Speech–Language Pathologists’ Opinions on Response to Intervention

2011 ◽  
Vol 34 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Dixie Sanger ◽  
Sara Mohling ◽  
Aliza Stremlau
Keyword(s):  
United States ◽  
Response To Intervention ◽  
Progress Monitoring ◽  
The United States ◽  
Careful Consideration ◽  
Administrative Leadership ◽  
Speech Language Pathologists ◽  
Struggling Learners ◽  
Planning Time ◽  
Team Members

The purpose of this study was to survey the opinions of speech–language pathologists (SLPs) on response to intervention (RTI). Questionnaires were mailed to 2,000 randomly selected elementary and secondary SLPs throughout the United States. Mean results of 583 respondents (29.15%) indicated that SLPs agreed on 37 Likert-type items and responded with neither agree nor disagree on 10 other items. The majority of participants acknowledged the importance of their role in RTI and the value of screening, progress monitoring, assessment, and prevention of continued failure. Some were uncertain whether multidisciplinary team members were knowledgeable and trained to implement RTI. More than 80% of participants indicated challenges related to training, funding, additional personnel, administrative leadership, and planning time. SLPs acknowledged the importance of prevention, collaboration, and well-trained educators in serving struggling learners. However, challenges in implementation of the model will require careful consideration in advancing the discussions on RTI.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

Leadership and Gender in Postsecondary Dance

2017 ◽  
Author(s):  
Doug Risner ◽  
Pamela S. Musil
Keyword(s):  
United States ◽  
Mixed Method ◽  
Online Survey ◽  
The United States ◽  
Status Report ◽  
Administrative Leadership ◽  
Professional Lives ◽  
Data Services ◽  
Administrative Leaders ◽  
And Gender

Chapter 9 presents data from a larger mixed method empirical study that investigated the professional lives of administrative leaders in postsecondary dance programs in the United States, with the purpose of developing a status report on administrative leadership, with particular attention to gender. The study employed reviews of literature in postsecondary dance leadership and administration, analysis of data assembled annually by Higher Education Arts Data Services (HEADS) in conjunction with the National Association of Schools of Dance (NASD) from 1994–2014, and findings from the authors’ mixed method study of dance administrators (n=75) in postsecondary institutions, including an extensive online survey that generated quantitative and qualitative data from participants across the United States. Survey data included information about demographics, workload, responsibilities and salary; support and work satisfaction; administrator purpose, strengths and challenges; influential experiences and people; quality of professional lives, and work-life balance. Narrative comments based on open-ended questions are presented. When appropriate, gender asymmetries and divergences are discussed.

Response to Intervention

Education ◽  
2013 ◽  
Author(s):  
Amy Eppolito ◽  
Kathryn White ◽  
Janette Klingner
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Learning Disabilities ◽  
Response To Intervention ◽  
General Education ◽  
Progress Monitoring ◽  
The United States ◽  
Data Driven ◽  
Data Driven Decision Making ◽  
Rti Model

Response to intervention (RTI) is a comprehensive, systematic approach to teaching and learning designed to monitor academic and behavioral progress for all students, provide early interventions of increasing intensity to struggling learners, and potentially identify learners with more significant learning disabilities. The model is implemented with multitiered instruction, intervention, and assessment. The key components of the RTI model include (1) high-quality instruction matched to the needs of students, (2) evidence-based interventions of increasing intensity, (3) ongoing progress monitoring, and (4) data-driven decision making. Components of the model, such as data-driven decision making and multitiered instruction, have been studied for the past few decades, but the model as an integrated whole has been developed more recently. One catalyst for increased research and interest in RTI has been a change in federal legislation in the United States. The most recent reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA) in 2004 permits the RTI model to be implemented as an alternative means to identify students with learning disabilities (LDs). These amendments to IDEA stipulate that the RTI process may be used to determine if a child is responding to research-based instruction and intervention as part of the special education evaluation process. Although driven by special education policy, RTI has been lauded as an instructional model that can improve general education overall and for special populations. However, critiques of the model argue that it has been implemented with limited research, resources, and funding and may not be valid for identifying LDs. Some experts question the psychometric validity of the model and promote using multiple forms of assessment, including more traditional standardized psycho-educational tests, in combination with RTI when evaluating students for possible LDs.

Understanding the Needs of International Customers: Applying the Contextual Inquiry Method in Asia

2000 ◽  
Vol 44 (37) ◽  
pp. 662-665 ◽  
Author(s):  
Kari Compton Rishel ◽  
Rhonda Grindstaff ◽  
Orhan Beckman
Keyword(s):  
United States ◽  
Product Development ◽  
Product Design ◽  
The United States ◽  
Design Decisions ◽  
Team Members ◽  
The World ◽  
Global Companies ◽  
Inquiry Method ◽  
Office Equipment

As product markets become more global, companies need to understand their customers around the world. Asia is a growing market, but little information exists that describes how people use their office equipment. We conducted a study to look at how our Asian customers work with paper documents so we would have information to help us make product design decisions. We used the Contextual Inquiry method to collect data during visits with customers in China, Taiwan, Hong Kong, and Korea. In preparation for our trip, we learned as much as possible about each culture. Following each visit, we modeled the data, and after returning to the United States, we consolidated all the models by country. We collected feedback from team members who represented a number of product development disciplines, and we conducted brainstorming sessions to determine how we might improve our products to meet the needs of our customers. Throughout this paper we describe lessons we learned for conducting contextual inquiry visits in Asia and make some recommendations on how to improve the process. In conclusion, we found the Contextual Inquiry method a useful tool for collecting information about our Asian customers and helping us identify ways to improve our products.

