Special Interest Group 16 - School-Based Issues

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Perspectives, SIG 16, Vol. 1, Part 4, 2016
Format(s): SIG Perspectives and Exam
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0.1
1.0
In this part, authors emphasize the importance for speech-language pathologists to understand the differences between the federal, state, and local requirements for an educational identification of a speech-language impairment or need for services under the Individuals with Disabilities Education Act (IDEA). Because entry and exit criteria for school based services vary across the country, it also includes procedures used for a clinical determination of speech or language impairment. Some frequently used terms including eligibility, entry, exit, and dismissal are defined. In the second article, authors present Growth Mindset, a way of looking at mandated and self-imposed changes that assist clinicians in embracing the changes in such a way that can have a positive impact on outcomes.
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Perspectives, SIG 16, Vol. 1, Part 3, 2016
Format(s): SIG Perspectives and Exam
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0.05
0.5
This article describes a comprehensive initiative for preparing adolescents with autism spectrum disorder for successful transitions into adulthood. The authors present a framework for teaching and shaping social communication behaviors for bridging potential gaps in the progression from high school into postsecondary education, the workforce, and independent living. Authors include six fundamental components to build social communication behaviors for effective transitions into new experiences.
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Perspectives, SIG 16, Vol. 1, Part 2, 2016
Format(s): SIG Perspectives and Exam
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0.1
1.0
In these articles, authors explore the theme of working with students who are English Language Learners, the first article focuses on the disability perceptions of families of children with culturally and linguistically diverse backgrounds. It provides an overview of the results of interviews with 10 families and reports themes related to diverse beliefs about the causes of disability. It explains how families' perceptions of disability influence their interaction with professionals and access to services. The authors recommend strategies for speech-language pathologists working with families. This Part also provides public school clinicians with information about post-school outcomes for students with disabilities. Transition services and post-school outcomes is another theme of our continuing education topics this year. The article reviews evidence-based practices and predictors of post-school outcomes for secondary students with disabilities. It explains how speech-language pathologists can implement the identified practices in support of post-school outcomes for students with disabilities.
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Perspectives, SIG 16, Vol. 1, Part 1, 2016
Format(s): SIG Perspectives and Exam
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0.2
2.0
These articles focus on speech-language services to English language learners (ELLs). They provide an overview of strategies to enhance English vocabulary instruction for ELLs. They discuss how speech-language pathologists think and talk about dialect diversity in the United States and elsewhere in order to better serve children and advocate for the field of communication disorders. This part also provides public school clinicians with strategies for preparing and conducting assessments for ELL students in their native languages. It considers speech-language pathologists who are competent in the student’s language and for those who will work with a trained interpreter in the student’s language. It explains how to prepare the interpreter to conduct an interview, a conference and/or an assessment of an ELL student.
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SIG 16 Perspectives Vol. 16, No. 4, November 2015
Format(s): SIG Perspectives and Exam
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0.1
1.0
In this issue of Perspectives, authors explain the value and process of collaboration with other professionals. In the first article, authors define inter-professional collaboration and identifies several pre-requisites for success. In the second article, authors emphasize the need for co-planning in collaboration and explains how those involved need to develop a common understanding of the differences in roles during co-taught lessons. The authors acknowledge the differences of each professionals' approach and address planning, assessment, and reflection regarding students’ interactions and knowledge can be accomplished. They emphasize how communication at each step is critical for successful co-teaching. The authors focus on creating lessons that simultaneously target the deficits of a few students and foster the learning for the other students in the class. The article concludes that all students in the class benefit when instruction is designed for all students and both educational professionals are actively part of the collaborative process.
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SIG 16 Perspectives Vol. 16, No. 3, August 2015
Format(s): SIG Perspectives and Exam
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0.25
2.5
This issue of Perspectives addresses a variety of topics. Flipsen’s and Sack’s article explains the Systematic Articulation Training Program Accessing Computers (SATPAC) approach to remediation of residual misarticulation of [r] phonemes. Elleseff presents a comprehensive assessment protocol for school-age students with social communication challenges. The article by Taveras, Namazi, Pazuelo, and Casado explores the phonological patterns of Dominican Spanish -English bilingual pre-schoolers. The article by Ellis, Gottfred, and Frieberg explains “elevator speeches,” brief talks in which individuals pitch an idea, sell a solution to a problem, or raise awareness of an issue. The article by Dodd, Schaefer, and Rothbart explains why less than half of school-based speech-language pathologists feel comfortable and competent in assessing and serving students needing an assistive and/or augmentative communication (AAC) system.
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SIG 16 Perspectives Vol. 16, No. 2, April 2015
Format(s): SIG Perspectives and Exam
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2.0
This issue of Perspectives on School-Based Issues explores complex persistent speech sound disorders. A persistent speech sound disorder is present when a speech impairment extends beyond 8-9 years of age. Some children with persistent speech sound disorders may attain age-appropriate speech production skills through therapy but have lingering academic difficulties. This issue explains how language, literacy and cognitive challenges persist beyond remediation of the sounds with implications for continuing treatment and caseload management. This issue also provides information on the features of persistent speech sound disorders and how to assess these children in order to identify the full range and limits of their speech sound system. Research is provided about speech perception in children with persistent speech sound disorders and the clinical ramifications and recommendations for children who have perceptual deficits. It also includes a case study of a 22-year-old man, known as BJ, with normal range Nonverbal and severe PSD, specifically Childhood Apraxia of Speech. Longitudinal data on BJ from 3.3 years to 22 years is presented, alongside BJ’s insights into PSD written using email or his electronic communication device. These two sources of information add to the limited body of information about the course of PSD and the experience of PSD.
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SIG 16 Perspectives Vol. 16, No. 1, January 2015
Format(s): SIG Perspectives and Exam
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0.05
0.5
This issue of Perspectives focuses on issues related to behavior management during treatment sessions. The authors have identified this as an area of need for speech language pathologists. Both authors discuss changing how speech language pathologists view the function of behavior during therapy. They also discuss management of treatment environments, reinforcement schedules, fostering collaboration among members of treatment teams, decreasing negative behaviors, and increasing student outcomes while managing the language underpinnings necessary for therapeutic interventions.
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SIG 16 Perspectives Vol. 15, No. 4, December 2014
Format(s): SIG Perspectives and Exam
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0.3
3.0
This issue addresses how speech-language pathologists can integrate the Common Core State Standards into their therapy. It also defines executive functioning challenges, explains how they are often a part of autism spectrum disorder and other neurological conditions, how they interfere with academic and social success, and contains suggestions for evaluating and managing executive functioning deficits in the school setting.
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