This article suggests that the speech-language pathologist may appropriately serve as a case manager for students who have multiple needs and describes a case management model. The skills necessary for effective case management are outlined and functional outcomes are demonstrated with a child and family story. (Contains references.) (DB)

This article provides information from a speech-language perspective pertaining to transitions in the early years, especially between preschool settings and kindergarten. It highlights challenges in transition and delineates critical components of transition planning including family-school partnerships, collaboration, and written policies and…

A review of current American Speech-Language-Hearing Association policies for the appropriate use and supervision of speech-language pathology assistants focuses on the importance of preserving the role of fully qualified speech-language pathologists. Seven issues are identified including registering assistants and approving training programs and…

A survey of 241 school-based speech-language pathologists examined numbers of confirmed and suspected concomitant speech/language disorders in children who stutter and the preferred intervention approaches. Of 467 children, 44 percent had a verified concomitant phonological and/or language disorder with additional children suspected of having such…

This response to Kamhi (EC 625 122) who suggested some children distinguish between speech therapy activities and meaningful communication, argues that, since discrepancies between a clinician's and a client's view of clinical interactions may complicate intervention, the clinician should make his viewpoint explicit. Three theories of intervention…

An introduction to six perspectives on the roles of speech-language pathologists in inclusionary classrooms identifies common themes such as the value of collaboration among school-based providers and also summarizes each of the following six articles. (Contains references.) (DB)

This article explores concerns of speech-language-pathologists who provide in-classroom speech-language services. Concerns include a fear of "watering down" therapy and becoming like classroom teachers. Two principles are offered to preserve the speech-language-pathologist's role identity and the integrity of services provided: maintaining a…

This article summarizes a team process for making related services decisions called VISTA (Vermont Interdependent Services Team Approach) and nine research studies on the use and impact of VISTA with students with low incidence disabilities. It also addresses team size, consumer perspectives, and paraprofessional supports. Five major conclusions…

An epilogue to six papers on the role of the speech language pathologist in the inclusionary classroom integrates the views of the various authors, suggests some valued outcomes for inclusionary practice models, and identifies the next research-to-practice steps. (Contains references.) (DB)

This article reviews recent developments in auditory processing research and considers the role of the speech-language pathologist in evaluating and treating children with suspected auditory processing problems. Particular attention is given to clinical criteria, including characteristics of the population, assessment, and intervention…

Describes a collaborative approach between the University of Central Florida, 10 area school districts, and community agencies to providing graduate education to speech-language pathologists employed in the schools. Program innovations include additional graduate slots for public school employees, modifications in the locations and times of…

This paper reports on a survey of 1,718 school-based speech language pathologists in 1995. Survey questions addressed such topics as caseload characteristics, service delivery, bilingual/bicultural services, supervision, support personnel, shortages of speech-language pathologists, substitutes, and demographic characteristics, and activities. (DB)

Addresses the role of the speech language pathologist in the education and therapy of students with hearing impairments educated in classes with normally hearing peers. It concludes that the speech-language pathologist should be the on-site specialist in hearing responsible for designing a collaborative rehabilitation/education plan that addresses…

Indiana school speech-language pathologists (n=157) responded to a survey regarding their educational and clinical preparation and current clinical practices with people who stutter. Respondents reported receiving insufficient academic and clinical preparation to work with people who stutter. Nearly half reported that their clinical skills are…

By employing an analytic device known as the "dominant interpretive framework," the interactional styles and strategies of two speech-language pathologists in 10 language intervention sessions with children were investigated. Results indicated several systematic patterns of interaction that constrained the ranges of interaction between the…