Collaboration is more than two professionals working in the same classroom; it is changing instruction to provide curriculum-focused interventions in classroom settings. In order to combine experti...
{"title":"How to Collaborate: Five Steps for Success","authors":"N. Swenson, Virginia Williams","doi":"10.1044/SBI16.4.122","DOIUrl":"https://doi.org/10.1044/SBI16.4.122","url":null,"abstract":"Collaboration is more than two professionals working in the same classroom; it is changing instruction to provide curriculum-focused interventions in classroom settings. In order to combine experti...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125030529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Interprofessional collaboration (IPC), also referred to as interdisciplinary collaboration, is defined in the social work literature as “an effective interpersonal process that facilitates the achievement of goals that cannot be reached when individual professionals act on their own” (Bronstein, 2003, p. 299). IPC is well documented in health care literature and is largely considered best practice in both clinical & educational settings. So much so that the World Health Organization (WHO) developed a Framework for Action on Interprofessional Education (WHO, 2010) and the Canadian Interprofessional Health Collaborative (CIHC) developed a National Interprofessional Competency Framework (CIHC, 2010). According to a systematic review of collaborative models for health and education professionals working in the school settings, models of IPC are described in research but not explicitly evaluated, and there remains a need for robust research in this area (Hillier, Civetta, & Pridham, 2010). This article describ...
跨专业合作(IPC)，也被称为跨学科合作，在社会工作文献中被定义为“一种有效的人际关系过程，它有助于实现个体专业人员单独行动无法达到的目标”(Bronstein, 2003, p. 299)。IPC在卫生保健文献中有很好的记录，并且在临床和教育环境中被广泛认为是最佳实践。因此，世界卫生组织(世卫组织)制定了《跨专业教育行动框架》(世卫组织，2010年)，加拿大跨专业卫生协作组织(CIHC)制定了《国家跨专业能力框架》(CIHC, 2010年)。根据对在学校工作的卫生和教育专业人员合作模式的系统回顾，研究中描述了IPC模式，但没有明确评估，这一领域仍需要进行强有力的研究(Hillier, Civetta， & Pridham, 2010)。这篇文章描述……
{"title":"Collaborative Groups: Application of a Framework for Interprofessional Collaboration in a High School Setting","authors":"A. Tyszka, Lynette DiLuzio","doi":"10.1044/SBI16.4.131","DOIUrl":"https://doi.org/10.1044/SBI16.4.131","url":null,"abstract":"Interprofessional collaboration (IPC), also referred to as interdisciplinary collaboration, is defined in the social work literature as “an effective interpersonal process that facilitates the achievement of goals that cannot be reached when individual professionals act on their own” (Bronstein, 2003, p. 299). IPC is well documented in health care literature and is largely considered best practice in both clinical & educational settings. So much so that the World Health Organization (WHO) developed a Framework for Action on Interprofessional Education (WHO, 2010) and the Canadian Interprofessional Health Collaborative (CIHC) developed a National Interprofessional Competency Framework (CIHC, 2010). According to a systematic review of collaborative models for health and education professionals working in the school settings, models of IPC are described in research but not explicitly evaluated, and there remains a need for robust research in this area (Hillier, Civetta, & Pridham, 2010). This article describ...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129580491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Residual speech production errors may occur in up to 1–2% of the adult population. Although they don't usually interfere with message intelligibility, potential negative impacts have been documente...
{"title":"Remediation of Residual /r/ Errors: A Case Study Using the SATPAC Approach","authors":"P. Flipsen, Stephen Sacks","doi":"10.1044/SBI16.3.64","DOIUrl":"https://doi.org/10.1044/SBI16.3.64","url":null,"abstract":"Residual speech production errors may occur in up to 1–2% of the adult population. Although they don't usually interfere with message intelligibility, potential negative impacts have been documente...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133039950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elevator speeches, or brief talks in which individuals pitch an idea, sell a solution to a problem, or raise awareness of an issue, have gained increasing popularity within the business world. While school-based professionals may not view themselves as having to “sell,” audiologists and speech-language pathologists are in the business of “selling” our ability to create change for students with communication disorders. Elevator speeches serve as a viable advocacy tool and can be used influence decision-makers and bring about meaningful change in our professions. This article equips readers with knowledge of how to craft a winning elevator speech, provides examples of instances in which school-based professionals could use elevator speeches, and presents information on how to assess the success of elevator speeches.
