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Speech-Language Pathologists in the Schools

Speech-Language Pathologists in the Schools. Ann Kahn and Kim Scharoff Forest Lake School Wantagh School District. Purpose. To help you understand what our role is and to acquaint you with some of the jargon in our field. SLPs have Many Roles in Schools.

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Speech-Language Pathologists in the Schools

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  1. Speech-Language Pathologists in the Schools Ann Kahn and Kim Scharoff Forest Lake School Wantagh School District

  2. Purpose • To help you understand what our role is and to acquaint you with some of the jargon in our field

  3. SLPs have Many Roles in Schools • Identification of students at risk for later problems • Assessment of students’ communication skills • Evaluation of the results of comprehensive assessments • Development and implementation of IEPs

  4. SLPs have Many Roles in Schools (continued) • Collaboration with teachers and other professionals • Advocacy for teaching strategies • Documentation of outcomes • Supervision of graduate students and clinical fellows • Participation in school-wide curriculum and literacy teams

  5. SLPs Work with Children in a Variety of Ways • Combine communication and goals with academic and social goals • Integrate classroom objectives • Help students understand and use basic language concepts • Support reading and writing • Increase students’ understanding of texts and lessons

  6. SLPs Work with Children in a Variety of Ways (continued) • Services can vary depending on students’ needs • Monitoring or periodic screening • Collaborating and consulting • Classroom based services • Small group or individual sessions

  7. Referral Process • RTI has changed the process • New checklist to be completed prior to any staffing on a child not receiving services yet

  8. Pre-Referral Checklist • Broken down into parts • Will help to define areas of concern

  9. Let’s Look at the Form…

  10. Articulation • Sound production • Developmental • Cosmetic • Needs to impact on academics • Relates to ability to develop reading skills

  11. Voice • First addressed medically • Speak to parents • Characterized by – raspy, hoarse and breathy voice and inappropriate volume

  12. Fluency • Stuttering • Needs to be impacting on academics • Current research shows a neurological base • Can involve “tic” like behaviors

  13. Language • Receptive • What is understood • Expressive • How we use language to make ourselves understood

  14. Form (Grammar/Syntax) • Verbs • Pronouns • Negation • Articles/Function Words • Plurals • Possession

  15. Content • Understanding of concepts, directions • Sequencing skills • Math word problems • Reading comprehension • Vocabulary

  16. Pragmatics (Social Language) • Conversation skills • Generalization of information • Variety in verbal interactions • Nonverbal language • Problem solving • Expressing emotions • Asking for help

  17. Goldman-Fristoe Test of Articulation – 2 (GFTA – 2) • Single word articulation test • Shown picture and as child says the word, the therapist identifies errors

  18. Oral Peripheral Examination • Look at basic structure and function of the: • Tongue (lingual) • Palate • Lips (labial) • Teeth (dental) • Jaw

  19. Receptive One Word Picture Vocabulary Test – 2000(ROWPVT - 2000) • Child is shown 4 pictures on a page and has to point to the one that best represents the word stated by the therapist.

  20. Expressive One Word Picture Vocabulary Test – 2000 (EOWPVT - 2000) • Child needs to label a picture shown to them on a page • Sometimes it is a category that is being elicited.

  21. Clinical Evaluation of Language Fundamentals – 4 (CELF – 4) • Assesses various areas of language development including: • Following Directions • Grammatical Forms • Syntactic Skills • Vocabulary

  22. Concepts & Following Directions Word Structure Formulated Sentences Word Classes Receptive Expressive Sentence Structure Expressive Vocabulary Word Definitions Semantic Relationships Understanding Spoken Paragraphs Sentence Assembly Number Repetition Familiar Sequences CELF – 4 Subtests

  23. CELF – 4 Index Scores • Core Language Score • Receptive Language Index • Expressive Language Index • Language Content Index • Language Structure Index • Language Memory Index • Working Memory Index

  24. Test of Auditory Processing Skills – 3 (TAPS – 3) • Basic Auditory Skills (Word Discrimination, Phonological Segmentation, and Phonological Blending) • Auditory Memory (Number Memory Forward, Number Memory Reversed, Word Memory, and Sentence Memory) • Auditory Cohesion (Auditory Comprehension and Auditory Reasoning)

  25. Other Factors Considered • Speech-Language Sample • Teacher Input • Parent Input • Team Findings

  26. Questions???

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