Intentional Collaboration With Speech-Language Pathologists to Support Language Outcomes of Students With Emotional and Behavioral Disorders

Chow, Jason C.; Morse, Ashley; Senter, Reed

doi:10.1177/10742956221108350

Cited by 4 publications

(1 citation statement)

References 34 publications

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“…Collaborative service delivery models are effective ways to support students with SLI in inclusive settings in which multiple instructors, including a speech-language pathologist (SLP) and a teacher, deliver instruction and speech and language therapy (Archibald, 2017). Collaborative models include delivering services in general education (Bland & Prelock, 1995; Throneburg et al, 2000), collaborative planning between the SLP and teacher (Chow et al, in press; McIntosh et al, 2007; Throneburg et al, 2000), and co-teaching between the SLP and teacher (Farber & Klein, 1999; Kaufman et al, 1994; Murphy et al, 2017; Smith-Lock et al, 2013). Across all models, students receive services integrated in ongoing instruction, rather than pull-out services, to prevent missing time in instruction to receive therapy (Heisler & Thousand, 2021).…”

Section: Collaborative Service Deliverymentioning

confidence: 99%

Applying Co-Teaching Models to Enhance Partnerships Between Teachers and Speech-Language Pathologists

Zimmerman

Chow

Majeika

et al. 2022

Intervention in School and Clinic

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Schools are required to educate students in the least restrictive environment (LRE). The number of students with high incidence disabilities, including those with speech or language impairments (SLI), who spend most of their day in the general education classroom has increased in the last decade. Establishing classrooms that proactively address the learning needs of students with SLI is essential to ensure that students are educated in the LRE. Co-teaching is an instructional strategy that utilizes the expertise of two educators to provide instruction in the general education classroom. This article provides an overview of the research on co-teaching and rationale for use with teachers and speech-language pathologists (SLPs), defines two models of co-teaching that can be used between teachers and SLPs to provide instruction in general education classrooms, and offers examples of co-teaching models in practice.

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Section: Collaborative Service Deliverymentioning

confidence: 99%

Applying Co-Teaching Models to Enhance Partnerships Between Teachers and Speech-Language Pathologists

Zimmerman

Chow

Majeika

et al. 2022

Intervention in School and Clinic

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A Mixed-Methods Analysis of Speech-Language Pathologists' Executive Function Services

Senter,

Chow

2023

Am J Speech Lang Pathol

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Purpose: The purpose of this study was to examine school-based speech-language pathologists' (SLPs') implementation of services to address students' executive function (EF) needs, with particular emphasis on the prevalence and characteristics of EF interventions and the factors and barriers that influence service provision for students with EF needs. Method: We applied an explanatory sequential mixed-methods research design, beginning with a quantitative survey followed by a series of qualitative interviews. We analyzed the survey results using descriptive data and binary logistic regressions and used the emergent trends to inform our interview protocol, so that we could explore those trends in greater detail and context. We synthesized our quantitative and qualitative data to evaluate the characteristics of EF interventions and the factors influencing services. Results: Most SLPs reported that they addressed their students' EF needs through some sort of direct or indirect intervention. Direct interventions varied by targeted domain, service delivery setting, and teaching techniques, though most SLPs favored strategy instruction and highly contextualized services. Indirect services included accommodations and consultation. SLPs commonly reported the lack of collaborative support, time, and knowledge as barriers, and most reported that professional development would be helpful to improve their services. Conclusions: Speech-language pathology graduate programs and providers of professional development should be mindful of their role in preparing SLPs to address EF needs, while SLPs may use these results to inform their own practice. Further guidance and research are necessary to elucidate the SLPs' role in mitigating the negative impact of EF challenges on students' education. Supplemental Material: https://doi.org/10.23641/asha.24101241

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Collaboration to Increase Cultural Relevance for African American English Speakers With Disabilities

Kelley,

Evans,

Chow

2024

TEACHING Exceptional Children

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Students with disabilities who are speakers of African American English (AAE) can face barriers and challenges in the classroom. There is the potential for negative perceptions of AAE and a lack of understanding of dialectal differences to impact student expectations and outcomes. School leadership must prepare educators to implement strategies to support students with these intersecting identities, yet research indicates that educators often need more preparation. Speech-language pathologists (SLPs) are one special education discipline with specialized training and skills to meet student needs at the intersection of disability and linguistic diversity. Today, policymakers and school leaders call on educators to be CR practitioners. This article presents a CR framework and provides recommendations for educators collaborating with SLPs within the five framework themes. By leveraging partnerships with SLPs, educators can increase their cultural relevance and more effectively support educational outcomes for students with disabilities who are speakers of AAE.

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Intentional Collaboration With Speech-Language Pathologists to Support Language Outcomes of Students With Emotional and Behavioral Disorders

Cited by 4 publications

References 34 publications

Applying Co-Teaching Models to Enhance Partnerships Between Teachers and Speech-Language Pathologists

Applying Co-Teaching Models to Enhance Partnerships Between Teachers and Speech-Language Pathologists

A Mixed-Methods Analysis of Speech-Language Pathologists' Executive Function Services

Collaboration to Increase Cultural Relevance for African American English Speakers With Disabilities

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