A Team Approach to Response to Intervention for Speech Sound Errors in the School Setting

2019

Perspect ASHA SIGs

Purpose The purpose of this article is to explore the ways in which children with mild speech sound disorders (SSDs)—that is, single sound errors—may be at risk for difficulties with phonological awareness, decoding, spelling, and social–emotional well-being. Conclusions SSDs comprise a group of children who have difficulty in consistently and correctly producing 1 or more phonemes in their ambient language. Presently, there is a concerning trend with respect to service provision for children who have only a few—or only 1—sounds in error. That is, these children may not receive services at all. This practice is problematic, because it assumes that children with a single sound in error are not at risk for or experiencing any related educational difficulties. However, research supports connections between SSDs, including single sound errors, and decoding, spelling, and social–emotional deficits. This article aims to make the case for the single sound error—sometimes it is not “just artic.” Clinical recommendations for assessment, treatment, and advocacy are included.

Section: Discussionmentioning

confidence: 99%

“…• Explore different service delivery models, including a response-to-intervention type of approach (Bruce et al, 2018;Mire & Montgomery, 2009;Swaminathan & Farquharson, 2018).…”

Section: Appendixmentioning

confidence: 99%

It Might Not Be “Just Artic”: The Case for the Single Sound Error

2019

Perspect ASHA SIGs

“…Although this is a lengthy process, which requires administrative support, it ultimately reduces caseload sizes and provides the support children need. In fact, Bruce et al (2018) found that even when an IEP was required after a child received services within an MTSS framework, the length of time that they actually needed therapy was less.…”

Section: Service Delivery Modelsmentioning

confidence: 99%

Tackling Burnout in the School Setting: Practical Tips for School-Based Speech-Language Pathologists

Marante

2021

Perspect ASHA SIGs

Purpose School-based speech-language pathologists (SLPs) are responsible for providing services to about 55% of students with disabilities in the school setting across the nation. A shortage of qualified school-based SLPs continues to persist in the United States. Research has aimed to identify factors that lead to diminished career intentions, occupational stress, and ultimately, job burnout. However, there is a dearth of literature regarding the prevention of job burnout in the school setting. In this tutorial, we provide school-based SLPs with strategies that aim to reduce and prevent burnout symptoms related to occupational stress and satisfaction. We (a) define and describe burnout, (b) discuss the possible stressors and job-related challenges that are within SLPs' control of change, (c) provide evidence-based strategies that may alleviate occupational stress related to workload factors before and after burnout has occurred, and (d) provide examples of ways to advocate within the profession. Conclusions SLPs are encouraged to make minor adjustments in their work settings. Suggested strategies include recognizing overwhelm, incorporating broader and workload-specific changes to daily routines, and engaging in advocacy efforts. Two resources, one for evaluation and another for consolidating information about a caseload, are provided.

“…In this way, these treatment sessions may actually take more time to plan and implement-since the timeline is bounded to only a few weeks of therapy. However, this service delivery model has been shown to help some children make progress in goals related to speech sound production, without ever needing an IEP (Bruce et al, 2018).…”

Section: Multitiered Systems Of Supportmentioning

confidence: 99%

How to Recruit, Support, and Retain Speech-Language Pathologists in Public Schools

Journal of School Leadership

Therrien

Barton-Hulsey

et al. 2020

Over the past two decades, there has been a persistent shortage of qualified speech-language pathologists (SLPs) across the United States. This shortage is predicted to continue, as data reported by the American Speech Language Hearing Association (ASHA) from the US Bureau of Labor Statistics indicates that there will be a 27% increase in job openings through the year 2028. In some states, the shortage has led to service provision from individuals without a background in speech-language pathology and/or without speech-language pathology certification and licensure. Speech and language services that are delivered by unqualified personnel may lead to inadequate time devoted to therapy—either too much, or too little—which is ultimately unethical, illegal, and expensive. However, there is a real issue at hand for school leadership—and that is: How to recruit, support, and retain highly qualified SLPs? In the current tutorial, we will provide evidence-based action steps for how and why to recruit, support, and retain certified and licensed SLPs. Specifically, we discuss the qualifications of the SLP, roles and responsibilities of school-based SLPs, caseload versus workload considerations, various service delivery models, and a review of SLP job satisfaction research. Throughout the tutorial, we will provide concrete and evidence-based ideas for school leadership to consider when recruiting, supporting, and retaining SLPs.