A Guide to School Services in Speech-Language Pathology

A Guide to School Services in Speech-Language Pathology, Fifth Edition serves as a must read for school-based speech-language pathologists (SLPs), college instructors, and students-in-training. The text begins by providing a brief history of school-based SLP services. The foundations of school services are highlighted, including the legal mandates set forth in the Individuals with Disabilities Education Improvement Act (IDEA); Every Student Succeeds Act, Americans with Disabilities Act; and landmark court cases that have influenced school services - such as the 2023 Midthun-Hensen & Hensen v. GHC court ruling regarding evidence-based practices. Pedagogical features include related vocabulary at the beginning of each chapter to promote equity in comprehension, end of chapter summaries with guiding questions to reinforce important information, facilitate class discussions, and enhance understanding, concrete, real-life success stories from public school SLPs, and links to useful strategies, materials, and resources. This comprehensive textbook addresses issues paramount to school-based SLPs: Options to expand and diversify service delivery models Step-by-step instructions to implement a workload analysis Examples of IEP goals that support flexible scheduling and workload solutions Tables that describe evidence-based practices and provide links to the supportive research Template for writing IEP goals that align with IDEA mandates Methods for assessing multilingual language learners including dynamic, authentic, and criterion-referenced tools Guidance for implementing proactive behavior management, conflict resolution, professional collaboration, conferencing and counseling and cultural competencies Evidence bases that link language, literacy, and the achievement of school standards New to the Fifth Edition: New content regarding COVID-19 impacts and the expansion of telepractice Current references throughout that reflect state-of-the-art research Updated evidence-based content for practices in the areas of: articulation and phonology language and literacy voice, feeding, and swallowing augmentative and alternative communication social and cognitive aspects of communication hearing habilitation general clinical strategies Modernized use of pronouns and terms that reflect our diverse society Scenarios that promote reflection of neurodiverse practices Digital resources including contemporary apps and video modeling PluralPlus Online Ancillary Materials For Instructors: PowerPoint slides and test bank For Students: Downloadable forms, checklists, and user-friendly tools

Table of Contents:
List of Tables and Figures Preface About the Authors Acknowledgments Chapter 1. Origin, Progress, and Development of School Services Related Vocabulary Introduction The Quiet Revolution Movement Toward Inclusion No Child Left Behind Act Accountability Increased Flexibility and Local Control Parental Choice Highly Qualified Teachers Evidence-Based Practice Changes to No Child Left Behind Act No Child Left Behind Act Becomes Elementary and Secondary Education Act Once Again ESEA Offers New Flexibilities Every Student Succeeds Act of 2015 Individuals with Disabilities Education Improvement Act Paperwork Reduction Qualified Provider Early Intervention Transitions Research and Development Funding Successes and Failures Roles and Responsibilities of Today's School-Based Speech-Language Pathologist Prevention Identification Assessment Evaluation Development of Goals for Individualized Education Caseload Management Intervention Counseling Reevaluation Transition Dismissal Supervision Documentation Research Leadership and Advocacy 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 Limitation of Service Delivery Options Roadblock to Professional Activities to Meet Student Needs Negative Impact on Students' Progress Burnout and Attrition of School-Based Speech-Language Pathologists Inhibition of Compliance With the Individuals With Disabilities Education Act 2004 and the Mandate for Free Appropriate Public Education What Is Caseload? What Is Workload? Direct Services Indirect Services That Support Educational Services Indirect Services That Support the Mandate of Least Restrictive Environment Activities That Support Compliance With Laws Considerations Regarding Options for Unmet Needs Twelve Steps to a Workload Analysis Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9 Step 10 Step 11 Step 12 Some Workload Solutions Service Delivery Options 3:1 Model Supportive Teaching Complementary Teaching Consultation Team Teaching Resource Room Diagnostic Speech-Language Pathology Services Speech Club Teaming for Reading Instruction Administrative Options Early Release Day Program Support Teachers Diversified Roles Contract Options Workload Week Compensation Language Weighted Formula Success Story: A Workload Analysis Approach Applied to a Weighting System How to Advocate Summary Questions for Application and Review References Appendix 2-A. 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-A. Example IEPs Appendix 3-B. Applying the IEP Team Decision-Making Flow Chart to a Case Study Appendix 3-C. Discussion of Sarah's IEP and Alignment to Common Core State Standards Appendix 3-D. Collaborative Goal Example 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 Multilingual 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? Threats to Internal Validity Threat to External Validity Generalization Criteria for Evaluating the Quality of the Reasoning Ranking the Quality of the Evidence ASHA Initiative ASHA Framework for Assessing Levels of Evidence Step 1 Step 2 Step 3 Step 4 "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 Phonology Intervention Background General Recommendations Language Intervention Background General Recommendations Social Aspects of Communication in Autism Spectrum Disorders Background General Recommendations Fluency Remediation Background General Recommendations Voice Therapy Background General Recommendations Hearing Loss Treatment Background General Recommendations Augmentative and Alternative Communication Technology Pediatric Swallowing and Feeding Disorders (Dysphagia) Background General Recommendations General Clinical Strategies Summary Questions for Application and Review References Appendix 5-A. Useful Web-Based Resources Chapter 6. Strategies for Fostering Positive Student Behaviors 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 Positive Student Confrontation Family Intervention Comprehensive Social Contract Cognitive Behavior Modification Role Reversal Videotape Audiotape Using Older Students as Resources Physical Considerations Effective Conflict Resolution to Use with Adults Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 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 Working with Interpreters and Translators Assessment Tools Approaches to Assessment Communication Delay Communication Difference Communication Disorder Approaches to Treatment 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 Introductory Conference Reporting Conference Information-Gathering Conference Problem-Solving Conference Parents Who May Be "Advice Shopping" Parents Who May Be Reluctant Parents Who May Be Seeking a Listening Post Parents Who Appear to Be Angry Parents Who Make an Unscheduled Drop-in Visit Other Considerations in Parent-Teacher Conferences Types of Questions Student Records and Confidentiality Tips and Techniques for Personal Adjustment Counseling Stage I: Let the Student's Story Unfold Stage II: Engage in Active Problem-Solving Stage III: Take New Actions 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-A. 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 Sight Words or High-Frequency Words Phrasal Verbs General Academic Vocabulary Useful Words Vocabulary for the Common Core Listening, Speaking, Reading, and Writing Vocabulary Fostering Deeper Processing and Higher-Order Thinking Skills The Importance of Teaching Syntax and Morphology An Effective Speech Language-Pathologist Program Aligns Language, Literacy, and the Common Core State Standards Case Study Alignment to the Common Core State Standards How the Program Unfolded How the Home Carryover Program Worked How Progress Was Measured How to Support an Older Student Who Is Functioning at a First-Grade Level How Universal Design for Learning Connects to the CCSS The Impact of the Opioid Crisis on Language and Literacy Development Summary Questions for Application and Review References Index

About the Author :
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. **** 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.