A Guide to School Services in Speech-Language Pathology

Fourth Edition

Trici Schraeder, Courtney Seidel

Details: 350 pages, B&W, Softcover, 8.5" x 11"

ISBN13: 978-1-63550-178-0

© 2022 | Coming Soon

Release Date: 04/22/2020

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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 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 (OLCSI) 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!

List of Tables and Figures

Preface

About the Authors

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

Reevaluation: 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

American Speech-Language-Hearing Assocation Initiative

American Speech-Language-Hearing Association 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

Related Vocabulary

Introduction

Accommodations and Resources for Students With Special Education Needs

An Integrated Model of Literacy Through the Common Core State Standards

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 Common Core State Standards

The Impact of the Opiod Crisis on Language and Literacy Development

Summary

Questions for Application and Review

References

 

Index

Trici Schraeder

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. Trici has a daughter, Juliet, who was born in 1975, a son, Jeremy, who was born in 1978 and a daughter-in-law, Carrie, who married Jeremy in 2007. Trici enjoys the pastoral beauty of rural southwestern Wisconsin with her husband, Tom, whom she married in 1971.

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Courtney Seidel

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.” With her husband, Mike, and son, Jack, Courtney enjoys the variety of events available in the vibrant city of Madison, Wisconsin.

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A Guide to School Services in Speech-Language Pathology, Fourth Edition comes with access to supplementary student and instructor materials on a PluralPlus companion website

 

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