Speech-Language Pathologists’ Behavior Management Training and Reported Experiences With Challenging Behavior

2019 ◽  
Vol 42 (2) ◽  
pp. 67-72 ◽  
Author(s):  
Jason C. Chow ◽  
Erin Stehle Wallace
Keyword(s):  
Challenging Behavior ◽  
Behavior Management ◽  
Online Community ◽  
Service Providers ◽  
Management Training ◽  
Speech Language Pathologists ◽  
Web Based ◽  
School Based ◽  
Related Service ◽  
Collaborative Efforts

The purpose of this exploratory study was to examine the extent that school-based speech-language pathologists (SLPs) received behavior management training and experience challenging behavior. We developed a web-based survey to address our research aims, and recruited participants via online community boards and social media. A sample of 233 school-based SLPs reported minimal focus on behavior management in their undergraduate and graduate programs, and that they often experience challenging behavior when delivering services. We conclude by inviting colleagues, both researchers and practitioners, to continue discussion around (a) the need for adequate behavior management training, (b) the potential promise of collaborative efforts between teachers, SLPs, and other related service providers, and (c) educators’ responsibilities to ensure that children and youth who receive special education services have access to the curriculum and demonstrate educational progress.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

Useful Practices in Inclusive Education: A Preliminary View of What Experts in Moderate to Severe Disabilities are Saying

2000 ◽  
Vol 25 (3) ◽  
pp. 129-141 ◽  
Author(s):  
Lewis Jackson ◽  
Diane Lea Ryndak ◽  
Felix Billingsley
Keyword(s):  
Inclusive Education ◽  
Family Involvement ◽  
Challenging Behavior ◽  
Service Providers ◽  
Severe Disabilities ◽  
Future Research ◽  
Sources Of Information ◽  
Moderate To Severe Disabilities ◽  
Related Service ◽  
Successful School

We examined the opinions of experts in the field of moderate to severe disabilities on useful practices for inclusive education across nine categories of practices: Promoting inclusive values in the school; collaboration between general and special educators; collaboration between educators and related service providers; family involvement; choosing and planning what to teach; scheduling, coordinating, and delivering inclusive services within the school; assessing and reporting student progress on an ongoing basis; instructional strategies; and supporting students with challenging behavior. An examination of emergent themes within each category yielded a rich description of the depth and breadth of practices that are perceived by these experts as useful in promoting and sustaining successful school inclusion. Importantly, many of the identified practices require some level of educational service restructuring, including redefining the roles and functions of special education teachers, related services personnel, and classroom teachers. We also found that our sample of experts relied on sources of information other than empirical research in the development of their stores of wisdom on useful practices. Although preliminary in nature, our study contributes to the growing body of literature on inclusive education. It describes a range of practices perceived by a sample of experts to be associated with successful school inclusion. It also identifies a number of important themes that can inform future research in this area.

Educators’ Opinions About Speech-Language Pathology Services in Schools

1995 ◽  
Vol 26 (1) ◽  
pp. 75-86 ◽  
Author(s):  
Dixie D. Sanger ◽  
Karen Hux ◽  
Katherine Griess
Keyword(s):  
School Psychologists ◽  
Service Provision ◽  
Behavior Management ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Student Groups ◽  
Multicultural Issues ◽  
Speech Language Pathologist ◽  
And Performance ◽  
Collaborative Efforts

This study examined 628 educators’ opinions about the role and performance of school speech-language pathologists. Regular and special education teachers, elementary school principals, and school psychologists from four states responded to a 78-item survey about speech-language pathologists’ academic preparation, collaborative efforts, and service provision. Overall, results indicated that educators have positive opinions about speech-language pathologist services; however, responses suggested some uncertainty about speech-language pathologists’ roles with certain student groups and the adequacy of their training in behavior management, reading, multicultural issues, and teaching English as a second language. Educators gave neutral responses about the amount of time speech-language pathologist spend with students and the efficacy of various service provision models. Also, despite positive overall responses about speech-language pathologists’ contributions toward collaborative efforts, classroom teachers’ responses were less favorable than those of other professionals. Results of the current study were compared to earlier research on educators’ opinions about speech-language pathologist services in school settings.