Speech-Language Pathologists’ Perceived Competence in Working With Culturally and Linguistically Diverse Clients in the United States

2020 ◽  
pp. 152574012091520
Author(s):  
Sabiha Parveen ◽  
Siva priya Santhanam
Keyword(s):  
United States ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
The United States ◽  
Perceived Competence ◽  
Culturally And Linguistically Diverse ◽  
English Speakers ◽  
Speech Language Pathologists ◽  
Preservice Training ◽  
English Speaking

A clinician’s perceived competence determines his or her ability to attain clinical outcomes and persevere through challenging situations. This study examined the perceived competence of 337 speech-language pathologists (SLPs), including monolingual and bilingual, working with culturally and linguistically diverse (CLD) clients within the United States. Results indicated comparable competence levels of both monolingual and bilingual SLPs in their service delivery to monolingual English-speaking clients. However, bilingual SLPs reported significantly higher competency than monolingual SLPs while working with non-English-speaking clients in different areas of service delivery, including speech and language assessment, dealing with challenging clinical situations, and responding to questions regarding intervention outcomes. It is likely that language concordance, awareness, and understanding of linguistic and cultural expectations of non-English-speakers help surpass communication barriers leading to increased perceived competence among bilingual SLPs. This study summarizes persisting challenges in service delivery of CLD populations and possible recommendations for preservice training of SLPs.

A Survey of U.S. Immigrants: Service Delivery Issues for School-Based SLPs

2013 ◽  
Vol 14 (4) ◽  
pp. 86-94 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
United States ◽  
Service Delivery ◽  
21St Century ◽  
The United States ◽  
Speech Language Pathologists ◽  
Unique Challenge ◽  
School Based ◽  
Practical Implications

In the 21st century, many residents of the United States are immigrants. Increasing numbers of immigrants and their children present a unique challenge for school-based speech-language pathologists (SLPs). In this study, 376 immigrants from 82 different countries were interviewed about a variety of issues, including their greatest challenges living in the United States, as well as their perceptions of SLPs and SLPs’ services. Practical implications are discussed.

Current Roles and Continuing Needs of Speech-Language Pathologists Working in Neonatal Intensive Care Units

1993 ◽  
Vol 2 (2) ◽  
pp. 52-64 ◽  
Author(s):  
Shanna L. Dunn ◽  
Anne van Kleeck ◽  
Louis M. Rossetti
Keyword(s):  
Intensive Care ◽  
Intensive Care Units ◽  
Neonatal Intensive Care ◽  
The United States ◽  
Neonatal Intensive Care Units ◽  
Speech Language Pathologists ◽  
Team Members ◽  
Factors Affecting ◽  
Practicum Experiences ◽  
University Training

This study surveyed 45 speech-language pathologists working with infants who are medically fragile in neonatal intensive care units (NICUs) across the United States. It explored current roles in the NICU setting, considering such issues as factors affecting, and support available for, NICU involvement, assessment and intervention goals and procedures, educational activities conducted, and training levels and needs. Results demonstrated that speech-language pathologists have begun establishing a multifaceted role in the NICU setting, including providing assessments and intervention focused on feeding and communication interaction, and education to medical professionals, team members, and parents. These findings should be valuable to other speech-language pathologists currently considering NICU involvement. They should also be helpful to university training programs that are planning to develop coursework and practicum experiences to meet the needs of this newly emerging role.

scholarly journals Early Identification of Dyslexia: Understanding the Issues

2018 ◽  
Vol 49 (4) ◽  
pp. 817-828 ◽  
Author(s):  
Danielle Colenbrander ◽  
Jessie Ricketts ◽  
Helen L. Breadmore
Keyword(s):  
Response To Intervention ◽  
Early Identification ◽  
Research Evidence ◽  
Progress Monitoring ◽  
Intervention Programs ◽  
Speech Language Pathologists ◽  
Identification Process ◽  
Educational Potential

PurposeThe purpose of this tutorial is to provide an overview of the benefits and challenges associated with the early identification of dyslexia.MethodThe literature on the early identification of dyslexia is reviewed. Theoretical arguments and research evidence are summarized. An overview of response to intervention as a method of early identification is provided, and the benefits and challenges associated with it are discussed. Finally, the role of speech-language pathologists in the early identification process is addressed.ConclusionsEarly identification of dyslexia is crucial to ensure that children are able to maximize their educational potential, and speech-language pathologists are well placed to play a role in this process. However, early identification alone is not sufficient—difficulties with reading may persist or become apparent later in schooling. Therefore, continuing progress monitoring and access to suitable intervention programs are essential.

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