Addressing Language Concerns in the Schools: The SLP as Consultant

Damico, Jack S.

doi:10.1177/152574018701100103

Cited by 17 publications

(7 citation statements)

References 24 publications

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“…Thus, design needs to take place on a day by day basis by related service providers and teachers to determine linkages between related service objectives and classroom activities. Damico (1987) recommended that one-to-one interactions are the "workhorse" of consultation to deal with "the collaborative tasks of data collection, problem solving, and intervention" (p. 23) which are at the heart of the consultative approach. For related service specialists, reserving time to observe classroom activities on a regular basis will provide useful information for identifying opportunities for the integration of related service objectives.…”

Section: Methods Of Implementationmentioning

confidence: 99%

“…Guidelines for implementation include procedures for scheduling consultations, which include flexibility in scheduling (e.g., before and after school); the process followed after a referral is received; how collaboration is to be utilized; how follow up will occur; and the procedures for feedback and accountability (Damico, 1987, Donaldson & Robertson-Goodrich, 1989). …”

Section: Administrative Requirementsmentioning

confidence: 98%

“…it is not surprising that these professionals have provided leadership in redirecting how services should be provided. Nevertheless, the "rules" Within the consultative approach, the style of consultation or level of interaction between the "expert" and service providers varies, but the basic foundation is interactional or "transactional" in approach (Damico, 1987), fostering mutual respect among all participants . All participants (i.e., the teacher, the special educator, the related service specialist) share ideas and participate in formulation of a plan that can be implemented in the integrated classroom.…”

Section: The Consultative Approachmentioning

confidence: 99%

“…The consultative approach has received considerable attention recently from speech and language professionals who have, in turn, contributed to its development and usefulness as a model for delivering related services (e.g., Damico, 1987). The consultative approach has been considered by speech and language professionals as a model of service delivery in which the "expert" (e.g., speechlanguage pathologist: SLP) consults with the primary interventionist (e.g., the classroom teacher) in what to target in an intervention and how to implement that intervention in the classroom.…”

Section: The Consultative Approachmentioning

confidence: 99%

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Implementation of the Consultative Approach in the Classroom in Support of Related Services

Lifter

1993

Special Services in the Schools

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Section: Methods Of Implementationmentioning

confidence: 99%

Section: Administrative Requirementsmentioning

confidence: 98%

Section: The Consultative Approachmentioning

confidence: 99%

Section: The Consultative Approachmentioning

confidence: 99%

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Implementation of the Consultative Approach in the Classroom in Support of Related Services

Lifter

1993

Special Services in the Schools

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“…This type of research will be important given the increasing use of consultative intervention models with school-aged language-disordered children [58,59].…”

Section: Intervention Research: Intervention Agentsmentioning

confidence: 99%

Treatment Research in Speech, Language and Swallowing: Lessons from Child Language Disorders

Gallagher¹

1998

Folia Phoniatr Logop

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Three major types of treatment research methodologies are described. Studies on child language intervention are reviewed as examples of trends and methodological issues characterizing treatment research in speech, language, and swallowing within the last 2–3 decades. Principles are drawn from that literature and suggestions for future directions are discussed with particular attention to recent efforts to support clinical trials and treatment outcomes research.

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FG syndrome update 1988: Note of 5 new patients and bibliography

et al. 1988

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At the eve of its mapping, the pre-molecular picture of the FG syndrome is heavily biased towards the severe end of the phenotypic spectrum because present knowledge is largely based on propositi. It is an X-linked, incompletely recessive, complexly pleiotropic syndrome with considerably variable expressivity. Though a true multiple congenital anomalies/mental retardation (MCA/MR) syndrome, severe malformations are uncommon and involve mostly the anus (60%) and non-colonic GI defects (33%), hypospadias (25%), cleft palate (6%), rarely a congenital heart defect. The complex CNS dysfunctions of congenital hypotonia and all of its sequelae, MR, and occasional seizures, must be attributed to a developmental CNS defect which is rarely demonstrated at pre-mortem, and which is known to involve agenesis of the corpus callosum in some 25% of appropriately studied patients (mostly propositi). Thus, the diagnosis is largely made on a specific constellation of minor anomalies and mild malformations in a hypotonic boy with severe constipation and a very characteristic facial appearance and behavioral phenotype. In about 1/3 of cases, carrier manifestations may be detected physically. New hemizygote manifestations seen in this review of 5 new patients include abnormal eruption of teeth, diastasis between upper central incisors, apparent gynecomastia, cleft lip, and nasolacrimal and helicine fistulae. Only a half hundred or so FG syndrome patients are known, but we suspect the syndrome is much more common than realized, and because of the unfortunate recurrence risk potential, deserves careful consideration in every appropriate case. RFLP mapping studies are urged in order to aid diagnosis of "mild" cases, and prenatal and carrier detection.

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Addressing Language Concerns in the Schools: The SLP as Consultant

Cited by 17 publications

References 24 publications

Implementation of the Consultative Approach in the Classroom in Support of Related Services

Implementation of the Consultative Approach in the Classroom in Support of Related Services

Treatment Research in Speech, Language and Swallowing: Lessons from Child Language Disorders

FG syndrome update 1988: Note of 5 new patients and bibliography

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