Exploring Speech Language Pathologists’ Experiences of Intervention for School-Aged Children with Borderline Intellectual Functioning

2021 ◽  
Vol 56 (3) ◽  
pp. 119-139
Author(s):  
Juyeon Lee ◽  
Hyunju Park
Keyword(s):  
Intellectual Functioning ◽  
Speech Language Pathologists ◽  
Borderline Intellectual Functioning ◽  
School Aged Children

scholarly journals Intellectual profile in school-aged children with borderline intellectual functioning

2019 ◽  
Vol 95 ◽  
pp. 103498 ◽  
Author(s):  
Francesca Pulina ◽  
Silvia Lanfranchi ◽  
Lucy Henry ◽  
Renzo Vianello
Keyword(s):  
Intellectual Functioning ◽  
Borderline Intellectual Functioning ◽  
School Aged Children

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.

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

Psychological and Cognitive Aspects of Borderline Intellectual Functioning

2017 ◽  
Vol 22 (3) ◽  
pp. 159-166 ◽  
Author(s):  
Bastianina Contena ◽  
Stefano Taddei
Keyword(s):  
Quality Of Life ◽  
Systematic Review ◽  
Intellectual Functioning ◽  
Clinical Impact ◽  
Review Of The Literature ◽  
Borderline Intellectual Functioning ◽  
General Quality ◽  
Meta Analyses ◽  
Over Time

Abstract. Borderline Intellectual Functioning (BIF) refers to a global IQ ranging from 71 to 84, and it represents a condition of clinical attention for its association with other disorders and its influence on the outcomes of treatments and, in general, quality of life and adaptation. Furthermore, its definition has changed over time causing a relevant clinical impact. For this reason, a systematic review of the literature on this topic can promote an understanding of what has been studied, and can differentiate what is currently attributable to BIF from that which cannot be associated with this kind of intellectual functioning. Using Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) criteria, we have conducted a review of the literature about BIF. The results suggest that this condition is still associated with mental retardation, and only a few studies have focused specifically on this condition.

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