scholarly journals An Investigation of Body Language Intervention by Speech Language Pathologists and the Necessity of Developing a 'Standard Body Language System'

2017 ◽  
Vol 26 (4) ◽  
pp. 67-79
Author(s):  
이효주 ◽  
서창원
Keyword(s):  
Body Language ◽  
Language Intervention ◽  
Speech Language Pathologists ◽  
Language System

Multilinguistic Components of Spelling: An Overview

2013 ◽  
Vol 20 (4) ◽  
pp. 124-128 ◽  
Author(s):  
Angela Barber
Keyword(s):  
Integrated Model ◽  
Literacy Skills ◽  
Speech Language Pathologists ◽  
Language System ◽  
Adequate Information ◽  
Intervention Plan ◽  
Semantic Awareness

Spelling is a window into a student's individual language system and, therefore, canprovide clues into the student's understanding, use, and integration of underlyinglinguistic skills. Speech-language pathologists (SLPs) should be involved in improvingstudents' literacy skills, including spelling, though frequently available measures ofspelling do not provide adequate information regarding critical underlying linguistic skillsthat contribute to spelling. This paper outlines a multilinguistic, integrated model of wordstudy (Masterson & Apel, 2007) that highlights the important influences of phonemicawareness, orthographic pattern awareness, semantic awareness, morphologicalawareness and mental graphemic representations on spelling. An SLP can analyze anindividual's misspellings to identify impairments in specific linguistic components andthen develop an individualized, appropriate intervention plan tailored to a child's uniquelinguistic profile, thus maximizing intervention success.

Research on Reading: What SLPs Want (or Need) to Know

2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery
Keyword(s):  
Spoken Language ◽  
Cognitive Skill ◽  
Language Intervention ◽  
Reading Teachers ◽  
Successful Therapy ◽  
Speech Language Pathologists ◽  
Reading Research ◽  
Reading And Writing ◽  
Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

Examining the Echolalia Literature: Where Do Speech-Language Pathologists Stand?

2015 ◽  
Vol 24 (4) ◽  
pp. 750-762 ◽  
Author(s):  
Lillian N. Stiegler
Keyword(s):  
Autism Spectrum Disorders ◽  
Behavioral Intervention ◽  
Autism Spectrum ◽  
Review Article ◽  
Language Intervention ◽  
Common Element ◽  
Evidence Based ◽  
Speech Language Pathologists ◽  
Significant Disagreement ◽  
Spectrum Disorders

Purpose Echolalia is a common element in the communication of individuals with autism spectrum disorders. Recent contributions to the literature reflect significant disagreement regarding how echolalia should be defined, understood, and managed. The purpose of this review article is to give speech-language pathologists and others a comprehensive view of the available perspectives on echolalia. Method Published literature from the disciplines of behavioral intervention, linguistics, and speech-language intervention is discussed. Special areas of focus include operational definitions, rationales associated with various approaches, specific procedures used to treat or study echolalic behavior, and reported conclusions. Conclusions Dissimilarities in the definition and understanding of echolalia have led to vastly different approaches to management. Evidence-based practice protocols are available to guide speech-language interventionists in their work with individuals with autism spectrum disorders.

The Establishment of a Dominant Interpretive Framework in Language Intervention

1997 ◽  
Vol 28 (3) ◽  
pp. 288-296 ◽  
Author(s):  
Jack S. Damico ◽  
Sandra K. Damico
Keyword(s):  
School Culture ◽  
Data Collection ◽  
Language Intervention ◽  
Speech Language Pathologists ◽  
Therapeutic Discourse ◽  
Therapeutic Encounter ◽  
Collection Strategies ◽  
Patterns Of Interaction ◽  
Interpretive Framework ◽  
The Way

One aspect of therapeutic discourse that has not been fully investigated in language intervention is the way that interactional dominance is established and maintained within the therapeutic encounter. Using various data collection strategies, therapeutic discourse from 10 language intervention sessions was collected and analyzed. By employing an analytic device known as the "dominant interpretive framework," the interactional styles and strategies of two speech-language pathologists were investigated. Data revealed several systematic patterns of interaction that constrained the ranges of interaction between the clinician and the client. Several implications regarding client empowerment, mediation, and assimilation into the school culture are discussed.

Facilitating Peer Interaction

1998 ◽  
Vol 7 (4) ◽  
pp. 25-36 ◽  
Author(s):  
Pamela A. Hadley ◽  
C. Melanie Schuele
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Intervention ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Case Examples ◽  
Language Objectives ◽  
Socially Relevant ◽  
Social Communicative ◽  
Societal Expectations

Research over the past decade has provided the rationale to target the peer-related social-communicative competence of children with specific language impairment (SLI). Yet our clinical experiences suggest that verbal interaction skills with peers rarely are emphasized in speech/language intervention with these children. We argue that it is particularly important for speech-language pathologists to target socially relevant language objectives with children with SLI because these children eventually must live up to standard societal expectations in social, educational, and vocational settings. In this paper, we identify several barriers that may prevent speech-language pathologists from addressing socially relevant language intervention objectives. Several case examples are provided to illustrate ways in which practitioners can address these types of objectives.

