Master's Level Cohorts Combat Teacher Isolation: University/School District Collaboration

Abstract Rules and regulations governing the use of support personnel in Arkansas were approved in 1996. These regulations allow school districts to employ support personnel, assistants or aides, to assist master's level speech-language pathologists (SLPs) with clerical and clinical tasks. School district personnel must develop proposals, receive approval, and participate in training before the support personnel can be used in the delivery of speech-language services. The supervising SLPs manage the caseload, provide direct services, and supervise the support personnel. This model of service delivery has been used effectively in Arkansas schools to enhance services provided by the SLPs. Support personnel are employed primarily in the rural parts of the state where there is a shortage of SLPs.

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Public School Voice Clinics, Part II

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1501.58 ◽

1984 ◽

Vol 15 (1) ◽

pp. 58-64 ◽

Cited By ~ 9

Author(s):

Sandra Q. Miller ◽

Charles L. Madison

Keyword(s):

Public School ◽

School District ◽

Voice Therapy ◽

Respiratory Problems ◽

Chronic Laryngitis ◽

Upper Respiratory ◽

Vocal Nodules

In 10 years of semiannual voice clinics held in a metropolitan school district, 249 cases were reviewed. Attending otolaryngologists diagnosed vocal nodules in 40% of the cases. Chronic laryngitis and thickened cords were also frequently noted. One third of the cases had concomitant allergies, ear, and/or upper respiratory problems. Direct voice therapy was recommended for 65% of those attending voice clinics. The data on sex and age were consistent with previous research. Family voice history and prognosis are also discussed.

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Public School Voice Clinics, Part I

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1501.51 ◽

1984 ◽

Vol 15 (1) ◽

pp. 51-57

Author(s):

Sandra Q. Miller ◽

Charles L. Madison

Keyword(s):

Public School ◽

School District ◽

Voice Disorders ◽

Urban School ◽

Urban School District ◽

Local School District ◽

Local School ◽

Perceived Need ◽

The Voice ◽

Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

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Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0402.31 ◽

1995 ◽

Vol 4 (2) ◽

pp. 31-36 ◽

Cited By ~ 4

Author(s):

Joanne E. Roberts ◽

Elizabeth Crais ◽

Thomas Layton ◽

Linda Watson ◽

Debbie Reinhartsen

Keyword(s):

Early Childhood ◽

Early Intervention ◽

Intervention Program ◽

Graduate Program ◽

Master's Level ◽

Clinical Experiences ◽

Speech Language Pathology ◽

Early Intervention Program ◽

Language Pathology ◽

Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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What Does a Doctoral Degree in Rehabilitation Counseling Bring to Speech-Language Pathology Programs?

Perspectives on Issues in Higher Education ◽

10.1044/ihe15.2.63 ◽

2012 ◽

Vol 15 (2) ◽

pp. 63-69

Author(s):

Joseph P. Agan

Keyword(s):

Rehabilitation Counseling ◽

Doctoral Degree ◽

Interdisciplinary Studies ◽

Master's Level ◽

Speech Language Pathology ◽

Research And Teaching ◽

Personal Experiences ◽

Language Pathology ◽

Interdisciplinary Study ◽

The Impact

In this paper, I will describe the potential contributions of interdisciplinary studies combining speech-language pathology and rehabilitation counseling in the preparation of future speech-language pathologists (SLPs). I will provide a brief introduction to the field of rehabilitation counseling and consider it from an SLP’s perspective. Next, I will describe some of my own personal experiences as they pertain to the intersecting cultures of work and disability and how these experiences influenced my practice as a master’s level SLP eventually leading to my decision to pursue a doctoral degree in rehabilitation counseling. I will describe the impact of this line of interdisciplinary study on my research and teaching. Finally, I will present some arguments about why concepts relevant to rehabilitation counseling are important to the mindset of SLPs.

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