Abstract Clinicians can use the Common Core State Standards (2010) along with requirements in the Individuals with Disabilities Education Improvement Act (IDEA, 2004) to create conditions that supp...
{"title":"From Common Core State Standards to Standards-Based IEPs: A Brief Tutorial","authors":"Judy Rudebusch","doi":"10.1044/SBI13.1.17","DOIUrl":"https://doi.org/10.1044/SBI13.1.17","url":null,"abstract":"Abstract Clinicians can use the Common Core State Standards (2010) along with requirements in the Individuals with Disabilities Education Improvement Act (IDEA, 2004) to create conditions that supp...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123370176","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}
Abstract Language underlies learning in school settings. This paper describes a collaborative project to address the language of testing that children need to master to demonstrate their skills on ...
语言是学校学习的基础。本文描述了一个合作项目，以解决儿童需要掌握的测试语言，以展示他们在……
{"title":"Collaborative Planning To Teach Strategies for the Language of Testing","authors":"L. Kumin, Gwendolyn J. Mason","doi":"10.1044/SBI12.4.139","DOIUrl":"https://doi.org/10.1044/SBI12.4.139","url":null,"abstract":"Abstract Language underlies learning in school settings. This paper describes a collaborative project to address the language of testing that children need to master to demonstrate their skills on ...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115323118","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}
Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radfor...
摘要:作者描述了一个创新的临床教育计划，强调提供书面语言服务的就职前语言病理学研究生在拉德福大学。
{"title":"Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development","authors":"Elizabeth Lanter, C. Waldron","doi":"10.1044/SBI12.4.121","DOIUrl":"https://doi.org/10.1044/SBI12.4.121","url":null,"abstract":"Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radfor...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125926662","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}
G. Blood, Laura A. Robins, I. Blood, Michael P. Boyle, Erinn H. Finke
Abstract Bullying in schools is a worldwide problem. School personnel, including speech-language pathologists (SLPs), play a critical role in the prevention of, and intervention in, bullying incidences. In this study, the authors examined SLPs' perceptions of bullying and endorsement of potential strategies for dealing with bullying as it relates to English language learners (ELLs). A survey was developed and mailed to 1,000 school-based SLPs. Eight vignettes describing unobserved and observed episodes of physical, verbal, relational, and cyber bullying were included. Survey data from 390 SLPs were analyzed. SLPs perceive physical, verbal, and cyber bullying as serious problems and report the likelihood of some type of intervention. In contrast, relational bullying (e.g., social exclusion, rejection) was rated less serious and likely to require less intervention. The majority of SLPs recommended ELLs should “try to blend in better,” “not be bothered by the bully,” “be more aggressive,” or “ignore the bull...
{"title":"Bullying, School-Based Speech-Language Pathologists, and English Language Learners: Seriousness, Intervention, and Strategy Selection","authors":"G. Blood, Laura A. Robins, I. Blood, Michael P. Boyle, Erinn H. Finke","doi":"10.1044/SBI12.4.128","DOIUrl":"https://doi.org/10.1044/SBI12.4.128","url":null,"abstract":"Abstract Bullying in schools is a worldwide problem. School personnel, including speech-language pathologists (SLPs), play a critical role in the prevention of, and intervention in, bullying incidences. In this study, the authors examined SLPs' perceptions of bullying and endorsement of potential strategies for dealing with bullying as it relates to English language learners (ELLs). A survey was developed and mailed to 1,000 school-based SLPs. Eight vignettes describing unobserved and observed episodes of physical, verbal, relational, and cyber bullying were included. Survey data from 390 SLPs were analyzed. SLPs perceive physical, verbal, and cyber bullying as serious problems and report the likelihood of some type of intervention. In contrast, relational bullying (e.g., social exclusion, rejection) was rated less serious and likely to require less intervention. The majority of SLPs recommended ELLs should “try to blend in better,” “not be bothered by the bully,” “be more aggressive,” or “ignore the bull...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125344904","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}
A. Thrasher, J. Wilger, Matthew Goldman, Catharine Whitlatch
Abstract The Perspectives program is a unique collaborative social communication intervention for adolescents with Asperger's syndrome and similar learning profiles. Clinicians use radio interviews as the vehicle to explicitly teach the process of social communication. Social skill objectives are addressed through this process approach, which was adapted from the framework of Social Thinking (Winner, 2002)
{"title":"Perspectives: A Process Approach to Social Communication for Adolescents With Asperger's Syndrome Using Radio Interviewing","authors":"A. Thrasher, J. Wilger, Matthew Goldman, Catharine Whitlatch","doi":"10.1044/SBI12.4.110","DOIUrl":"https://doi.org/10.1044/SBI12.4.110","url":null,"abstract":"Abstract The Perspectives program is a unique collaborative social communication intervention for adolescents with Asperger's syndrome and similar learning profiles. Clinicians use radio interviews as the vehicle to explicitly teach the process of social communication. Social skill objectives are addressed through this process approach, which was adapted from the framework of Social Thinking (Winner, 2002)","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133446049","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 presents unpublished data collected by a licensed and credentialed speech-language pathologist in an effort to support additional research regarding the use of comic strip conversation...
