School programs in speech-language pathology : organization and service delivery /
Saved in:
| Main Authors: | , |
|---|---|
| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
San Diego, CA :
Plural Publishing, Inc.,
[2020]
|
| Edition: | Sixth edition. |
| Subjects: | |
| Online Access: | Connect to this title online (unlimited simultaneous users allowed; 325 uses per year) |
Table of Contents:
- Machine generated contents note: Early History
- Michigan Story
- Early Growth
- Expanding Our Scope of Practice
- "Quiet Revolution"
- Federal Legislation
- PARC Case
- Mainstreaming
- United States Department of Education
- Education Reform and Federal Legislation
- Terminology: What's in a Name?
- Emerging Role of the School SLP
- Future Challenges
- 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
- 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?
- Leaders Create Change
- Management: Basic Principles
- SLP's Roles and Responsibilities
- Organizing and Managing for Success
- Many Faces of Management
- Managing Program Development and Change
- Develop Program Goals and Objectives
- Managing Workload and Time
- Professional Development Plans
- Quality Improvement
- 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
- 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
- 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
- Philosophy: The Basis on Which to Build the SLP Workload and Caseload
- SLP's Workload
- Laying the Foundation: Process and Terms
- Prereferral Process
- Identifying Students with Disabilities
- Referrals for Speech-Language Evaluation
- Screening
- Assessment
- Multifactored Evaluation
- 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?
- Placement Team's Purpose
- Ethics and Responsibilities
- Classification of Procedures and Communication Disorders
- Inclusion
- Typical Service Delivery Options
- 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
- Educational Relevance-What an Important Concept!
- Planning Individualized Programs
- Approach to the Planning Process
- Developing the Individualized Education Program
- IEP Team
- 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
- 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)
- Principal
- Classroom Teacher
- Special Education Teachers
- Educational Audiologist
- Speech-Language Pathology Assistants
- Psychologist
- Social Worker
- Bilingual Educator and/or English-as-a-Second Language (ESL) Teacher
- Guidance Counselor and Vocational Rehabilitation Counselor
- School Nurse
- Occupational Therapist (OT)
- Physical Therapist (PT)
- Board Certified Behavior Analyst (BCBA)
- 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
- University Externship Program
- Goals of the School-Based Extern Experience
- 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
- Word of Advice to Student Externs
- 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.