{"title":"“Minute to Win It”: Using Elevator Speeches to Advocate in Educational Speech-Language Pathology and Audiology","authors":"Kellie Ellis, C. Gottfred, Christine Freiberg","doi":"10.1044/SBI16.3.99","DOIUrl":"https://doi.org/10.1044/SBI16.3.99","url":null,"abstract":"Elevator speeches, or brief talks in which individuals pitch an idea, sell a solution to a problem, or raise awareness of an issue, have gained increasing popularity within the business world. While school-based professionals may not view themselves as having to “sell,” audiologists and speech-language pathologists are in the business of “selling” our ability to create change for students with communication disorders. Elevator speeches serve as a viable advocacy tool and can be used influence decision-makers and bring about meaningful change in our professions. This article equips readers with knowledge of how to craft a winning elevator speech, provides examples of instances in which school-based professionals could use elevator speeches, and presents information on how to assess the success of elevator speeches.","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114316030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marissa Taveras, M. Namazi, Lia Pazuelo, L. Casado
Spanish dialects are either conservative or radical. The phonology of Conservative (e.g., Mexican) dialects remains close to the spelling (e.g., /dos/ “two” ➝ [dos]). Radical Spanish (e.g., Puerto Rican dialect) dialects vary significantly in their syllable structure (e.g., /dos/ [do]). Few studies have researched radical dialects, and the studies that have only examined Puerto Rican Spanish (e.g., Anderson & Smith, 1987; Goldstein, Fabiano, & Washington, 2005; Goldstein & Iglesias, 1996). We could not locate any studies on the Dominican dialect of Spanish-English bilinguals, a group quickly becoming the number one Spanish community in New York and New Jersey (United States Census Bureau, n.d.). Our purpose was to investigate the phonological patterns of Dominican Spanish in bilingual children. Phonological processes were analyzed for five 3-year-old and five 4-year-old Dominican children. Word-level analyses were made and compared to Goldstein & Iglesias' 1996 study of phonological patterns found in typi...
{"title":"Phonological Patterns in Dominican Spanish-English Bilingual Preschoolers: Implications for Assessment","authors":"Marissa Taveras, M. Namazi, Lia Pazuelo, L. Casado","doi":"10.1044/SBI16.3.87","DOIUrl":"https://doi.org/10.1044/SBI16.3.87","url":null,"abstract":"Spanish dialects are either conservative or radical. The phonology of Conservative (e.g., Mexican) dialects remains close to the spelling (e.g., /dos/ “two” ➝ [dos]). Radical Spanish (e.g., Puerto Rican dialect) dialects vary significantly in their syllable structure (e.g., /dos/ [do]). Few studies have researched radical dialects, and the studies that have only examined Puerto Rican Spanish (e.g., Anderson & Smith, 1987; Goldstein, Fabiano, & Washington, 2005; Goldstein & Iglesias, 1996). We could not locate any studies on the Dominican dialect of Spanish-English bilinguals, a group quickly becoming the number one Spanish community in New York and New Jersey (United States Census Bureau, n.d.). Our purpose was to investigate the phonological patterns of Dominican Spanish in bilingual children. Phonological processes were analyzed for five 3-year-old and five 4-year-old Dominican children. Word-level analyses were made and compared to Goldstein & Iglesias' 1996 study of phonological patterns found in typi...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122232978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explains the importance of assessing social communication abilities of school-age children. It summarizes the effect of social communication on academic abilities, reviews terminology ...
这篇文章解释了评估学龄儿童社会沟通能力的重要性。它总结了社会交往对学术能力的影响，回顾了术语…
{"title":"Assessing Social Communication Abilities of School-Aged Children","authors":"Tatyana Elleseff","doi":"10.1044/SBI16.3.79","DOIUrl":"https://doi.org/10.1044/SBI16.3.79","url":null,"abstract":"This article explains the importance of assessing social communication abilities of school-age children. It summarizes the effect of social communication on academic abilities, reviews terminology ...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121224308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In addition to providing services to children who demonstrate speech and language impairments, it is within a speech-language pathologist's (SLP's) scope of practice to “recognize and hold paramoun...
