chapter 1

what was educational reformed for the slp profession?

shifted from specific goals like “can the child produce __?” to a more functional focus such as “can this student access the curriculum?”

school SLPs improve students ability to …

listen, speak, understand, read, write, learn, participate, interact socially, advocation for themselves

T or F: communication is the goal

FALSE: communication that supports learning is the goal

what are the critical roles of SLPs in schools?

working across all levels, serve range of disorders, ensuring educational relevance, provide unique contribution to curriculum, highlight language/literacy, provide culturally competent services

list the range of responsibilities SLPs have

prevention, assessment, intervention, program design, data collection/analysis, compliance

who do SLPs collaborate with?

other school professionals, universities, within community, families and students

how do SLPs promote leadership within their field?

advocate, supervision/mentoring, parent training, professional development, research

our caseloads include students who may have …

autism, DLD, artic, fluency, intellectual disorders, HL, AAC, acquired language disorders/TBI, multiple disabilities

what’s the difference between caseload and workload?

caseload counts students, workload includes everything else

what would the workload include since its not just students?

evals, meetings, IEPs, medical billing, documentation, teacher collaboration, fam communication, classroom observations, RTI meetings

modern practice emphasizes _____ rather than simply _____

workload; caseload

speech language resource room is ____

pull out therapy

classroom based services are _____

push-in therapy

list specific examples of classroom-based intervention

supportive co-teaching, complementary co-teaching, station teaching, parallel co-teaching, team co-teaching, supplemental teaching

the SDFM of therapy

setting, dosage, format, provider

data-driven frameworks used in schools to support struggling students using a tiered structure of increasing support

Multi-tiered systems of supports (MTSS) and response to intervention (RTI)

MTSS is

broader, whole child framework that includes academics, behavior, and social-emotional well-being

RTI focuses primarily on

academic intervention like reading, math, etc.

tier 1 support

universal, general instruction provided to all students

tier 2 support

targeted, delivered to students who are moderately at risk (10-15% of students)

tier 3 support

intensive, support for students who are significantly at risk (3-5% of students)

Positive behavioral interventions and support (PBIS)

three tiered proactive framework designed to improve outcomes for all students by explicitly teaching and reinforcing clear behavioral expectations

T or F: communication is behavior

TRUE; many behavioral challenges are communication challenges

Universal design for learning (UDL)

framework that optimizes teaching bye reducing curriculum barriers through flexible methods, resting on three core pillars

the pillars for UDL

engagement (the why)

representation (the what)

action and expression (the how)

rather than adapting instruction after students struggle, UDL encourages ______

proactive planning

SLPs who use UDL contribute expertise regarding

language complexity, vocab, visual supports, multiple communication modalities, accessible instruction

SLPs who use PBIS improve

social communication, emotional vocab, self-advocacy, conversational repair, pragmatics