Treatment Needs and Service Delivery for Patients with Dual Disorders During the COVID-19 Pandemic: Findings From the WADD Survey

2021 ◽  
pp. 1-9
Author(s):  
Yatan Pal Singh Balhara ◽  
Nestor Szerman ◽  
Swarndeep Singh ◽  
Jose Martinez Raga ◽  
Caroline Salom ◽  
...  
Keyword(s):  
Service Delivery ◽  
Treatment Needs ◽  
Dual Disorders

The MICE Project: An Innovative Service Delivery System for Visually Handicapped Children

1983 ◽  
Vol 77 (2) ◽  
pp. 52-56 ◽  
Author(s):  
Mary T. Morse
Keyword(s):  
Rural Communities ◽  
Service Delivery ◽  
Cost Effective ◽  
Service Delivery System ◽  
Treatment Needs ◽  
State Service ◽  
Handicapped Children ◽  
Service Programs ◽  
Visually Handicapped ◽  
Scattered Population

Existing federal and state service programs, based on categorical treatment needs and income eligibility, often fail to provide comprehensive, coordinated services to visually handicapped infants and children. This problem is exacerbated in rural communities, where a small, widely-scattered population requires service. A cost-effective interagency linkage is proposed for service delivery in these areas. Its development and implementation are also described.

Interventions That Target Criminogenic Needs for Justice-Involved Persons With Serious Mental Illnesses: A Targeted Service Delivery Approach

2017 ◽  
Vol 62 (7) ◽  
pp. 1838-1853 ◽  
Author(s):  
Amy Blank Wilson ◽  
Kathleen Farkas ◽  
Natalie Bonfine ◽  
Janelle Duda-Banwar
Keyword(s):  
Service Delivery ◽  
Critical Time ◽  
Mental Illnesses ◽  
Next Generation ◽  
Treatment Needs ◽  
Criminogenic Needs ◽  
Delivery Strategies ◽  
Serious Mental Illnesses ◽  
Delivery Approach ◽  
Specific Learning

This research describes the development of a targeted service delivery approach that tailors the delivery of interventions that target criminogenic needs to the specific learning and treatment needs of justice-involved people with serious mental illnesses (SMIs). This targeted service delivery approach includes five service delivery strategies: repetition and summarizing, amplification, active coaching, low-demand practice, and maximizing participation. Examples of how to apply each strategy in session are provided, as well as recommendations on when to use each strategy during the delivery of interventions that target criminogenic needs. This targeted service delivery approach makes an important contribution to the development of interventions for justice-involved people with SMI by increasing the chances that people with SMI can participate fully in and benefit from these interventions that target criminogenic needs. These developments come at a critical time in the field as the next generation of services for justice-involved people with SMI are being developed.

Interventions That Target Criminogenic Needs for Justice-Involved Persons With Serious Mental Illnesses: A Targeted Service Delivery Approach

2018 ◽  
Vol 62 (14) ◽  
pp. 4677-4693 ◽  
Author(s):  
Amy Blank Wilson ◽  
Kathleen Farkas ◽  
Natalie Bonfine ◽  
Janelle Duda-Banwar
Keyword(s):  
Service Delivery ◽  
Critical Time ◽  
Mental Illnesses ◽  
Next Generation ◽  
Treatment Needs ◽  
Criminogenic Needs ◽  
Delivery Strategies ◽  
Serious Mental Illnesses ◽  
Delivery Approach ◽  
Specific Learning

This research describes the development of a targeted service delivery approach that tailors the delivery of interventions that target criminogenic needs to the specific learning and treatment needs of justice-involved people with serious mental illnesses (SMI). This targeted service delivery approach includes five service delivery strategies: repetition and summarizing, amplification, coaching, low-demand practice, and maximizing participation. Examples of how to apply each strategy in session are provided, as well as recommendations on when to use each strategy during the delivery of interventions that target criminogenic needs. This targeted service delivery approach makes an important contribution to the development of interventions for justice-involved people with SMI by increasing the chances that people with SMI can participate fully in and benefit from these interventions that target criminogenic needs. These developments come at a critical time in the field as the next generation of services for justice-involved people with SMI are being developed.

A Classroom Sign Communication Program for the Severely Handicapped

1981 ◽  
Vol 12 (4) ◽  
pp. 233-239
Author(s):  
Linda Goodman ◽  
Robin Kroc
Keyword(s):  
Service Delivery ◽  
Speech Language Pathologist ◽  
Communication Program ◽  
Severely Handicapped

This article describes a strategy used to teach sign communication to severely handicapped students in the classroom. It recommends that the speech-language pathologist adopt a consultant role in service delivery.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Case Studies for Telepractice in AAC

2014 ◽  
Vol 23 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Tanya Rose Curtis
Keyword(s):  
Service Delivery ◽  
Case Studies ◽  
Eye Gaze ◽  
Cognitive Impairments ◽  
Perceived Barriers ◽  
Computer Experience ◽  
Access Methods ◽  
Complex Communication Needs ◽  
Barriers To Service ◽  
Communication Needs

As the field of telepractice grows, perceived barriers to service delivery must be anticipated and addressed in order to provide appropriate service delivery to individuals who will benefit from this model. When applying telepractice to the field of AAC, additional barriers are encountered when clients with complex communication needs are unable to speak, often present with severe quadriplegia and are unable to position themselves or access the computer independently, and/or may have cognitive impairments and limited computer experience. Some access methods, such as eye gaze, can also present technological challenges in the telepractice environment. These barriers can be overcome, and telepractice is not only practical and effective, but often a preferred means of service delivery for persons with complex communication needs.

Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

2009 ◽  
Vol 16 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Ashley M. Frazier
Keyword(s):  
Sexual Orientation ◽  
Cultural Competence ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Cultural Issues ◽  
Willingness To Disclose ◽  
Bisexual And Transgender ◽  
Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

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