School programs in speech-language pathology : organization and service delivery

Title
Copyright
Contents
List of Tables
List of Figures
Preface
Acknowledgments
1. Evolution of Speech-Language Pathology Programs in Schools
	Early History
	The Michigan Story
	Early Growth
	Expanding Our Scope of Practice
	The “Quiet Revolution”
	Federal Legislation
	The PARC Case
	Mainstreaming
	United States Department of Education
	Education Reform and Federal Legislation
	Terminology: What’s in a Name?
	The Emerging Role of the School SLP
	Future Challenges
2. Becoming an Ethical Professional
	The Code of Ethics
	Principles of Ethics
	Ethics Issues in the School Setting
	Personal and Professional Qualifications
	Becoming a “Professional”
	Professional Agencies and Organizations
	Professional Credentials
	Program Accreditation
	Professional Associations
3. Foundations of the School Speech-Language Pathology Program
	Organizational Structure of the School System
	Public Laws Affecting Speech-Language Service Delivery
	Accountability
	Inclusive Education
	Parents Are Important Team Members
	Public School Reform: Issues and Trends
	Priorities and Goals for Schools
	Ongoing Improvement: Raising Standards
	Core State Standards for Education
	Why Should SLPs Care About Education Goals and Academic Standards?
	Numbers Count! Prevalence and Incidence
	Number of Students Who Receive Speech-Language Services
	Caseload Composition
	Public School Funding
	Funding for School Speech-Language Services
	How Does the Funding Allocation Work?
4. The Speech-Language Pathologist as a Leader and Manager
	Leaders Create Change
	Management: Basic Principles
	The SLP’s Roles and Responsibilities
	Organizing and Managing for Success
	The Many Faces of Management
	Managing Program Development and Change
	Develop Program Goals and Objectives
	Managing Workload and Time
	Professional Development Plans
	Quality Improvement
5. Tools of the Trade
	Physical Facilities
	Minimal Standards for Facilities and Space
	Pleasant, Comfortable, and Functional Space
	Designated Space for SLP Services
	Special Considerations for Special Populations
	Facilities for Observation
	Tools: Technology, Equipment, Professional Materials, and Supplies
	Integrating Technology into All Aspects of the Program
	Technology in Service Delivery
	Augmentative and Alternative Communication Systems (AAC)
	Demonstration Centers
	Coaching Teachers to Maximize the Potential of AAC
	Telepractice as a Service Delivery Option
	Intervention Materials
	Educational Materials
	Integrating Multimedia Materials into Treatment
	Surfing the Web
	Assistive Listening Devices
	Evaluating Materials to Determine Quality and Applicability
	Organizing Materials and Intervention Activities
	Expendable Materials
	Budgeting for Technology, Equipment, Materials, Supplies, and Professional Development
	Inventory Records
6. Accountability, Documentation, and Outcomes
	Documenting and Reporting
	Consistent Decisions and Comprehensive Record Keeping
	Legally Defensible Records
	HIPAA and FERPA
	Periodic Reflection on Your Program and Services
	Written Reports
	Outcomes in Schools
	A Unique Framework for Measuring Outcomes of Speech-Language Pathology Programs
	Student Outcomes
	Measuring Student Outcomes
	Reporting Progress
	Partnership Outcomes
	Program and System Outcomes
	Training and Buy-In Can Lead to Success
	Risk Management Plan
7. Establishing the Workload and Caseload
	A Philosophy: The Basis on Which to Build the SLP Workload and Caseload
	The SLP’s Workload
	Laying the Foundation: Process and Terms
	The Prereferral Process
	Identifying Students with Disabilities
	Referrals for Speech-Language Evaluation
	Screening
	Assessment
	Multifactored Evaluation
	The Speech-Language Pathologist’s Responsibility
	Scanning and Analyzing the Environment and People in the Environment
	Eligibility for Speech-Language Services
	Classification of Procedures and Communication Disorders
	Caseload Composition and Size
	Describing Functional Communication
	Clinical Judgment
	Matching the Right Student with the Right Services and Interventions
	Service Completion: Exiting Students from Therapy
	Who Determines Eligibility or Dismissal?
