Speech and language therapists and teachers working together: Exploring the issues

Baxter, Susan; Brookes, Clair; Bianchi, Karen; Rashid, Khadeeja; Hay, Fiona R.

doi:10.1177/0265659009102984

Cited by 32 publications

(58 citation statements)

References 15 publications

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“…In the case of the consultancy approach (McCartney et al, 2011), mainstream staff failed to implement the amount of language-learning activity required to adhere to the therapeutic program possibly because the staff simply did not have sufficient resources to manage the added demands of providing the intervention program. Indeed, there is evidence that SLP consultation may not necessarily lead to changed teacher behaviour (Noell & Witt, 1999), that teachers may not report benefiting from SLP consultations (Dockrell & Lindsay, 2001), and may have little access to SLPs for consultation (Baxter, Brookes, Bianchi, Rashid, & Hay, 2009). The bottom line is SLP-educator collaboration will be ineffectual (or nonexistent) if the partners lack the necessary time or other resources to implement services appropriately.…”

Section: The Challenge Of Changementioning

confidence: 99%

SLP-educator classroom collaboration: A review to inform reason-based practice

Archibald

2017

Autism & Developmental Language Impairments

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Background and aims: Increasingly, speech language pathologists are engaging in collaborative classroom services with teachers and other educators to support children with developmental language disorder and other communication impairments. Recent systematic reviews have provided a summary of only a small fraction of the available evidence and recommended the use of reason-based practice in the absence of a sufficient empirically driven evidence base. The purpose of this paper was to provide a broad (but critical) review of the existing evidence. Main contribution: Papers were gathered through review of reference lists in the recent systematic reviews and other published works, as well as general internet searches. A total of 49 papers were identified either reporting empirical evidence pertaining to SLP-educator collaborative classroom activities, empirical evidence pertaining to consultative services, classroom instruction, or small group intervention in the classroom, or providing information, discussion, surveys, or reviews related to the topic. Evidence pertaining to vocabulary, oral language, phonological awareness, curriculum-based language, and written language were summarized together with qualifications based on elements of the research design. Conclusion and implications: Although much of the evidence must be interpreted with considerable caution, the present review is informative for clinicians looking to adopt a reason-based approach to practice.

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Section: The Challenge Of Changementioning

confidence: 99%

SLP-educator classroom collaboration: A review to inform reason-based practice

Archibald

2017

Autism & Developmental Language Impairments

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“…Utilizar escalas de observación de las dificultades lingüísticas en el aula, con buenas propiedades psicométricas y que no requieran mucho tiempo para completarlas, facilitaría el trabajo tanto del colectivo docente como de los profesionales que realizarán posteriormente la evaluación formal del niño. Los beneficios del trabajo conjunto con los docentes conllevarían una mejora en las habilidades de comunicación del niño y una mayor autoestima (Baxter, Brookes, Bianchi, Rashid, & Hay, 2009). Por tanto, resulta relevante el asesoramiento a dicho colectivo para una detección eficaz de las posibles dificultades que puedan existir en el aula, y que a veces pasan desapercibidas en el entorno más cercano al niño, ya que como se ha comentado, las dificultades del lenguaje oral conllevan importantes implicaciones para la competencia comunicativa social del niño (Feeney et al, 2016), posibles problemas de conducta y de ajuste psicosocial asociados (Chow & Wehby, 2018;Girard et al, 2016;Yew & O'Kearney, 2015).…”

Section: Discussionunclassified

Detección de las dificultades lingüísticas expresivas en la edad escolar

2020

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Los problemas lingüísticos menos severos son detectados a menudo en la edad escolar por los docentes, quienes presentan sobrecarga laboral. Estas dificultades se asocian con consecuencias negativas en el desarrollo curricular posterior. El principal objetivo de este trabajo es investigar si es posible ofrecer a los profesores un screening breve para detectar problemas de lenguaje (a nivel comprensivo y expresivo). Se llevaron a cabo dos estudios exploratorios de muestreo de cadena en los que participaron un total de 96 niños de entre 3 y 9 años (M = 6.03; DE = 1.42) y 16 docentes de entre 30 y 56 años (M = 41.25; DE = 7.22). En el estudio 1, se examinó la precisión del juicio de los docentes sobre la detección de dificultades en el lenguaje expresivo y comprensivo. Los resultados mostraron una mayor precisión de los docentes sobre las dificultades de expresión. Tras analizar los datos de forma inferencial y correlacional, se seleccionaron los ítems con mejores propiedades psicométricas para reducir la escala original utilizada. En el estudio 2, se procedió a la validación de la reducción de la escala y, en línea con el estudio previo, los resultados mostraron que la escala breve tenía unas buenas propiedades psicométricas (alpha de Cronbach = 0.96). Se desarrolló y validó una versión breve de una escala de observación que puede ser utilizada como prueba de screening para detectar dificultades expresivas de forma efectiva y rápida.

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“…Previous research has identified several challenges with regard to effective collaboration between qualified professionals, for example, reluctance of professionals to give up their role as experts (Baxter et al 2009;Creaghead 1992). In order for collaboration to be successful, there needs to be a willingness to work together and an acceptance by team members of their role of learner as well as specialist (Lacey & Lomas 1993).…”

Section: Fostering Effective Transdisciplinary Collaboration: Undergrmentioning

confidence: 99%

Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors

Oosthuizen

Klop

Visser

2016

SAJCE

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Speech-language therapists (SLTs) in South Africa are increasingly considering alternative models of service delivery to children at risk for language and literacy development delays. A transprofessional model of collaboration allows SLTs and teachers to share responsibility for primary prevention of literacy difficulties. Previous research has identified several challenges with regard to effective collaboration between qualified professionals, indicating that specific opportunities need to be created for professionals to ‘cross over disciplinary lines’ to gain more insight into a profession other than their own. Student training presents a valuable opportunity for role-exchange between pre-professional SLTs and teachers. The article describes the experiences of teachers, undergraduate SLT students and tutors with regard to transdisciplinary collaboration in the foundation-phase classroom, according to the ‘embedded-explicit’ model. The authors argue that a more in-depth understanding of the different role-players’ perceptions of transdisciplinary collaboration will contribute to enhanced collaboration between SLTs and teachers.

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Speech and language therapists and teachers working together: Exploring the issues

Abstract: Background

Cited by 32 publications

References 15 publications

SLP-educator classroom collaboration: A review to inform reason-based practice

SLP-educator classroom collaboration: A review to inform reason-based practice

Detección de las dificultades lingüísticas expresivas en la edad escolar

Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors

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