A Guide to School Services in Speech-Language Pathology, Fourth Edition serves as a comprehensive textbook for school-based speech-language pathology (SLP) courses and college students who are ready to embark on their student teaching experiences. With its summaries of cutting-edge research, evidence-based clinical approaches, workload solutions, and strategies for professionalism, the book is also a useful resource for practicing, school-based SLPs.
The text begins by providing a brief history of school-based SLP services. It highlights the legal mandates set forth in the Individuals with Disabilities Education Improvement Act; provides a review of the No Child Left Behind Act; offers new information about the Every Student Succeeds Act and the Americans with Disabilities Act; and summarizes court cases that have influenced and shaped school services. Then, the text delves into a description of service delivery models; provides valuable information about a workload analysis approach to caseload standards in schools; offers examples of how to write IEPs that reflect workload solutions; shares examples of implementation strategies; and offers concrete, real-life workload success stories. In addition, this text provides practical strategies for using evidence-based practice, proactive behavior management, conflict resolution, professional collaboration, conferencing and counseling skills, cultural competencies, goal writing, informal assessment procedures, and testing accommodations, including methods for conducting assessments for dual language learners. The final chapter provides the evidence base for links between language, literacy, and the achievement of school standards. This chapter is a must-read for every school SLP.
- New coauthor, Courtney Seidel, MS, CCC-SLP.
- Examples of how to write IEPs that reflect workload.
- Current court cases that have influenced school practice.
- Information on implementing the 3:1 Model of service delivery and other evidence-based workload solutions.
- Information on conducting assessments with dual language learners as well as evidence-based clinical strategies for this growing population.
- Strategies to combat compassion fatigue.
- Information about behavior management, conflict resolution, and mindfulness training.
- Updated tables of evidence-based clinical strategies related to each disorder type.
- Updated references throughout to reflect the current state of research.
- PowerPoint lecture slides for instructors on a PluralPlus companion website with discussion questions and cooperative learning exercises and slides explaining the Flipped Classroom Approach.
- End of chapter summaries and questions to refresh critical information and improve comprehension.
- Related vocabulary at the beginning of each chapter.
- Real-life scenarios based on experiences from public school SLPs.
- Links to useful strategies, materials, and resources such as the ASHA workload calculator and free Apps for intervention purposes.
- An Oral Language Curriculum Standards Inventory (OLCSI) that provides checklists of what students should know and be able to do at each grade level from Pre-K to 12th grade. The OLCSI is a must-have tool for every school-based SLP.
- Information and strategies about current topics such as Telepractice, children affected by the opioid crisis, assessment of dual language learners, and much more!
"The topic overviews, definitions, and examples meet the needs of beginning clinicians. It also provides examples and overviews that would be helpful for experienced clinicians, especially those who are in supervisory roles. [...] It presents history and analysis of current issues that SLPs face in the school context, defines key vocabulary and concepts, provides examples and practical resources, and includes numerous references. Highlights include workload vs. caseload models and historical context for services. A strength of the book is its numerous examples of service delivery models and the historical context that is provided. Overviews are provided on topics such as evidence-based practice, standards-based services, counseling, behavior, as well as cultural-linguistic assessment and intervention. The Oral Language Curriculum Assessment Inventory is also included in full in the book and on the companion website.This book is an excellent resource for students of speech pathology and their supervisors in public schools. The fourth edition has a new co-author and updated current models and resources."
—Suzanne M Welty, M.A., Ed.D. CCC, Biola University, in Doody's Book Reviews
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. Trici served on the ASHA ad hoc committee that created the Position Statement, Technical Report, Guidelines, Implementation Guide, and Teleweb/CD Seminar related to the workload analysis approach to caseload standards in public schools. Trici also served as the chair of the ASHA ad hoc committee that created the professional performance review process for the school-based speech-language pathologist. Trici has served on several Wisconsin Department of Public Instruction ad hoc professional committees and has been a speaker at numerous state and national conventions including ASHA conventions in Seattle, Washington D. C., New Orleans, Chicago, Atlanta, and Miami. She served a three-year term as an editorial consultant for the journal of Language, Speech, and Hearing Services in Schools. Her research has been published in numerous peer-reviewed journals including the American Journal of Speech-Language Pathology, Seminars in Speech and Language, Texas Journal of Audiology and Speech Pathology, and Exceptionality Education Canada. Trici has a daughter, Juliet, who was born in 1975, a son, Jeremy, who was born in 1978 and a daughter-in-law, Carrie, who married Jeremy in 2007. Trici enjoys the pastoral beauty of rural southwestern Wisconsin with her husband, Tom, whom she married in 1971.
Courtney Seidel, MS, CCC-SLP, received her BS and MS degrees from the University of Wisconsin-Madison. She completed her Clinical Fellowship for her Certification of Clinical Competence from the American Speech-Language-Hearing Association (ASHA) in a school setting in 2005-2006, worked as a school-based speech-language pathologist and diagnostician for 10 years in Wisconsin public-schools, and has held a teaching appointment at the University of Wisconsin-Madison since 2015. Courtney maintains a private practice; has served as an expert witness in Wisconsin court cases; has offered numerous invited and reviewed presentations at state and national conferences; has served as a professional consultant for Wisconsin school districts; was selected as the Wisconsin Speech-Language Pathologist of the Year; and has acquired the ASHA ACE Award for continuing education. She serves on the ReachDane Programs and Education Committee (which benefits preschoolers from low socioeconomic populations) and collaborates with Mansfield Hall’s innovative support program (for college students with autism and/or learning disabilities). Courtney is the co-author of “Best Practice in Special Education: Teaching Students with Communication Disorders.” With her husband, Mike, and son, Jack, Courtney enjoys the variety of events available in the vibrant city of Madison, Wisconsin.