	The Placement Team’s Purpose
	Ethics and Responsibilities
8. Service Delivery Options
	Classification of Procedures and Communication Disorders
	Inclusion
	Typical Service Delivery Options
	A Menu of Service Delivery Options
	Key Service Delivery Variables
	Matching Service Delivery Options to Individual Student’s Needs
	Determining Dosage: the Amount, Frequency, and Duration of Intervention Services
	Taking a Different Perspective for Planning Services: The PAC Framework for Determining Appropriate Models of Service Delivery
	Multi-Tiered System of Support (MTSS)
	Service Coordination
	Specialized Services
	Scheduling Services
	Working with Teachers and Administrators to Plan Schedules
9. Educationally Relevant Services
	Educational Relevance — What an Important Concept!
	Planning Individualized Programs
	An Approach to the Planning Process
	Developing the Individualized Education Program
	The IEP Team
	The Individualized Education Program (IEP)
	IEP Forms and Content
	Individualized Family Service Plan (IFSP)
	Individualized Transition Plan (ITP) — After Age 14
	Identifying the Appropriate Assessment and Treatment Approach
	Core Curriculum Standards
	Modifying the Instructional Environment
	Making Speech-Language Intervention Relevant to the Students’ Educational Needs
	Universal Design for Learning
	Planning and Evaluating the Treatment Session
	Motivation
	Evaluating the Effectiveness of the Intervention Approach and Therapy Session
	Considerations for Special Populations
	Literacy (Reading and Written Language Disorders)
	Cultural and Linguistically Diverse Populations
	Attention Deficit and Central Auditory Processing Disorders
	Severe Communication Disabilities
	Autism Spectrum Disorders (ASD)
	Hearing Impairments
	Traumatic Brain Injury (TBI)
	Behavior Problems and Disorders
	Abused and Neglected Children
	Working with Adolescents
	Working with Groups of Children
	Counseling
	Prevention of Communication Problems
	Effective Team Engagement
10. Interprofessional Collaboration: Creating Strong Partnerships
	Benefits of Collaborating and Consulting with Others
	Interprofessional Education, Practice, and Collaboration (IPE, IPP, IPC)
	School Culture
	Foster Effective Involvement Through Mentoring
	Specialized Instructional Support Personnel (SISP)
	The Principal
	The Classroom Teacher
	Special Education Teachers
	The Educational Audiologist
	Speech-Language Pathology Assistants
	The Psychologist
	The Social Worker
	The Bilingual Educator and/or English-as-a-Second Language (ESL) Teacher
	The Guidance Counselor and Vocational Rehabilitation Counselor
	The School Nurse
	The Occupational Therapist (OT)
	The Physical Therapist (PT)
	The Board Certified Behavior Analyst (BCBA)
	The Health and Physical Education Teacher
	Vocational Counselors and Employers
	Nonteaching Support Personnel
	Working with Physicians in the Community
	Working with the Dentist
	Working with Family
	Parent Groups
	Involving Siblings
	Changing Family Patterns
	Involving the Student
	Satisfaction with Services
	Maintaining Ongoing Communication with Collaborative Partners
	Community Information Program
11. The School Experience
	The University Externship Program
	Goals of the School-Based Extern Experience
	The School Externship Team
	Laying the Groundwork for Success
	Recommendations for Making the Most of Your School Experience
	Competency-Based Evaluation of University Student Externs
	ASHA Certification and State Licensure Requirements
	A Word of Advice to Student Externs
12. Life as a Professional SLP
	Access Support and Resources
	Build Your Expertise
	Investigate and Research
	Influence Decision-Makers
	Collective Bargaining Agreements (CBAs)
	Due Process and the SLP
	Your Role as a Grassroots Advocate
	Professional Liability Insurance
	Getting Your First Job — Where to Begin?
	Your Clinical Fellowship Experience
	Alternative Career Paths
	Set Time Aside for Yourself
	Best of Luck
Appendix A. University Outreach Committee Professional Resource Document
Appendix B. Individualized Education Program (IEP) Form
Appendix C. Sample Common Core State Standards
References
Index