Using What You Have: Training Teacher Assistants as Speech-Language Assistants

2009 ◽  
Vol 10 (1) ◽  
pp. 19-22
Author(s):  
Lisa Keane ◽  
Laura Rogers
Keyword(s):  
Language Impairments ◽  
School Administrator ◽  
Broward County ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Teacher Assistants ◽  
Improvement Plan ◽  
Speech Language Pathologist ◽  
Training Teacher ◽  
Quality Programs

Abstract The “Speech-Language Assistant (S/L Assistant or SLA) Model” in Broward County Schools was created to assist the speech-language pathologist (SLP) with the continuing effort to provide quality programs to students with speech and language impairments. Through the perseverance and dedication of a group of SLPs and the organization SPEECH (Speech Language Pathologists Energetically Effecting Change), a 3-year study called The Speech Language Improvement Plan was initiated. The study demonstrated that the use of S/L assistants increased dismissal rates, allowed for better caseload management, and improved the student / SLP ratio. In order to maintain consistency and fidelity of the SLA Model, specific requirements were established. Consideration of the S/L Assistant Model for a school requires that the school administrator and SLP review caseload, workload, and budget factors to determine the needs of the students. There are limitations to the responsibilities of an S/L assistant that must be taken into consideration as well. Training of the S/L assistant includes a variety of activities, readings, and observations along with verification of competencies.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Writing Funding Proposals for Speech-Language Staff Development Projects

1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Carol A. Esterreicher ◽  
Ralph J. Haws
Keyword(s):  
Staff Development ◽  
Development Project ◽  
Project Manager ◽  
State Funding ◽  
Service Needs ◽  
School Environments ◽  
Speech Language Pathologists ◽  
Service Programs ◽  
Speech Language Pathologist ◽  
Special Programs

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

A Device to Mark Inaudible Behaviors on Audio Recordings

1987 ◽  
Vol 18 (3) ◽  
pp. 238-240
Author(s):  
Edward A. Shirkey ◽  
Ruben D. Kelly
Keyword(s):  
Speech And Language ◽  
Audio Tape ◽  
Speech Language Pathologists ◽  
Audio Recordings

A need exists for speech-language pathologists to have convenient and inexpensive ways to record, on audio tape, occurrences of important inaudible speech- and language-related behaviors. The device described below can be used to mark occurrences of such events.

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.

The Collaborative Medical and Behavioral Management of Chronic Cough

2009 ◽  
Vol 19 (2) ◽  
pp. 49-57
Author(s):  
Brian E. Petty ◽  
Seth H. Dailey
Keyword(s):  
Medical Care ◽  
Chronic Cough ◽  
Therapeutic Management ◽  
Ambulatory Setting ◽  
Behavioral Management ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
The Many ◽  
Frequent Reason

Abstract Chronic cough is the most frequent reason cited by patients for seeking medical care in an ambulatory setting and may account for 10% to 38% of a pulmonologist's practice. Because chronic cough can be caused by or correlated with a wide array of disorders and behaviors, the diagnosis of etiologic factors and determination of appropriate therapeutic management in these cases can prove to be daunting for the physician and speech-language pathologist alike. This article will describe the phenomenon of chronic cough, discuss the many etiologic factors to consider, and review some of the more common ways in which speech-language pathologists and physicians collaborate to treat this challenging condition.

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.

The Use of Rating Scales With Children Who Have Language Impairments

2002 ◽  
Vol 11 (2) ◽  
pp. 124-138 ◽  
Author(s):  
Sean M. Redmond
Keyword(s):  
Special Education ◽  
Emotional Disorders ◽  
Rating Scales ◽  
Language Impairments ◽  
Special Education Services ◽  
Speech Language Pathologists ◽  
Language Bias ◽  
Education Services ◽  
Behavioral Rating ◽  
Behavioral Rating Scales

Several reports suggest that socio-emotional disorders and language impairments frequently co-occur in children receiving special education services. One explanation for the high levels of co-occurrence is that limitations inherent to linguistic deficiencies are frequently misinterpreted as symptomatic of underlying socioemotional pathology. In this report, five commonly used behavioral rating scales are examined in light of language bias. Results of the review indicated that children with language impairments are likely to be overidentified as having socioemotional disorders. An implication of these findings is that speech-language pathologists need to increase their involvement in socioemotional evaluations to ensure that children with language impairments as a group are not unduly penalized for their language limitations. Specific guidelines for using ratings with children with language impairments are provided.

Maternal Postpartum Depression and Communication Development in Infants: Is There a Role for the Speech-Language Pathologist?

2016 ◽  
Vol 1 (1) ◽  
pp. 175-181
Author(s):  
Nancy Hall
Keyword(s):  
Cognitive Development ◽  
Postpartum Depression ◽  
Speech Language Pathologists ◽  
Communication Development ◽  
Speech Language Pathologist ◽  
Question Survey ◽  
Maternal Postpartum Depression

Objective To survey speech-language pathologists (SLPs) regarding their involvement in treating infants whose mothers experience postpartum depression. Method SIG 1 members were invited to participate in an 8-question survey examining their involvement with infant-mother pairs, including mothers diagnosed with postpartum depression (PPD). Results Results indicate that, while some SLPs frequently work with infant-mother pairs, few have knowledge regarding the diagnosis of PPD in the mothers. Conclusions It is likely that many SLPs are working with infant-mother pairs that include mothers who are experiencing PPD. Suggestions regarding the role of the SLP are offered, including providing support for these mothers in terms of obtaining services and helping these mothers use appropriate infant-directed speech to facilitate communication and cognitive development in their infants.

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