Children's Voice Problems: The Frog in Your Classroom

1992 ◽  
Vol 11 (3) ◽  
pp. 48-51 ◽  
Author(s):  
Linda H. Leeper
Keyword(s):  
Public School ◽  
Voice Disorders ◽  
Classroom Teachers ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Frequent Contact ◽  
Prevention Activities ◽  
Personnel Shortages

Children's voice disorders can interfere with their ability to interact successfully in the classroom. Moreover, vocal dysfunction can signal the underlying presence of chronic or incipient illness. Although many such problems can be remediated, this population is typically underserved in many rural public school settings due to personnel shortages and in-frequent contact between classroom teachers and speech/language pathologists. Suggestions are made for increasing the efficiency of identification of voice-disordered children and for reduction of such problems through classroom prevention activities.

Integrating Technology Into School Programs

1997 ◽  
Vol 28 (2) ◽  
pp. 134-136 ◽  
Author(s):  
James L. Fitch ◽  
Laura Beth McRay
Keyword(s):  
Public School ◽  
Computer Use ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Integrating Technology ◽  
School Programs

Responses to a questionnaire that were previously reported (McRay & Fitch, 1996) were examined to determine the primary factors that affect computer use by public school speech-language pathologists. It was found that the primary factors could be grouped into three areas: motivation, training, and opportunity. An analysis of the questionnaire responses is presented and suggestions for planning for the integration of computers into public school settings are included.

Certification Requirements for Public School Speech-Language Pathologists in the United States

1985 ◽  
Vol 16 (2) ◽  
pp. 124-128
Author(s):  
Maryann S. Bullett
Keyword(s):  
Public School ◽  
Minimum Degree ◽  
The United States ◽  
Bachelor's Degree ◽  
Speech Language Pathologists ◽  
Clinical Practicum ◽  
School Settings ◽  
Departments Of Education ◽  
Current Minimum ◽  
Certification Requirements

A survey was conducted to determine the current minimum certification requirements in each state for the employment of speech/language pathologists in public school settings. Questionnaires requesting certification requirements were sent to state departments of education and presidents of state speech/language associations. The results indicate that the majority of the states and the District of Columbia require a bachelor's degree as the minimum degree for certification. Minimum clinical practicum hours and certification renewal criteria vary greatly from state to state.

Speech-Language Pathologists’ Perceptions of Integrated Service Delivery in School Settings

1994 ◽  
Vol 25 (4) ◽  
pp. 258-267 ◽  
Author(s):  
Linda K. Elksnin ◽  
Gilson J. Capilouto
Keyword(s):  
Service Delivery ◽  
Classroom Teachers ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Language Services ◽  
Advantages And Disadvantages ◽  
School Settings ◽  
Integrated Service Delivery ◽  
Survey Results ◽  
Integrated Service

Results of a survey of speech-language pathologists who had adopted (i.e., adopters) or who were considering adopting (i.e., nonadopters) integrated speech and language services are presented. The survey was designed to obtain information regarding speech-language pathologists’ perceptions of their expertise and the expertise of classroom teachers (CTs), integrated service delivery approaches they had adopted, the types of speech and language services provided in the classroom, and the characteristics of students served. Adopters’ and nonadopters’ perceptions regarding factors that contribute to effective integrated service delivery are reported, along with perceived advantages and disadvantages for speech-language pathologists, CTs, caseload students, and noncaseload students. Implications of survey results for inservice and preservice training and the future implementation of integrated speech and language services are considered as well.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

Public School Voice Clinics, Part I

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.

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

Computer Usage by Speech-Language Pathologists in Public Schools

1988 ◽  
Vol 19 (4) ◽  
pp. 423-427 ◽  
Author(s):  
Gail Ruppert Houle
Keyword(s):  
Public Schools ◽  
Public School ◽  
Computer Technology ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Speech Language Pathologists ◽  
Frequent Users ◽  
Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

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