A Survey of Reading Teachers: Collaboration With Speech-Language Pathologists

2020 ◽  
Vol 5 (1) ◽  
pp. 304-313
Author(s):  
Maggie Watson ◽  
Casey O'Keefe ◽  
Abigail Wallace ◽  
Pamela Terrell
Keyword(s):  
Literacy Instruction ◽  
Administrative Support ◽  
School Personnel ◽  
The United States ◽  
Evidence Base ◽  
Language Instruction ◽  
Written Language ◽  
Language Intervention ◽  
Reading Teachers ◽  
Speech Language Pathologists

Purpose This study investigated reading teachers' (RTs) views of speech-language pathologists' (SLPs) abilities to provide services for clients who have written language disorders. Previous research has shown SLPs often do not provide such services due to time constraints, lack of training, and their perception that other school personnel are more qualified. However, little is known about RTs' views of SLPs' abilities to provide reading/writing intervention. Method Three hundred twenty-three RTs responded to a survey designed to determine their perceptions and experiences of SLPs providing services to children with written language difficulties. Respondents were from all regions of the United States. Results Approximately 80% of the respondents supported the idea of SLPs providing written language intervention services, with 69% recognizing that there was an evidence base for such intervention. However, many RTs registered some disagreement that SLPs had sufficient training to provide written language instruction and may lack knowledge of the curriculum. These results also identified factors that SLPs wishing to be involved in literacy instruction may need to address including administrative support, involvement in school-wide literacy learning decisions, and participation in professional development opportunities on literacy instruction. Conclusion These results indicated that RTs may be supportive of SLPs addressing the written language needs of the students they serve. Although written language intervention is within SLPs' scope of practice, SLPs currently practicing in school settings may need to advocate for themselves to actively be involved in written language instruction.

Clinical Decision Making in Speech-Language Intervention for Toddlers With Autism and Other Social Communication Delays

2019 ◽  
Vol 4 (2) ◽  
pp. 228-239 ◽  
Author(s):  
Sheri T. Stronach ◽  
Janine L. Schmedding-Bartley
Keyword(s):  
Decision Making ◽  
Young Children ◽  
Continuing Education ◽  
Social Communication ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Language Intervention ◽  
Communication Delays ◽  
Clinical Experiences ◽  
Speech Language Pathologists

Purpose This study investigated current speech-language intervention practices with young children with social communication delays including autism and the educational experiences that shape these practices. Method A 25-item web-based survey was completed by 264 speech-language pathologists who worked with children under the age of 3 years. Results A majority of respondents reported targeting a variety of areas of social communication across daily activities, regularly utilizing the parent as the primary agent, and often providing in-home services; however, a minority of respondents reported only using materials available in families' homes. Previous clinical experiences and continuing education were reported to most influence clinical decision making. Results indicated the incorporation of many aspects of evidence-based naturalistic interventions into practice and the use of continuing education opportunities to expand clinical knowledge. Conclusion Although speech-language pathologists reported promising directions toward recommended best practices, further research and training are needed to optimize services provided to young children and their families.

Writing Measurable and Academically Relevant IEP Goals With 80% Accuracy Over Three Consecutive Trials

2017 ◽  
Vol 2 (16) ◽  
pp. 34-44 ◽  
Author(s):  
Emily Diehm
Keyword(s):  
Academic Success ◽  
Graduate Training ◽  
Language Intervention ◽  
Academic Standards ◽  
Speech Language Pathologists ◽  
Web Based ◽  
The Road ◽  
Speech Language Pathologist ◽  
Road Map ◽  
Writing Goals

Although one would hope that the magic of goal writing is somehow bestowed upon each speech-language pathologist during their graduate training, or at a minimum upon graduation, pre-service speech-language pathologists, as well as practicing speech-language pathologists, report that goal writing is challenging. This difficulty experienced while writing goals may result in SLPs and other special education providers searching the internet or IEPs of other students with similar needs to find a pre-written goal to use. Unfortunately, an over-reliance on web-based or software-based goal banks is problematic, as these resources still contain poorly written goals that are not measurable and vague and may ultimately decrease the individualization of the goal and treatment to a student's specific needs. Because goals are the “road map” for a student's speech-language intervention, it is not surprising that researchers have hypothesized, and more recently observed, that poorly written IEPs goals are negatively related to growth and progress in the curriculum. The purpose of this article is to remind SLPs of the importance of writing goals that are relevant to the findings of assessments, aligned to state academic standards, contain specific and measurable outcomes, and encourage growth in the skills needed to have academic success.

scholarly journals Bank Kosa Kata Untuk Tuna Rungu dan Tuna Wicara Berbasis Web

2021 ◽  
Vol 2 (2) ◽  
pp. 83-87
Author(s):  
Ira Puspita Sari ◽  
Salamun ◽  
Sukri
Keyword(s):  
Language Learning ◽  
Sign Language ◽  
Body Language ◽  
Deaf People ◽  
Web Based ◽  
Language System ◽  
Moving Images ◽  
The Media

Communication is the most important key to mastering this era of globalization. There is no denying that language is the most important part of communication. When one person uses the same language or understands another person's language, they can communicate well. Sign language is a language based on artificial communication, i.e. body language and lip movements during communication. This sign language is standardized as SIBI (Indonesian Sign Language System). SIBI is one of the media in the form of books that are able to communicate with deaf people in the community. Its shape is a systematic arrangement of groups of fingers, hands and various movements, symbolizing the word Indonesian. Book media does not seem to be easily understood by users, so it takes an application that can provide moving images to facilitate sign language learning, one of which is web-based.  

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