这篇文章展示了一名有执照的语言病理学家收集的未发表的数据，以支持关于漫画对话使用的额外研究。
{"title":"Use of Comic Strip Conversations: Therapeutic Interventions Producing Positive Outcomes for Partially Included Children Who Have Autism Spectrum Disorders","authors":"L. Gallardo","doi":"10.1044/SBI12.3.101","DOIUrl":"https://doi.org/10.1044/SBI12.3.101","url":null,"abstract":"This article presents unpublished data collected by a licensed and credentialed speech-language pathologist in an effort to support additional research regarding the use of comic strip conversation...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"2008 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127315416","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}
J. Kinard, Kaitlyn P. Wilson, J. Dykstra, L. Watson, B. Boyd
Research indicates that targeting social-communication and play in young children with autism can lead to improved long-term language outcomes. Thus, there is a critical need for school-based inter...
{"title":"Advancing Social-Communication and Play (ASAP): Development of a Supplemental Intervention for Public Preschools Serving Children With Autism","authors":"J. Kinard, Kaitlyn P. Wilson, J. Dykstra, L. Watson, B. Boyd","doi":"10.1044/SBI12.3.91","DOIUrl":"https://doi.org/10.1044/SBI12.3.91","url":null,"abstract":"Research indicates that targeting social-communication and play in young children with autism can lead to improved long-term language outcomes. Thus, there is a critical need for school-based inter...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"34 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123281131","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}
School-based clinicians are seeing a growing population of children with autism spectrum disorder (ASD) on their caseloads. Speech-language pathologists (SLPs) have a responsibility to understand the available interventions, consider the profiles of children most likely to benefit from particular interventions, and recognize those skills or behaviors most likely to be positively affected by evidence-based treatments. The National Standards Project through the National Autism Center (2009; www.nationautismcenter.org) recently identified treatments that have evidence for supporting receptive and expressive language, facilitating the social and cognitive aspects of communication, and incorporating a variety of communication modalities. Those treatments are reported here.
{"title":"Understanding the National Standards Project: Evidence-Based Interventions To Support the Language and Social Communication of Children With ASD","authors":"P. Prelock","doi":"10.1044/SBI12.3.68","DOIUrl":"https://doi.org/10.1044/SBI12.3.68","url":null,"abstract":"School-based clinicians are seeing a growing population of children with autism spectrum disorder (ASD) on their caseloads. Speech-language pathologists (SLPs) have a responsibility to understand the available interventions, consider the profiles of children most likely to benefit from particular interventions, and recognize those skills or behaviors most likely to be positively affected by evidence-based treatments. The National Standards Project through the National Autism Center (2009; www.nationautismcenter.org) recently identified treatments that have evidence for supporting receptive and expressive language, facilitating the social and cognitive aspects of communication, and incorporating a variety of communication modalities. Those treatments are reported here.","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128645469","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}
The caseload of a speech-language pathologist in the school setting consists of students with an array of abilities. The number of students with a diagnosis of autism spectrum disorder (ASD) is on the rise according to the most recent statistics: 1/110 children have an ASD (Centers for Disease Control, 2009). The diagnoses that fall under the ASD umbrella include autism, Asperger's syndrome, and pervasive developmental disorder not otherwise specified (PDD-NOS). Given these statistics, school clinicians will see an increase of students with ASD on their caseloads. Ways to effectively address the needs of children who fall under the ASD diagnostic umbrella will be discussed.
{"title":"Successfully Serving Students With ASD in the Schools: Let the Evidence Be Your Guide","authors":"C. Zenko","doi":"10.1044/SBI12.3.84","DOIUrl":"https://doi.org/10.1044/SBI12.3.84","url":null,"abstract":"The caseload of a speech-language pathologist in the school setting consists of students with an array of abilities. The number of students with a diagnosis of autism spectrum disorder (ASD) is on the rise according to the most recent statistics: 1/110 children have an ASD (Centers for Disease Control, 2009). The diagnoses that fall under the ASD umbrella include autism, Asperger's syndrome, and pervasive developmental disorder not otherwise specified (PDD-NOS). Given these statistics, school clinicians will see an increase of students with ASD on their caseloads. Ways to effectively address the needs of children who fall under the ASD diagnostic umbrella will be discussed.","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127481671","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 on the autism spectrum experience increased challenges, both academically and socially, when they move from elementary school to middle school and beyond. In fact, it is not unusual for a ...
{"title":"ASD and Middle School Challenges: A Case Example","authors":"S. Diehl","doi":"10.1044/SBI12.3.77","DOIUrl":"https://doi.org/10.1044/SBI12.3.77","url":null,"abstract":"Children on the autism spectrum experience increased challenges, both academically and socially, when they move from elementary school to middle school and beyond. In fact, it is not unusual for a ...","PeriodicalId":135612,"journal":{"name":"Perspectives on School-based Issues","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132713539","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：