The Public ◽  
Speech Language Pathologist ◽  
New Graduate ◽  
Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

The Interaction of Pulmonary Physiology and Swallowing: A Juggling Act for the Physician and Speech-Language Pathologist

2009 ◽  
Vol 18 (1) ◽  
pp. 34-40
Author(s):  
Karen J. Dikeman ◽  
Marta S. Kazandjian ◽  
Elbert Tun ◽  
Panina Niyazova ◽  
Tien-Tsai Tsai ◽  
...  
Keyword(s):  
Health Care Providers ◽  
Medical Condition ◽  
Team Approach ◽  
Care Providers ◽  
Geriatric Population ◽  
Pulmonary Physiology ◽  
Speech Language Pathologist ◽  
Ventilator Dependence ◽  
Clinical Case Studies ◽  
Single Disease Entity

Abstract Patients who are dependent upon tracheostomy and/or ventilator use present a particular challenge to health-care providers. The interaction of pulmonary physiology and deglutition is complex, as illustrated in the course of patients who are in the weaning process. Speech language pathologists (SLPs) should work closely with their physician colleagues to understand the influence of multiple medical co-morbidities on intervention. In traditional medicine, the clinician's objective is to connect a patient's many symptoms and complaints to a single disease entity. However, in caring for the ventilator dependent geriatric population, a symptom such as dysphagia typically results from the interplay of various, multi-organ symptoms, and conditions. This article strives to demonstrate the “juggling act” that the physician and SLP must balance between the patient's current medical condition, pulmonary dysfunction, and disordered swallowing. Clinical case studies illustrate the benefit of swallowing intervention on quality of life. While the care of patients with tracheostomy and ventilator dependence requires a team approach, with respiratory therapy and nursing vital members, this article emphasizes the roles of the SLP and physician.

Response to Intervention and Current Implementation

2008 ◽  
Vol 9 (3) ◽  
pp. 116-121
Author(s):  
Janet L. Proly
Keyword(s):  
Response To Intervention ◽  
Federal Regulations ◽  
Speech Language Pathologist ◽  
Current Implementation ◽  
Rti Implementation ◽  
Level Of Understanding

Abstract Response to Intervention (RTI) implementation is becoming more widespread due to the references of RTI components in the Federal Regulations. But everyone is not at the same level of understanding about RTI and its implementation. This article will answer several questions. What is RTI? Why are we hearing more and more about RTI? How are states implementing RTI components? How can the speech-language pathologist help in RTI implementation in the presence or absence of a specific RTI infrastructure? How is Florida Proceeding with RTI implementation? Are there any new resources available for principals and other educators who might want to learn more about RTI?

scholarly journals Intermolar Mandibular Distraction Osteogenesis—A Preliminary Report

2021 ◽  
Vol 11 (9) ◽  
pp. 4118
Author(s):  
Suen A. N. Lie ◽  
Britt H. B. T. Engelen ◽  
Veronique C. M. L. Timmer ◽  
Nico M. P. Vrijens ◽  
Paolo Asperio ◽  
...  
Keyword(s):  
Distraction Osteogenesis ◽  
Treatment Time ◽  
Average Length ◽  
Case Series ◽  
Growth Spurt ◽  
Overall Treatment Time ◽  
Mandibular Distraction ◽  
Mandibular Distraction Osteogenesis ◽  
Root Fractures

Background: Dental Class II is the most common indication for combined orthodontic-orthognathic treatment. Intermolar mandibular distraction osteogenesis (IMDO) treatment was performed during the growth spurt, to avoid surgery at a later age. The aim of this study is to present our first experience with IMDO. Methods: This is a retrospective case series of patients who underwent an IMDO. All patients showed mandibular retrognathism, and orthodontic treatment with functional appliances was not successful. Results: In total, 20 patients (mean age of 14.8 years (SD = 0.9 ys) were included. All patients achieved a Class I occlusion. An average length gain of 9.6 mm (SD = 3.7 mm) was reached. In one patient an abscess occurred. Nine patients presented with root fractures of the second molar; three were lost, one treated endodontically. The average time between insertion and removal of the distractors was 4.6 months (SD = 1.5 mths). In one case a premature consolidation was seen. Conclusion: We achieved satisfactory results with IMDO, although undesirable effects occurred. An advantage is the manageable overall treatment time. Open questions concern the occurrence of root fractures. Furthermore, the question of long-term stability is open. The question of dynamic distraction treatment in relation to temporomandibular joint changes can only be answered in the long term.

Primary Human Liver Cells as Source for Modular Extracorporeal Liver Support - a Preliminary Report

2002 ◽  
Vol 25 (10) ◽  
pp. 1001-1005 ◽  
Author(s):  
I.M. Sauer ◽  
K. Zeilinger ◽  
N. Obermayer ◽  
G. Pless ◽  
A. Grünwald ◽  
...  
Keyword(s):  
Human Liver ◽  
Treatment Time ◽  
Liver Perfusion ◽  
Cell Mass ◽  
Liver Weight ◽  
Liver Cells ◽  
Liver Support ◽  
Overall Treatment Time ◽  
Human Liver Cells ◽  
Extracorporeal Liver Support

Cell-based extracorporeal liver support is an option to assist or replace the failing organ until regeneration or until transplantation can be performed. The use of porcine cells or tumor cell lines is controversial. Primary human liver cells, obtained from explanted organs found to be unsuitable for transplantation, are a desirable cell source as they perform human metabolism and regulation. The Modular Extracorporeal Liver Support (MELS) concept combines different extracorporeal therapy units, tailored to suit the individual and intra-individual clinical needs of the patient. A multi-compartment bioreactor (CellModule) is loaded with human liver cells obtained by 5-step collagenase liver perfusion. A cell mass of 400 g – 600 g enables the clinical application of a liver lobe equivalent hybrid organ. A detoxification module enables single pass albumin-dialysis via a standard high-flux dialysis filter, and continuous venovenuous hemodiafiltration may be included if required. Cells from 54 human livers have been isolated (donor age: 56 ± 13 years, liver weight: 1862 ± 556 g resulting in a viability of 55.0 ± 15.9%). These grafts were not suitable for LTx, due to steatosis (54%), cirrhosis (15%), fibrosis (9%), and other reasons (22%). Out of 36 prepared bioreactors, 10 were clinically used to treat 8 patients with liver failure. The overall treatment time was 7–144 hours. No adverse events were observed. Initial clinical applications of the bioreactor evidenced the technical feasibility and safety of the system.

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