The purpose of this study was to investigate speech-language pathologists’ perceptions of administrative support and non-support. Structured interview questions were used to elicit responses from 20 master’s level speech-language pathologists. Their perceptions of administrative support and non-support were divided into four primary areas: working conditions/resources, advocacy, staff development, and program assistance. Findings indicated that support has many dimensions, including provisions for adequate working conditions and resources, advocacy for the speech-language pathologist and the speech-language program, and facilitation of professional staff development. Implications for supervisors and administrators of speech-language pathologists’ perceptions of administrative support and non-support are suggested.
The purpose. of this study was to determine whether commercially available software used with enhancement could improve discourse skills in Head Start students over improvements obtained without enhancement, and over improvements of ordinary classroom instruction. Head Start students (N = 93) in the software conditions received instruction over three months. Pretest/ posttest scores on the Preschool Language Assessment Instrument of the seventy-eight students who completed the program were analyzed with a 3 x 2 repeated measures analysis of variance (ANOVA). No statistically significant differences were found for treatment. A significant difference was found for time. A 3 x 2 analysis of variance with the first factor treatment group and the second factor level of functioning (high/low) was also computed. There was no significant main effect for treatment. However, a significant main effect on the P W I score for low functioning students was found in both computer training conditions. Suggestions for future research are provided.Computer-assisted instruction (CAI) is recommended as particularly effective with young children and special populations [l-41. In the field of speech and language, computer applications are suggested for speech screening [5], assessment [6], and therapy [7, 81; language remediation [9-161; and language enrichment [17]. Few of the applications reported in the literature on communication disordexs are based on empirical research. There is a need, therefore, to document the efficacy of microcomputer applications in speech and language [MI.
W at do you do when a child is not reading up to grade level but doesn't qualify for any of the special help available to some other children? How do you motivate older students to improve their reading skills? How do you ensure that all children in your class have individualized instruction available-to meet their reading needs where they are?This article describes a program that uses technology to help students like these become readers. It is called the Technology Option for At-Risk Readers (TOARRJ, and it uses specialized rl'ading software plus a host of motivating
A model program for language/concept enrichment was set up with 22 kindergarten students as participants. A total screening score during routine kindergarten screenings relative to the areas of articulation, language and concepts was low for each of these students, but not low enough to recommend indepth diagnostic testing. The objective of the program was to demonstrate the role of the speech-language pathologist as consultant, an alternate service delivery model for public school speech-language services. Language/concept enrichment was provided by volunteers using four educational software programs for the microcomputer. Concepts taught included quantity, quality, time/sequence, nouns, and verbs. Program structure, implementation, and evaluation are discussed.
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