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According
to ASHA (1999, 2002) and Shraeder (2008) the Speech-Language Pathologist has
fifteen major responsibilities in their roles in the schools setting: 1.
Prevention
Brainstorm/collaborate
with teachers about services and accommodations;
prevention meetings and plans
Dissemination
of information to parents, teachers, students and community
Screenings-hearing,
pre-kindergarten, speech/language 2.
Identification
Determine
if child has a communication delay, disorder or difference
Determine
type of communication disorder i.e. fluency, voice, articulation, language
comprehension and production, hearing, cognitive, social and phonemic and
phonological aspects of communication,
etc 3.
Assessment
Use
a variety of sources to collect data.
Some examples are: Record
review Case
history Documentation
from response to intervention, intervention plan Observation
in classroom/home Interviews
of parent, teacher, student Teacher
checklist Standardized
tests Work
samples Language/speech
sample
Literacy,
functional, curriculum, AAC, play-based assessments 4.
Evaluation/ Eligibility Determination
Interpret
results of assessment in collaboration with a team
Determine
if eligible for services
Determine
if communication impairment has adverse effect on academic achievement and or
functional performance
Write
a report that includes present level of performance-educational and functional,
strengths, needs, interests and learning styles 5.
IEP/IFSP Development
Prioritize
the needs and develop goals that will have the biggest impact on access to and
progress in the general curriculum
Develop
measurable goals that includes under what conditions and criteria that will be
met
Relate
goals to content standards for your state
Implement
in least restrictive environment 6.
Caseload Management
Follow
local, state and federal mandates as stated in special education operating standards which includes time lines,
appropriate forms and procedures
Access
research-based evidence for educational practices 7.
Intervention
Offer
a continuum of services to ensure least restrictive alternative environment
Provide
a variety of service delivery models: pull-out, consultation,classroom-based, team teaching, community
based, home-based, monitor, self-contained
Connect
intervention to literacy and other curriculum areas
Develop
lessons that use strategies related to motivation, reinforcement, retention and
transfer of knowledge. 8.
Counseling
Identify
the need for referrals to other professionals
Engage
the student, teacher, parent, administrator, etc. in the problem solving process
Use
a variety of interpersonal techniques to educate, advocate, encourage
self-help/monitoring, smooth transitions, motivation and carryover activities
Consider
the cultural differences among families 9.
Re-evaluation
Collect
measurable and observable data prior, during and after treatment to document
progress
Report
progress to parents following local and state guidelines
Interpret
data to determine if modifications are needed in IEP, whether dismissal is
needed, or transition to another type of service model 10. Transition
Work
with outside agencies to provide least restrictive services
Assist
with transition form preschool to school age
Assist
adolescence transitioning from school to the world of work or secondary
education by identifying communication competencies needed 11. Dismissal
Collaborate
with team members including family, student and educators when considering
dismissal
Use
data from a variety of sources in making final decision 12. Supervision
Provide
supervision for a school practicum experience for a graduate student
Provide
supervision for a clinical fellowship year to a new graduate
Mentor
a new SLP employee in a district
Act
as lead SLP, resource specialist, etc. to other SLPs in district 13. Documentation and
Accountability
Follow
guidelines for third party billing
Collect
data on progress on goals and objective
Assist
with modified or alternative assessments
Maintain
schedule for progress reports
Write
reports to outside agencies
Document
parent contacts, attempts to schedule conference, prior written notices
Maintain
student records
Follow
paperwork requirements of local , state and federal mandates
Maintain
confidentiality 14. Research
Engage
in single-subject based design research, database collection, survey analysis or
experimental design
Develop
pool of evidence based research to use and share with others in your district
Maintain
current on most current research based practices by your readings or attendance
at workshops and conferences 15. Partnerships, Leadership, and
Advocacy
Create
partnerships with Universities in providing shadowing, observation and
recruiting experiences
Apply
for mini-grants from PTO, local or state associations
Serve
on curriculum or textbook selection teams in districts
Advocate
for change, such as, workload approach, 3:1 model, speech improvement programs, weighted caseload, supplemental
salaries
Educate
staff and community about your services and prevention
Participate
in career day in your district
Provide
pamphlets about the profession in the counselors office
Support
Better Speech and Hearing Month |
