Which Speech Sound Norms Are Used in U.S. Public Schools? A Retrospective Survey Analysis

2021 ◽  
Vol 42 (05) ◽  
pp. 384-394
Author(s):  
Kelly Farquharson ◽  
Kaia L. Stevenson
Keyword(s):  
United States ◽  
Public Schools ◽  
Normative Data ◽  
Speech Sound ◽  
Geographic Location ◽  
The United States ◽  
Survey Analysis ◽  
Multiple Sources ◽  
Web Based ◽  
School Based

AbstractNormative data concerning speech sound acquisition are widely and heavily used in the United States to determine eligibility for services. Normative studies differ in the age and geographic location of participants, which can limit applicability across the United States. In 2016, we queried school-based speech-language pathologists (SLPs) in the United States using a web-based survey to determine which speech sound norms are used. Nine regions from the U.S. census were represented. The Iowa–Nebraska norms were most commonly reported. However, many SLPs were unable to name the source of the data that they used. More than 60% of the sample indicated that they referred to one source of normative data. Results of a logistic regression indicated that region of the United States predicted if SLPs used one or multiple sources. Specifically, SLPs in the West North Central region of the United States (which includes Iowa and Nebraska) were more likely to use only one source of data, the Iowa–Nebraska norms. We recommend that speech sound norms are less heavily relied upon for eligibility decisions, particularly due to the substantial variations in culture and dialect throughout the various regions of the United States.

scholarly journals The Use of Telehealth in School-Based Health Centers

2019 ◽  
Vol 6 ◽  
pp. 2333794X1988419 ◽  
Author(s):  
Hayley Love ◽  
Nirmita Panchal ◽  
John Schlitt ◽  
Caroline Behr ◽  
Samira Soleimanpour
Keyword(s):  
United States ◽  
Health Care ◽  
Public Schools ◽  
Health Care Access ◽  
Access To Health Care ◽  
Care Delivery ◽  
The United States ◽  
Health Centers ◽  
School Based ◽  
School Based Health Centers

Telehealth is a growing model of delivering health care. School-based health centers (SBHCs) provide access to health care for youth in schools and increasingly use telehealth in care delivery. This article examines the recent growth of telehealth use in SBHCs, and characteristics of SBHCs using telehealth, including provider types, operational characteristics, and schools and students served. The percentage of SBHCs using telehealth grew from 7% in 2007-2008 to 19% in 2016-2017. Over 1 million students in over 1800 public schools have access to an SBHC using telehealth, which represents 2% of students and nearly 2% of public schools in the United States. These SBHCs are primarily in rural communities and sponsored by hospitals. This growing model presents an opportunity to expand health care access to youth, particularly in underserved areas in the United States and globally. Further research is needed to fully describe how telehealth programs are implemented in school settings and their potential impacts.

Variability in Interpreting “Educational Performance” for Children With Speech Sound Disorders

2018 ◽  
Vol 49 (4) ◽  
pp. 938-949 ◽  
Author(s):  
Kelly Farquharson ◽  
Lisa Boldini
Keyword(s):  
United States ◽  
Public Schools ◽  
Negative Impact ◽  
Speech Sound ◽  
Well Being ◽  
The United States ◽  
Educational Performance ◽  
Speech Sound Disorders ◽  
Performance Factors ◽  
State And Local

Purpose Speech sound disorders (SSDs) can have a negative impact on literacy development, social–emotional well-being, and participation across the life span. Despite this, many public schools do not provide appropriate or timely services to this population of children. In large part, this is a result of variation in how state and local agencies interpret “educational performance” as outlined within the Individuals With Disabilities Education Act. The purpose of this study was to explore which educational performance factors speech-language pathologists (SLPs) consider when determining eligibility for children with SSDs. Method This study surveyed public school SLPs to investigate how educational performance is interpreted for children with SSDs. Data from 575 SLPs across the United States are included. Results Results supported variability in interpretation of educational performance within a nationwide sample of SLPs. Specifically, SLPs appear to consider educational performance as multidimensional. We also found within-state and between-states variability, indicating ambiguity in interpreting federal mandates. Finally, caseload size and number of years of experience were significantly related to which educational performance factors SLPs chose. Conclusion There is significant variability across the United States with respect to factors considered part of educational performance for children with SSD. This variability reflects the general quality and specificity of guidelines and/or special education code published by individual states. Clinical and legislative recommendations are included.

