A Guide to School Services in Speech-Language Pathology

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.

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