Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Technical Report

2008 ◽  
Author(s):  
Keyword(s):  
Early Intervention ◽  
Speech Language Pathologists ◽  
Roles And Responsibilities ◽  
Technical Report

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.

Blended Preparation in Early Childhood and Early Intervention/Early Childhood Special Education: Reflecting on the Past, Paving a Path Forward

2021 ◽  
pp. 088840642110373
Author(s):  
Ann M. Mickelson ◽  
Vivian I. Correa ◽  
Vicki D. Stayton
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Intervention ◽  
Historical Analysis ◽  
Early Childhood Special Education ◽  
Call To Action ◽  
Social Foundations ◽  
Roles And Responsibilities ◽  
Collaborative Models ◽  
Strategic Coordination

The movement toward collaborative models of preservice early childhood preparation, those that attempt to “blend” preparation for both early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE), is entering its fourth decade. This position paper presents a historical analysis of the blended movement through a conceptual framework based on a social foundations perspective that highlights how sociopolitical and foundational influences have affected blended preparation over time. Although blended models were first explored as a means to reconceptualize early childhood preservice preparation for inclusion, the recommendations shared in this article center on the need to reconceptualize blended preparation itself. A call to action is proposed for the development of a robust research agenda and the strategic coordination of advocacy to ensure current and future blended preparation meets the needs of the increasingly diverse contexts, roles, and responsibilities of ECE and EI/ECSE practitioners.

Opinions of Speech-Language Pathologists Regarding Speech Management for Children With Cleft Lip and Palate

2019 ◽  
Vol 57 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Mary Hardin-Jones ◽  
David L. Jones ◽  
Riley C. Dolezal
Keyword(s):  
Early Intervention ◽  
Interest Group ◽  
Special Interest ◽  
Online Survey ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Treatment Strategies ◽  
Large Degree ◽  
Special Interest Group ◽  
Speech Language Pathologists

Objective:The purpose of the present study was to examine practice patterns and opinions that speech-language pathologists (SLPs) have about speech-language intervention for children with cleft lip and palate.Methods:One hundred seven speech-language pathology members of the American Speech-Language-Hearing Association Special Interest Group 5: Craniofacial and Velopharyngeal Disorders Special Interest Group completed a 37-item online survey that examined common practices in early intervention as well as opinions about speech characteristics, assessment, and management strategies for children with cleft lip and palate.Results:The overwhelming majority of respondents (96%) agreed that speech-language pathologists (SLPs) should meet with parents before palatal surgery to discuss speech-language issues. Although 90% of the SLPs identified increasing consonant inventory as an early intervention goal, lack of consensus was evident regarding the type of consonant to stimulate. Respondents agreed that while blowing activities are not useful in strengthening labial, lingual, or velopharyngeal movements, they are useful in heightening awareness of oral airflow for children with cleft palate. A large degree of variability was evident in opinions regarding prevalence and treatment of compensatory articulations as well as the effectiveness of treatment strategies designed to reduce perceived hypernasality and audible nasal emission.Conclusions:The findings of this study indicate a large degree of variability in opinions of SLP respondents regarding assessment and treatment of children with cleft lip and palate.

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