Issues of Management of Swallowing and Feeding Disorders in the School Setting

2009 ◽  
Vol 18 (3) ◽  
pp. 80-85
Author(s):  
Emily M. Homer
Keyword(s):  
School District ◽  
School Setting ◽  
Interdisciplinary Team ◽  
Feeding Disorders ◽  
Speech Language Pathologists ◽  
School Based ◽  
In The Beginning

Abstract Purpose: The purpose of this article is to provide information and suggestions for the logistical management of swallowing and feeding disorders in the schools to school-based speech-language pathologists (SLPs). Method: A school district in Louisiana has been successfully addressing dysphagia using an interdisciplinary team since 1997. The information presented in this article is the result of the experience and knowledge that has been gained. Conclusion: A school district can successfully address swallowing and feeding disorders by establishing a team procedure that becomes part of their policy manual. The experiences of established teams can help districts in the beginning stages of developing their teams. Information on issues, such as team models, documentation and paperwork, parent/caregiver cooperation, medical collaboration, and diet preparation can assist SLPs in managing dysphagia in his or her schools.

Getting into the Classroom and Making it Work!

1990 ◽  
Vol 21 (2) ◽  
pp. 110-113 ◽  
Author(s):  
Susan S. Christensen ◽  
Catherine H. Luckett
Keyword(s):  
School District ◽  
Service Delivery ◽  
Elementary Students ◽  
Regular Education ◽  
Speech Language Pathologists ◽  
San Luis ◽  
School Based ◽  
Whole Class ◽  
Unified School District

Since 1988, speech-language pathologists of the San Luis Coastal Unified School District (San Luis Obispo, California) have met the needs of some elementary students with speech-language IEPs by providing "whole class" language experiences in the regular education classroom. This paper provides techniques that the authors have found effective in this type of service delivery and suggestions to aid other school-based speech-language professionals in initiating such a model.

Perspectives on Preparing Graduate Students To Provide Educationally Relevant Services in Schools

2010 ◽  
Vol 11 (2) ◽  
pp. 40-49 ◽  
Author(s):  
Debbie Elledge ◽  
Emily Hasselbeck ◽  
Amy Hobek ◽  
Sandra Combs ◽  
Lesley Raisor-Becker ◽  
...  
Keyword(s):  
Regular Education ◽  
Graduate Programs ◽  
School Setting ◽  
Speech Language Pathologists ◽  
Constant Attention ◽  
School Based ◽  
Children And Parents ◽  
Critical Skills ◽  
The Way

Abstract Working in the schools today requires more than the skills and knowledge for addressing the communication and swallowing disorders that children exhibit. With changes in the way speech-language pathologists (SLPs) perceive themselves and their purpose within their school setting, there must also be changes in the way graduate programs prepare the next generation of school-based speech-language pathologists. This paper addresses those critical skills that will enable school-based SLPs to work within and help to create a school culture that embodies (a) flexibility in service delivery; (b) constant attention to promoting children's successful performance within the regular education curriculum; (c) collaboration among professionals, children, and parents; (d) advocacy for the highest quality services to children and the expanding role of the SLP in that effort; and (e) using evidence to support clinical practice. We will also address what university graduate programs can do to support the development of those skills.

Tackling Burnout in the School Setting: Practical Tips for School-Based Speech-Language Pathologists

2021 ◽  
pp. 1-11
Author(s):  
Leesa Marante ◽  
Kelly Farquharson
Keyword(s):  
Students With Disabilities ◽  
Occupational Stress ◽  
School Setting ◽  
The United States ◽  
Job Burnout ◽  
Speech Language Pathologists ◽  
Daily Routines ◽  
Work Settings ◽  
School Based ◽  
Before And After

Purpose School-based speech-language pathologists (SLPs) are responsible for providing services to about 55% of students with disabilities in the school setting across the nation. A shortage of qualified school-based SLPs continues to persist in the United States. Research has aimed to identify factors that lead to diminished career intentions, occupational stress, and ultimately, job burnout. However, there is a dearth of literature regarding the prevention of job burnout in the school setting. In this tutorial, we provide school-based SLPs with strategies that aim to reduce and prevent burnout symptoms related to occupational stress and satisfaction. We (a) define and describe burnout, (b) discuss the possible stressors and job-related challenges that are within SLPs' control of change, (c) provide evidence-based strategies that may alleviate occupational stress related to workload factors before and after burnout has occurred, and (d) provide examples of ways to advocate within the profession. Conclusions SLPs are encouraged to make minor adjustments in their work settings. Suggested strategies include recognizing overwhelm, incorporating broader and workload-specific changes to daily routines, and engaging in advocacy efforts. Two resources, one for evaluation and another for consolidating information about a caseload, are provided.

Drafting a Blueprint for Successful Funding in Schools

2013 ◽  
Vol 14 (4) ◽  
pp. 74-80
Author(s):  
Kathy Wheat ◽  
Shannon Hall-Mills ◽  
Janet Deppe
Keyword(s):  
School Setting ◽  
Recent Survey ◽  
Speech Language Pathologists ◽  
Success Stories ◽  
School Based ◽  
Funding Success ◽  
Do It Yourself

Purpose: Securing funding for school based services is challenging in current economic times. Using a DIY (Do-It-Yourself) analogy, this article will help school-based speech-language pathologists (SLPs) and audiologists (AUDs) draft and execute a blueprint plan for obtaining funding to support their services. Method: The need for school-based members to self-advocate for funding is illustrated with highlights from a recent survey of school-based SLPs and AUDs. We present a nuts-and-bolts guide to assist with efforts to secure funding for materials, equipment, and technology to best serve students within the school setting. Conclusion: Funding goals can be reached by individual SLPs and AUDs as illustrated by a series of funding success stories.

Data-Based Decision Making in Professional Learning for School Speech-Language Pathologists

2015 ◽  
Vol 46 (3) ◽  
pp. 181-193 ◽  
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Decision Making ◽  
School District ◽  
Professional Learning ◽  
Student Outcomes ◽  
Current Approach ◽  
Adoption Process ◽  
Speech Language Pathologists ◽  
High Quality ◽  
School Based ◽  
Data Based Decision Making

Purpose School-based speech-language pathologists (SLPs) are often asked to adopt new policies or practices at the school, district, or state level. Professional learning (PL) opportunities usually accompany these changes but are often delivered in a one-size-fits-all workshop format. The authors challenge school-based SLPs and district leadership to consider PL in a new light, guided by data-based decision making to ultimately improve student outcomes. Method This article discusses the research supporting the assessment and delivery of high-quality PL for school professionals, including SLPs, and a specific model for measuring change: the concerns-based adoption model (CBAM; Hall & Hord, 2015). An example of how CBAM was used to examine the adoption process with school-based SLPs in a large school district is provided. Conclusion Based on the review of the literature, the current approach to PL experienced by most SLPs is problematic. High-quality PL should target improvement in student outcomes and should be focused, ongoing, supported, and evaluated.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

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