Overview

A Guide to School Services in Speech-Language Pathology, Fourth Edition serves as a comprehensive textbook for school-based speech-language pathology (SLP) courses and college students who are ready to embark on their student teaching experiences. With its summaries of cutting-edge research, evidence-based clinical approaches, workload solutions, and strategies for professionalism, the book is also a useful resource for practicing, school-based SLPs. The text begins by providing a brief history of school-based SLP services. It highlights the legal mandates set forth in the Individuals with Disabilities Education Improvement Act; provides a review of the No Child Left Behind Act; offers new information about the Every Student Succeeds Act and the Americans with Disabilities Act; and summarizes court cases that have influenced and shaped school services. Then, the text delves into a description of service delivery models; provides valuable information about a workload analysis approach to caseload standards in schools; offers examples of how to write IEPs that reflect workload solutions; shares examples of implementation strategies; and offers concrete, real-life workload success stories. In addition, this text provides practical strategies for using evidence-based practice, proactive behavior management, conflict resolution, professional collaboration, conferencing and counseling skills, cultural competencies, goal writing, informal assessment procedures, and testing accommodations, including methods for conducting assessments for dual language learners. The final chapter provides the evidence base for links between language, literacy, and the achievement of school standards. This chapter is a must-read for every school SLP. New to the Fourth Edition: New coauthor, Courtney L. Seidel, MS, CCC-SLP. Examples of how to write IEPs that reflect workload. Current court cases that have influenced school practice. Information on implementing the 3:1 Model of service delivery and other evidence-based workload solutions. Information on conducting assessments with dual language learners as well as evidence-based clinical strategies for this growing population. Strategies to combat compassion fatigue. Information about behavior management, conflict resolution, and mindfulness training. Updated tables of evidence-based clinical strategies related to each disorder type. Updated references throughout to reflect the current state of research. PowerPoint lecture slides for instructors on a PluralPlus companion website with discussion questions and cooperative learning exercises and slides explaining the Flipped Classroom Approach.   Key Features: End of chapter summaries and questions to refresh critical information and improve comprehension. Related vocabulary at the beginning of each chapter. Real-life scenarios based on experiences from public school SLPs. Links to useful strategies, materials, and resources such as the ASHA workload calculator and free Apps for intervention purposes. An Oral Language Curriculum Standards Inventory (OL-CSI) that provides checklists of what students should know and be able to do at each grade level from Pre-K to 12th grade. The OLCSI is a must-have tool for every school-based SLP. Information and strategies about current topics such as Telepractice, children affected by the opioid crisis, assessment of dual language learners, and much more!

Full Product Details

Author:   Trici Schraeder ,  Courtney L. Seidel
Publisher:   Plural Publishing Inc
Imprint:   Plural Publishing Inc
Edition:   4th New edition
ISBN:  

9781635501780

ISBN 10:   1635501784
Pages:   310
Publication Date:   31 July 2020
Audience:   College/higher education ,  Adult education ,  Professional and scholarly ,  Undergraduate ,  Further / Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In stock  
We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately.

