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.

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.

Acquired and Developmental Executive Dysfunction: Common Intervention Principles

2014 ◽  
Vol 15 (4) ◽  
pp. 134-140 ◽  
Author(s):  
Lynn Drazinski
Keyword(s):  
Executive Function ◽  
Executive Dysfunction ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
School Based ◽  
Developmental Issue ◽  
Common Intervention

When school-based speech-language pathologists encounter executive dysfunction, it is typically related to a developmental issue and is often associated with other diagnoses. There are students, however, who present with acquired executive function that is neurogenic in basis. These may present as very different disorders, yet there are commonalities between the two etiologies of executive dysfunction. This article presents some common principles of intervention for consideration by the school-based speech-language pathologist.

scholarly journals Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: Quantitative Survey Results

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Janice K. Tucker
Keyword(s):  
Speech Language Pathology ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
Quantitative Survey ◽  
School Settings ◽  
School Based ◽  
Language Pathology ◽  
Northeastern State ◽  
Survey Results ◽  
Willingness To Use

This research surveyed 170 school-based speech-language pathologists (SLPs) in one northeastern state, with only 1.8% reporting telepractice use in school-settings. These results were consistent with two ASHA surveys (2002; 2011) that reported limited use of telepractice for school-based speech-language pathology. In the present study, willingness to use telepractice was inversely related to age, perhaps because younger members of the profession are more accustomed to using technology.  Overall, respondents were concerned about the validity of assessments administered via telepractice; whether clinicians can adequately establish rapport with clients via telepractice; and if therapy conducted via telepractice can be as effective as in-person speech-language therapy. Most respondents indicated the need to establish procedures and guidelines for school-based telepractice programs.

Vocabulary Intervention: A National Survey of School-Based Speech–Language Pathologists

2019 ◽  
Vol 41 (3) ◽  
pp. 151-161 ◽  
Author(s):  
Sara C. Steele
Keyword(s):  
Language Impairment ◽  
Online Survey ◽  
School Age Children ◽  
School Age ◽  
Teaching Techniques ◽  
Speech Language Pathologists ◽  
Vocabulary Intervention ◽  
School Settings ◽  
School Based ◽  
Frequency Counts

This study documented the perspectives of school-based speech–language pathologists (SLPs) who provide vocabulary intervention to students with language impairment. SLPs ( n = 357) working in school settings completed an online survey that included multiple choice, multiple answer, and open-ended questions about service delivery, intervention approaches, and teaching techniques and activities. Percentages, frequency counts, and a qualitative analysis of open-ended questions created a broad account of vocabulary intervention practices. Results showed that SLPs use a variety of approaches and techniques to address vocabulary deficits in school-age children.

Ethics: If It's Not Documented, It Didn’t Happen

2010 ◽  
Vol 20 (3) ◽  
pp. 106-112 ◽  
Author(s):  
Barbara J. Moore
Keyword(s):  
Service Delivery ◽  
Daily Activities ◽  
Speech Language Pathologist ◽  
School Based ◽  
Emerging Trends

Documentation is essential to the daily activities of a school-based speech-language pathologist or audiologist. Federal requirements for accountability drive increasing paperwork demands, which often seem to detract from time with students. This article will address some of the general paperwork questions pertaining to documentation, as well as consider how emerging trends in service delivery should be documented.

Guidelines for Using Portfolios in Assessment and Evaluation

1998 ◽  
Vol 29 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Annette Manning Kratcoski
Keyword(s):  
Functional Assessment ◽  
Assessment Tools ◽  
Federal Regulations ◽  
Speech Language Pathologists ◽  
Assessment And Evaluation ◽  
School Settings ◽  
School Based ◽  
Language And Communication ◽  
Language Evaluations

In selecting assessment tools and procedures, school-based speech-language pathologists are frequently faced with the dilemma of meeting stringent district, state, and federal regulations while trying to evaluate the language and communication of learners in ways that are holistic and educationally relevant. The purpose of this article is to provide guidelines for the use of portfolios for conducting various types of speech-language evaluations and assessments in school settings. Emphasis will be placed on the use of portfolios as a tool for functional assessment.

Supervising Other Professionals When Billing Medicaid—Qualifications and Supervision Recommendations

2011 ◽  
Vol 12 (1) ◽  
pp. 12-17 ◽  
Author(s):  
Lissa Power-deFur
Keyword(s):  
Service Delivery ◽  
Ethical Issues ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
School Based ◽  
Qualified Personnel ◽  
Legal And Ethical Issues ◽  
Improve Service Delivery

School-based speech-language pathologists are often expected to approve the paperwork submitted by individuals who are not certified by the American Speech-Language-Hearing Association (ASHA) for the purposes of Medicaid billing. This paper is designed to (a) provide information regarding the Medicaid language that enables services to be provided by non-qualified personnel; (b) provide specific ASHA recommendations regarding the qualifications of the supervisor and supervisee and amount and type of supervision; and (c) discuss legal and ethical issues. With planning, procedures can be put in place to improve service delivery and documentation for students eligible when Medicaid services are provided by non-qualified personnel “under the direction of” a qualified speech-language pathologist.

Response to Intervention: Grassroots Efforts in Ohio

2008 ◽  
Vol 9 (3) ◽  
pp. 97-103
Author(s):  
Kathryn D. Jillson
Keyword(s):  
Response To Intervention ◽  
School Districts ◽  
The State ◽  
Speech Language Pathologists ◽  
School Based ◽  
The Future

Abstract While states and school districts work to grasp the Response to Intervention (RTI) process, speech-language pathologists question their role in this process and the skills needed to fully participate in RTI. Is it possible to put into place response to intervention elements that are beneficial to students, even if the framework is not in place throughout the district? This article will review Ohio's history regarding (RTI). The current support for RTI within the state and the needs expressed by school-based speech-language pathologists in respect to RTI will be discussed and considerations for the future will be provided.

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