Overview

This book is a great resource for instructors of methods courses preparing practicum students for school-based experiences. It is also ideal for the professional speech-language pathologist who is seeking an overview of current issues in school-based services and practical solutions that have worked. Cutting edge service delivery models are described. The concept of a workload analysis approach to caseload standards in schools is introduced and implementation strategies are offered. Concrete, real life, success stories are shared. Strategies for proactive behavior management, conflict resolution, professional collaboration, conferencing and counseling, cultural competency, writing IEP goals (post IDEA ’04), informal assessment procedures, and creating testing accommodations are offered. Real life scenarios based on experiences shared by public school speech-language pathologists gives the reader concrete examples upon which to scaffold these complex professional concepts. The Oral Language Curriculum Standards Inventory is a must-have authentic assessment tool in this era of inclusive practices.

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Review

• Joneen Lowman, PhD (Bloomsburg University), Doody's Review Service, (2008):
  "The organization of the book helps readers understand the concepts. The author addresses topics such as caseload management and behavior management, which are critical issues to speech-language pathologists in the schools. Overall, the information is relevant. The strength of this book is its utility. The author provides numerous examples and appendixes that are directly applicable to the school setting with little effort necessary on the part of clinicians -- they can simply copy and implement. This feature will help new clinicians implement quality practices."

Audience

Primary Subject: Speech and Language Pathology / General
Audience Level: Professional/Textbook - 90 Days

• Preface
• Acknowledgments
• Chapter 1
  Origins of Public School Speech-Language Pathology Programs
  • Related Vocabulary
  • Introduction
  • The Quiet Revolution
  • Movement toward Inclusion
  • Inclusive Practices and Accountability
  • Summary
  • Questions for Application and Review
  • References
• Chapter 2
  A Workload Analysis Approach to Caseload Standards in Schools
  • Related Vocabulary
  • Introduction
  • Caseload and Service Quality: Specific Effects
  • What is Caseload?
  • What Is Workload?
  • Considerations Regarding Options for Unmet Needs
  • Twelve Steps to a Workload Analysis
  • Some Workload Solutions
  • Success Story: A Workload Analysis Approach Applied to a Weighting System
  • Summary
  • Questions for Application and Review
  • References
• Chapter 3
  Assessment, Evaluation, and IEPs in Schools
  • Related Vocabulary
  • Introduction
  • Prereferral
  • Referral for Evaluation for Special Education and Related Services
  • The IEP Team
  • Assessment Activities
  • Evaluation process
  • Evaluation Report
  • Re-evaluation: General Provisions
  • Individualized Education Program (IEP)
  • Historical View of IEPs
  • Summary
  • Questions for Application and Review
  • References
• Chapter 4
  Speech-Language Service Delivery Formats Used in Public Schools: Intervention Approaches
  • Related Vocabulary
  • Introduction
  • Program Formats
  • Self-Contained Program Model
  • Resource Room Model
  • Consultation Model
  • Team-Teaching Model
  • Prevention Model
  • Cooperative Learning Team Model
  • Teaming for Reading Model
  • Pull-Out Program Mode
  • Critical Analysis
  • Summary
  • Questions for Application and Review
  • References
• Chapter 5
  Evidence-Based Practice
  • Related Vocabulary
  • Introduction
  • Credible Evidence and Scientifically Based: What Do These Terms Mean?
  • Criteria for Evaluating the Quality of the Reasoning
  • Ranking the Quality of the Evidence
  • ASHA Initiative
  • ASHA’s Framework for Assessing Levels of Evidence
  • Evidence Based Is More Than Literature Reviews
  • When It Might be Advantageous to Examine Levels of Evidence
  • Challenges
  • State of the Art
  • Phonology Intervention: Evidence of What Works
  • Language Intervention: Evidence of What Works
  • Social Aspects of Communication: Evidence of What Works
  • Fluency Remediation: Evidence of What Works
  • Voice Therapy: Evidence of What Works
  • Hearing Loss Treatment: Evidence of What Works
  • Augmentative or Alternative Communication: Evidence of What Works
  • Pediatric Swallowing and Feeding Disorders (Dysphagia): Evidence of What Works
  • General Clinical Strategies: Evidence of What Works
  • Summary
  • Questions for Application and Review
  • References
  • Appendix A: Web-Based Resources
• Chapter 6
  Problem Behavior Management and Conflict Resolution
  • Related Vocabulary
  • Introduction
  • Prior, Proper, Planning and Pro-Active Strategies
  • Creating a Culture of Community
  • Physical Considerations
  • Learn Effective Reactive Strategies to Use with Adults
  • Summary
  • Chapter Questions
  • References
• Chapter 7
  Cultural Competence in Communication
  • Vocabulary
  • Introduction
  • Interview and Case History
  • Assessment Tools
  • New Approaches to Assessment
  • Culture
  • Considerations Related to Intervention
  • Cultural Competence Related to Curriculum Content and Intervention
  • Summary
  • Chapter Questions
  • References
• Chapter 8
  Conferencing, Counseling, and Creating a Sense of Community
  • Vocabulary Related to Chapter Eight
  • Introduction
  • Creating a Positive First Contact
  • Tips and Techniques for Parent-Teacher Conferences and IEP Meetings
  • Student Records and Confidentiality
  • Tips and Techniques for Personal Adjustment Counseling
  • Chapter Summary
  • Chapter Questions
  • Alternative Essay Question
  • References
• Chapter 9
  Oral Language Curriculum Standards Inventory (OL-CSI): An Authentic Assessment Approach for School-Based SLPs
  • Vocabulary
  • References
  • Appendix C: Oral Language Curriculum Standards Inventory (OL-CSI)
  • Preschool
  • First Grade
  • Second Grade
  • Third Grade
  • Fourth Grade
  • Fifth Grade
  • Sixth Grade
  • Seventh Grade
  • Eight Grade
  • Ninth to Twelfth Grade
  • References

About The Author

Patricia Schraeder, MS, CCC-SLP

Patricia (Trici) Schraeder, MS, CCC-SLP received her BA and MS degrees from the University of Wisconsin-Madison. She completed her Clinical Fellowship for her Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA) in medical settings in 1975-76; worked as a school-based speech-language pathologist for 14 years in Wisconsin public schools; and has held a teaching appointment at the University of Wisconsin-Madison since 1989. Trici is a past Vice President of School Services for the Wisconsin Speech-Language Pathology and Audiology Professional Association (WSHA-P); was a recipient of the WSHA 2002 Outstanding Service Award; was the first appointed Wisconsin State Education Advocacy Leader (SEAL); and is a four-time recipient of an Award for Continuing Education (ACE) from ASHA.

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