School SLP Collaboration in the Rear-View Mirror

In 1991 the American Speech-Language-Hearing Association published a “Relevant Paper” on school SLP collaboration, authored by the Committee on Language Learning Disorders, entitled, “A Model for Collaborative Service Delivery for Students With Language-Learning Disorders in the Public Schools (http://www.asha.org/docs/html/RP1991-00123.html). The paper described the potential of school collaboration where SLPs work with other school professionals in [...]

True SLP Collaboration – Indiana’s Model Program

A report written in Urban Perspectives (winter 2006), “ Adapting Speech Therapy Service Delivery through Data-Based Decision- Making and Response to Intervention (Lori Carmichael-Howell and Jennifer Dezarn-Lynch, Metropolitan School District of Wayne Township, Indianapolis, IN)  gets at issues critical to the future of school speech-language pathology.  The SLPs were frozen in a survival mode: “They were [...]

9. SLP Collaboration

Sarah E. Yoho of Ohio State University conducted a survey of Ohio speech-language pathologists investigating issues of caseload management related to selected practice issues (Ohio State, 2009). Collaboration, scope of practice and literacy were examined. Her faculty advisors were Dr.Rebecca McCauley and Dr.Wayne Secord. The study made it apparent little data are available on school [...]

8. SLP Collaboration

In our posts we have addressed issues of RTI implementation and role implications for school personnel. Spectrum K12 School Solutions is continuing to survey national RTI adoption rates. For its 2009 report it found adoption rates are rising. HIGHLIGHTS “In April 2009, 71% of respondents indicated their districts are either piloting, in the process of [...]

7. SLP Collaboration

A new SLP joined an IEP team to discuss next year’s plan for an eight year old autistic girl. She was high functioning and verbal but with issues of pragmatics and social interaction. The SLP chimed in saying a collaborative plan might be a suitable approach to enhance essential communication and learning skills. The girl [...]

6. SLP Collaboration

The American Speech-Lanaguage-Hearing Association (ASHA) has published a survey study concerning “Role Ambiguity and Speech-Language Pathology” (The ASHA LEADER, December 15, 2009, pages 12-15) in which a number of issues are raised about SLP collaboration. A national sample of 4,708 members was used for the survey. Sixty-five % were clinical service providers. Findings can be [...]

5. SLP Collaboration

Let’s say there are four kinds of collaboration. DEFINITIONS 1. Inspirational. “Everyone-work-together-positively-for-the-good-of-struggling-children.” This type is quite idealistic but inspirational for young SLPs. It makes for a spirit of cooperation on the job. If collaboration opportunities crop up, SLPs are encouraged to join in and offer their expertise. Inspirational collaboration can lead to creative partnerships: “Moving [...]

4. SLP Collaboration

In 2002, now eight years ago, the President’s Commission on Excellence in Special Education made this comment about the problem of the preventing special education over-identification: “The Commission finds that the IDEA establishes complex requirements that are difficult to effectively implement at the state and local level. Nowhere in IDEA is this more complex than [...]

3. SLP Collaboration

We argue that SLP collaboration — indeed, special education collaboration — is best practice and not a fad. It appears to be a fad because it is hardly in use. For eligibility management, it is one strategy for reducing over-identification of at-risk children and reducing caseload management problems. Consider the work of SLP Claudia Dunaway [...]

2. SLP Collaboration

School speech therapists were obliged to accept collaboration with IDEA 1997. At that juncture, they had to support “progress in the general curriculum,” resetting standards for speech and language disability along legal lines. Here is an overview from 2002: “Contemporary standards-based reforms emphasize that every student must work toward the expectations set for each academic [...]