Speech-Language Pathology Assistants Current State of Affairs

2009 ◽  
Vol 10 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Lemmietta McNeilly
Keyword(s):  
United States ◽  
Public Schools ◽  
The United States ◽  
Speech Language Pathology ◽  
The Public ◽  
School Based ◽  
Current State ◽  
Language Pathology ◽  
Educational Requirements ◽  
State Of Affairs

Abstract The utilization of speech-language pathology assistants (SLPAs) is increasing in the United States particularly in the public schools. The American Speech-Language-Hearing Association provides specific guidelines regarding the training, use, and supervision of (SLPAs; ASHA, 2004). The current state of affairs of SLPAs involves variable requirements across the states to qualify for SLPA credentials. The programs that educate SLPAs have variable technical and curricular requirements, and the educational requirements for regulating SLPAs also vary across the states. School-based SLPs continue to raise questions about the supervision requirements, funding, and reimbursement issues for working with SLPA in schools across the country.

A Survey of Christian Religious Education in the United States

2003 ◽  
Vol 20 (1) ◽  
pp. 1-19
Author(s):  
Jerald F. Dirks
Keyword(s):  
United States ◽  
Public Schools ◽  
Religious Education ◽  
Supreme Court Decision ◽  
The United States ◽  
Youth Groups ◽  
Religious Educators ◽  
Contemporary Status ◽  
Children's Sermons ◽  
Private Christian Schools

Prior to the landmark Supreme Court decision of June 1963, which banned public prayer from the public schools, Christian religious education was often a routine part of the overt instruction provided by the American public school system. However, in the wake of that legal milestone, even though instruction in the Judeo-Christian interpretation of religious history continued to be taught covertly, American churches began relying more heavily on providing Christian religious education. This article briefly presents Christianity’s contemporary status in the United States and reviews such religious education methods as Sunday school, vacation Bible school, Christian youth groups, catechism, private Christian schools, Youth Sunday, and children’s sermons. The survey concludes with a look at the growing interface between such education and the lessons of psychology as well as training and certifying Christian religious educators.

scholarly journals Household COVID-19 risk and in-person schooling

Science ◽  
2021 ◽  
pp. eabh2939
Author(s):  
Justin Lessler ◽  
M. Kate Grabowski ◽  
Kyra H. Grantz ◽  
Elena Badillo-Goicoechea ◽  
C. Jessica E. Metcalf ◽  
...  
Keyword(s):  
United States ◽  
Online Survey ◽  
Positive Association ◽  
The United States ◽  
Mitigation Measures ◽  
Office Work ◽  
School Based ◽  
Increased Risk ◽  
Extra Curricular Activities ◽  
Low Levels

In-person schooling has proved contentious and difficult to study throughout the SARS-CoV-2 pandemic. Data from a massive online survey in the United States indicates an increased risk of COVID-19-related outcomes among respondents living with a child attending school in-person. School-based mitigation measures are associated with significant reductions in risk, particularly daily symptoms screens, teacher masking, and closure of extra-curricular activities. A positive association between in-person schooling and COVID-19 outcomes persists at low levels of mitigation, but when seven or more mitigation measures are reported, a significant relationship is no longer observed. Among teachers, working outside the home was associated with an increase in COVID-19-related outcomes, but this association is similar to other occupations (e.g., healthcare, office work). While in-person schooling is associated with household COVID-19 risk, this risk can likely be controlled with properly implemented school-based mitigation measures.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

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