Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Position Statement

Author(s):  
2009 ◽  
Vol 19 (1) ◽  
pp. 4-9
Author(s):  
Jill Parmenter ◽  
Sheryl Amaral ◽  
Julia Jackson

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.


PEDIATRICS ◽  
1995 ◽  
Vol 95 (1) ◽  
pp. 159-159
Author(s):  
Robert H. Chesky

As a private practitioner with some interest in periodic, standardized preschool developmental screening, I appreciated the recent position statement on this subject (Pediatrics, May 1994) by the Committee on Children with Disabilities. At least in my locale, it doesn't seem to me that we practicing pediatricians (myself included) have exactly covered ourselves with glory with respect to this important area of health supervision. Thus, perhaps pediatricians may benefit from "regular," "periodic," "formal" American Academy of Pediatrics reminders that inaccurate developmental assessments may deny preschool children needed (and now often publicly funded) early intervention and special education services.


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