School-Based Speech-Language Pathologists' Knowledge and Perceptions of Autism Spectrum Disorder and Bullying

2016 ◽  
Vol 47 (1) ◽  
pp. 59-76 ◽  
Author(s):  
Erin E. Ofe ◽  
Allison M. Plumb ◽  
Laura W. Plexico ◽  
Nancy J. Haak
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Speech Language Pathologists ◽  
Web Based ◽  
School Based ◽  
Mailing Lists ◽  
Perceptions Of Bullying ◽  
E Mail

PurposeThe purpose of the current investigation was to examine speech-language pathologists' (SLPs') knowledge and perceptions of bullying, with an emphasis on autism spectrum disorder (ASD).MethodA 46-item, web-based survey was used to address the purposes of this investigation. Participants were recruited through e-mail and electronic mailing lists for American Speech-Language-Hearing Association (ASHA) special interest divisions 1 (Language, Learning, and Education) and 16 (School-Based Issues). Also, an embedded link to the survey was posted on the ASHA Community website and ASHA Facebook page.ResultsParticipants demonstrated knowledge of many aspects of bullying research; however, they demonstrated weaknesses in others. All respondents agreed that SLPs should intervene in moments of bullying, but not all indicated that they feel comfortable intervening. Few participants indicated that their school district implemented antibullying campaigns specific to children with special needs, such as ASD.ConclusionsAs recognized experts in working with children with communication deficits, including individuals with ASD, SLPs have the opportunity to play a key role in antibullying efforts. Results revealed, however, that school-based SLPs may benefit from more information on bullying in order to understand the nature, context, and extent of this issue, as well as ways in which to respond to bullying when it is observed.

scholarly journals Change in School-Based Speech-Language Pathologists' Job Satisfaction During COVID-19 School Closures: Applying the Conservation of Resources Theory

2021 ◽  
pp. 1-12
Author(s):  
Kelly Farquharson ◽  
Sherine Tambyraja ◽  
Jaumeiko Coleman
Keyword(s):  
Job Satisfaction ◽  
Self Efficacy ◽  
The United States ◽  
Conservation Of Resources ◽  
Speech Language Pathologists ◽  
Delivery Methods ◽  
School Closures ◽  
Web Based ◽  
School Based ◽  
Global Pandemic

Purpose: The purpose of this investigation was to explore how school-based speech-language pathologists' (SLPs') job satisfaction changed because of the COVID-19 global pandemic. We situated job satisfaction within the Conservation Resources (COR) theory. Method: We distributed a web-based survey to school-based SLPs throughout the United States. A total of 1,352 SLPs followed the link and 1,069 completed at least 90% of the survey. The survey was composed of four parts: (a) demographic information, (b) obstacles faced during COVID-19 school closures, (c) job satisfaction, and (d) self-efficacy. Self-efficacy was divided into three subscales: decision-making, instructional, and disciplinary. Results: Nearly half (48%, n = 522) of the sample reported a decline in job satisfaction following COVID-19 school closures. Using a binomial logistic regression, we found that time pressures and disciplinary self-efficacy predicted this change in job satisfaction. Individuals who reported higher disciplinary self-efficacy and more pressures on their time were 1.2 times more likely to experience a decline in job satisfaction. Number of obstacles faced, caseload size, years of experience, and the additional two self-efficacy scales were not related to this change. Conclusions: Job satisfaction is considered a malleable resource within the COR theory. Indeed, we observed a change in this resource due to the rapid shift in service delivery methods, paired with variable levels of support and resources from school districts. Our results have implications for how administration may support SLPs in and out of times of acute crises.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

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