除了为表现出语言障碍的儿童提供服务外，语言病理学家(SLP)的工作范围是“识别并掌握最重要的……
{"title":"Conducting an Augmentative and Alternative Communication Assessment as a School-Based Speech-Language Pathologist: A Collaborative Experience","authors":"J. Dodd, Alicia Schaefer, A. Rothbart","doi":"10.1044/SBI16.3.105","DOIUrl":"https://doi.org/10.1044/SBI16.3.105","url":null,"abstract":"In addition to providing services to children who demonstrate speech and language impairments, it is within a speech-language pathologist's (SLP's) scope of practice to “recognize and hold paramoun...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129035856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Persistent Speech Disorder (PSD) is present when a speech impairment extends beyond 8–9 years of age. Persistent Speech Disorder can extend into adolescence and adulthood. While PSD can include individuals with residual speech errors, such as distortions of /r/, /s/, and /z/, clinicians are particularly concerned in cases where PSD affects speech intelligibility. This paper is presented in two parts. Part 1 reviews the limited literature available on speech, language, literacy, educational, vocational, and socio-emotional outcomes in people with PSD of currently unknown origin. Part 2 presents a case study of a 22-year-old man, known as BJ, who has Nonverbal IQ in the normal range and severe PSD, specifically Childhood Apraxia of Speech. Longitudinal data on BJ from 3;3 years to 22 years is presented, alongside BJ's insights into PSD written via e-mail or using his electronic communication device. These two sources of information add to the limited body of information about the course of PSD and the exper...
{"title":"Persistent Speech Sound Disorder in a 22-Year-Old Male: Communication, Educational, Socio-Emotional, and Vocational Outcomes","authors":"Bronwyn Carrigg, E. Baker, L. Parry, K. Ballard","doi":"10.1044/SBI16.2.37","DOIUrl":"https://doi.org/10.1044/SBI16.2.37","url":null,"abstract":"Persistent Speech Disorder (PSD) is present when a speech impairment extends beyond 8–9 years of age. Persistent Speech Disorder can extend into adolescence and adulthood. While PSD can include individuals with residual speech errors, such as distortions of /r/, /s/, and /z/, clinicians are particularly concerned in cases where PSD affects speech intelligibility. This paper is presented in two parts. Part 1 reviews the limited literature available on speech, language, literacy, educational, vocational, and socio-emotional outcomes in people with PSD of currently unknown origin. Part 2 presents a case study of a 22-year-old man, known as BJ, who has Nonverbal IQ in the normal range and severe PSD, specifically Childhood Apraxia of Speech. Longitudinal data on BJ from 3;3 years to 22 years is presented, alongside BJ's insights into PSD written via e-mail or using his electronic communication device. These two sources of information add to the limited body of information about the course of PSD and the exper...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129041198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children with persistent speech sound disorder (SSD) continue to exhibit speech production errors well beyond the age at which they are expected to have resolved, often even after attempts at remed...
{"title":"The Role of Speech Perception in Persistent Speech Sound Disorder","authors":"Kathryn L. Cabbage","doi":"10.1044/SBI16.2.18","DOIUrl":"https://doi.org/10.1044/SBI16.2.18","url":null,"abstract":"Children with persistent speech sound disorder (SSD) continue to exhibit speech production errors well beyond the age at which they are expected to have resolved, often even after attempts at remed...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127939524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Speech sound disorder is a common reason for referral to speech and language therapy services in the early years. While for some children, their difficulties are transitory and they either respond to intervention or their difficulties resolve, for others, their speech sound difficulties evolve into persistent speech disorder (PSD). The purpose of this article is to provide information on the features of PSD and how to assess children with PSD in order to identify the full range and limits of their speech sound system. Reference is made to ALSPAC, a large longitudinal population study, regarding prevalence, possible subtypes, and risk factors for PSD.
{"title":"“He'll Grow out of it Soon—Won't He?”—The Characteristics of Older Children's Speech When They Do—and Don't—Grow out of it","authors":"Y. Wren","doi":"10.1044/SBI16.2.25","DOIUrl":"https://doi.org/10.1044/SBI16.2.25","url":null,"abstract":"Speech sound disorder is a common reason for referral to speech and language therapy services in the early years. While for some children, their difficulties are transitory and they either respond to intervention or their difficulties resolve, for others, their speech sound difficulties evolve into persistent speech disorder (PSD). The purpose of this article is to provide information on the features of PSD and how to assess children with PSD in order to identify the full range and limits of their speech sound system. Reference is made to ALSPAC, a large longitudinal population study, regarding prevalence, possible subtypes, and risk factors for PSD.","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":" 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113950405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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