Guidelines for the Roles and Responsibilities of the School-Based Speech-Language Pathologist

2000 ◽  
Author(s):  
Keyword(s):  
Roles And Responsibilities ◽  
Speech Language Pathologist ◽  
School Based

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.

Job Satisfaction of School-Based Speech-Language Pathologists in New York State as a Function of Workplace Features

2021 ◽  
pp. 1-15
Author(s):  
Rebecca Amir ◽  
Skott E. Jones ◽  
Danielle Frankel ◽  
Jessica Fritzsch
Keyword(s):  
Job Satisfaction ◽  
New York ◽  
Interprofessional Collaboration ◽  
New York State ◽  
Unmet Need ◽  
Workload Analysis ◽  
York State ◽  
Roles And Responsibilities ◽  
Speech Language Pathologist ◽  
School Based

Purpose The number of unfilled speech-language pathologist (SLP) positions in school-based settings remains an ongoing concern, particularly in the most populous states. New York State (NYS) is among those that have been identified to demonstrate a current and predicted unmet need for qualified SLPs. This study examines workplace features that contribute to job satisfaction of school-based SLPs in NYS to better understand which factors affect recruitment and retention. Method Three hundred sixty-six school-based SLPs in NYS responded to a 40-question survey about their workplace characteristics and levels of satisfaction for various job features. Results Respondents reported the highest satisfaction in areas relating to the nature of work with their students and available opportunities for interprofessional collaboration. The most prominent workplace features of concern related to workload amount, limited time to complete required tasks within the work week, and others' understanding of the SLP's role. Conclusions SLPs are generally satisfied with the work itself but challenges about increasing workload and lack of understanding have the potential to lead to attrition. Advocating for a workload analysis, a better understanding of the roles and responsibilities of the school-based SLP, and limits on the number of students served holds promise to improve job satisfaction. In turn, these efforts may both improve retention and lead to increased recruitment to help fill available positions.

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.

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.

Preparing Graduate Students To Carry Out Their Roles and Responsibilities in a School-Based Setting

2012 ◽  
Vol 15 (1) ◽  
pp. 11-15 ◽  
Author(s):  
SallyAnn Giess ◽  
Kelly Farquharson Schussler ◽  
Jennifer Walsh Means ◽  
Mary Dale Fitzgerald
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Formative Assessments ◽  
Preparation Programs ◽  
University Outreach ◽  
Roles And Responsibilities ◽  
School Based ◽  
Wide Range ◽  
Communicative Disorders ◽  
The University

Today’s school-based speech-language pathologists (SLPs) serve children across a wide range of communicative disorders and perform duties in a variety of service delivery settings. Student learning outcomes in graduate communication sciences and disorders (CSD) preparation programs must reflect these expanding roles of SLPs as they prepare candidates for practice in the schools. Recognizing this challenge, a committee of SLPs in higher education created the University Outreach Committee (UOC) document. This document puts an ASHA practice policy into action by providing learning outcomes, formative assessments, and artifacts that university academic and clinical faculty can use to prepare graduate CSD students for work in schools.

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