Table of Contents

List of Tables and Figures Preface Acknowledgments Chapter 1. Origins of Public School Speech-Language Pathology Programs Related Vocabulary Introduction The Quiet Revolution Movement Toward Inclusion No Child Left Behind Act Every Student Succeeds Act of 2015 Individuals with Disabilities Education Improvement Act Successes and Failures Roles and Responsibilities of Today’s School-Based Speech-Language Pathologist Requisite Knowledge for the School-Based Speech-Language Pathologist Essential Skills for the School-Based Speech-Language Pathologist Dispositions Toward Persons with Disabilities: Considerations in Practice for the School-Based Speech-Language Pathologist Summary Questions for Application and Review References Chapter 2. A Workload Analysis Approach to Caseload Standards in Schools Related Vocabulary Introduction Caseload and Service Quality: Specific Effects What Is Caseload? What Is Workload? Considerations Regarding Options for Unmet Needs Twelve Steps to a Workload Analysis Some Workload Solutions Success Story: A Workload Analysis Approach Applied to a Weighting System Strategies for Making a Workload Solution Successful Summary Questions for Application and Review References Appendix 2–1. Middleton/Cross Plains Area School District Speech-Language Severity Rating Scales Chapter 3. Assessment, Evaluation, and Individualized Education Programs in Schools Related Vocabulary Introduction Prereferral Referral for Evaluation for Special Education and Related Services The Individualized Education Program Team Assessment Activities Evaluation Process Evaluation Report Re-evaluation: General Provisions The Individualized Education Program A Historical Prospective: Ongoing Evolution of Individualized Education Programs Summary Questions for Application and Review References Appendix 3–1. Example IEPs Appendix 3–2. Applying the IEP Team Decision-Making Flow Chart to a Case Study Appendix 3–3. Discussion of Sarah’s IEP and Alignment to Common Core State Standards Chapter 4. Speech-Language Service Delivery Formats Used in Public Schools: Intervention Approaches Related Vocabulary Introduction Selecting Program Formats Self-Contained Program Model Receding Schedule Model Blast or Burst Schedule Model Resource Room Model Block Schedule Model Consultation Model Team Teaching Model Station Teaching Model Parallel Teaching Model Prevention Model Cooperative Learning Team Model Teaming for Reading Model Pull-Out Program Model Diversified Role Model Computer-Assisted Learning Model Telepractice Model Video Modeling Multimodal Communication Model Teaming with English Language Learning (ELL) Programs Selecting the Intervention Approach Summary Questions for Application and Review References Chapter 5. Evidence-Based Practice Related Vocabulary Introduction “Credible Evidence” and “Scientifically Based”: What Do These Terms Mean? Criteria for Evaluating the Quality of the Reasoning Ranking the Quality of the Evidence ASHA Initiative ASHA Framework for Assessing Levels of Evidence “Evidence Based” Is More Than Literature Reviews When Is It Advantageous to Examine Levels of Evidence? Challenges State of the Art Specific Evidence of What Works in Speech-Language Intervention Summary Questions for Application and Review References Appendix 5–1. Useful Web-Based Resources Chapter 6. Problem Behavior Management and Conflict Resolution Related Vocabulary Introduction Prior, Proper Planning, and Proactive Strategies Creating a Culture of Community The Adverse Affects of Bullying on School Community and School Climate Approaches to Discipline and How to Impact School Culture Effective Conflict Resolution to Use with Adults Summary Questions for Application and Review References Chapter 7. Cultural and Linguistic Competencies: Assessment and Intervention Related Vocabulary Introduction Interview and Case History Considerations for Bilingual Students and Families Assessment Tools Approaches to Assessment Cultural Considerations Related to Intervention Cultural Competence Related to Curriculum Content and Intervention Summary Questions for Application and Review References Chapter 8. Conferencing, Counseling, and Creating a Sense of Community Related Vocabulary Introduction Creating a Positive First Contact Tips and Techniques for Parent-Teacher Conferences and Individualized Education Program Meetings Student Records and Confidentiality Tips and Techniques for Personal Adjustment Counseling Summary Questions for Application and Review References Chapter 9. Oral Language Curriculum Standards Inventory (OL-CSI): An Authentic Assessment Approach for School-Based Speech-Language Pathologists Related Vocabulary Introduction References Appendix 9–1. Oral Language Curriculum Standards Inventory (OL-CSI) Chapter 10. Aligning Literacy, State Standards, and School-Based Speech-Language Pathology Services Introduction Accommodations and Resources for Students with Special Education Needs An Integrated Model of Literacy Through the CCSS The Role of the Speech-Language Pathologist with Respect to Vocabulary Development, Language, and Literacy Recommended Evidence-Based Service Delivery Formats and Clinical Strategies Case Study What to Do with an Older Student Who Is Functioning at a First-Grade Level How Universal Design for Learning Connects to the CCSS The Impact of the Opiod Crisis on Language and Literacy Development Summary Questions for Application and Review References Index

Reviews

Author Information

"Patricia (Trici) Schraeder, MS, CCC-SLP received her BA and MS degrees from the University of Wisconsin-Madison. She completed her Clinical Fellowship for her Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA) in medical settings in 1975-76; worked as a school-based speech-language pathologist for 14 years in Wisconsin public schools; and has held a teaching appointment at the University of Wisconsin-Madison since 1989. Trici is a past Vice President of School Services for the Wisconsin Speech-Language Pathology and Audiology Professional Association (WSHA-P); was a recipient of the WSHA 2002 Outstanding Service Award; was the first appointed Wisconsin State Education Advocacy Leader (SEAL); and is a four-time recipient of an Award for Continuing Education (ACE) from ASHA. Trici served on the ASHA ad hoc committee that created the Position Statement, Technical Report, Guidelines, Implementation Guide, and Teleweb/CD Seminar related to the workload analysis approach to caseload standards in public schools. Trici also served as the chair of the ASHA ad hoc committee that created the professional performance review process for the school-based speech-language pathologist. Trici has served on several Wisconsin Department of Public Instruction ad hoc professional committees and has been a speaker at numerous state and national conventions including ASHA conventions in Seattle, Washington D. C., New Orleans, Chicago, Atlanta, and Miami. She served a three-year term as an editorial consultant for the journal of Language, Speech, and Hearing Services in Schools. Her research has been published in numerous peer-reviewed journals including the American Journal of Speech-Language Pathology, Seminars in Speech and Language, Texas Journal of Audiology and Speech Pathology, and Exceptionality Education Canada.+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Courtney Seidel, MS, CCC-SLP, received her BS and MS degrees from the University of Wisconsin-Madison. She completed her Clinical Fellowship for her Certification of Clinical Competence from the American Speech-Language-Hearing Association (ASHA) in a school setting in 2005-2006, worked as a school-based speech-language pathologist and diagnostician for 10 years in Wisconsin public-schools, and has held a teaching appointment at the University of Wisconsin-Madison since 2015. Courtney maintains a private practice; has served as an expert witness in Wisconsin court cases; has offered numerous invited and reviewed presentations at state and national conferences; has served as a professional consultant for Wisconsin school districts; was selected as the Wisconsin Speech-Language Pathologist of the Year; and has acquired the ASHA ACE Award for continuing education. She serves on the ReachDane Programs and Education Committee (which benefits preschoolers from low socioeconomic populations) and collaborates with Mansfield Hall’s innovative support program (for college students with autism and/or learning disabilities). Courtney is the co-author of ""Best Practice in Special Education: Teaching Students with Communication Disorders."""

Tab Content 6

Author Website:  

Customer Reviews

Recent Reviews

No review item found!

Add your own review!

Countries Available

All regions