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New!
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SIG Perspectives
The articles in this SIG 16 activity explore school-based speech-language pathologists’ (SLPs') experiences with professional growth through mentorship and supervision. “Mentorship of New(er) School-Based Speech-Language Pathologists Beyond the Clinical Fellowship: A Pilot Study” explores the perspectives of school-based SLPs on creating a post-clinical fellowship (CF) mentorship program. Through a national survey, 65 SLPs identify key components—such as time, compensation, and knowledge-sharing—as both essential and challenging. Participants emphasize that mentorship can offer professional development, support with paperwork, advocacy, and clinical decision-making. SLPs express interest in mentorship not only to guide newer colleagues but also for personal growth and fulfillment. The study highlights potential barriers and offers solutions, such as administrative backing and state-level advocacy, to make such programs feasible and effective. “Impact of Supervision and Evaluation on the Professional Development of School-Based Speech-Language Pathologists” investigates how school administrator-led supervision and evaluation impact the professional development of public school SLPs. While participants report varied supervision experiences, most express dissatisfaction with the relevance of professional development offered. SLPs often seek clinical training independently, through colleagues, social media, or paid CEUs. Evaluations typically focus on nonclinical skills and fail to support evidence-based practice (EBP). The study highlights a disconnect between evaluation systems and the actual developmental needs of SLPs, suggesting that supervision by those with clinical knowledge may better foster growth and ongoing engagement with EBP.
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SIG Perspectives
This SIG 16 activity includes recent research that focuses on providing SLPs with strategies to implement research-based and evidence-based interventions in schools. Articles examine training in research-based behavioral interventions and their implementation; the shift from a reactive, practitioner-based model of support in assistive technology to a proactive, team-based coaching model for students with complex communication needs; and the challenges and opportunities school-based SLPs face regarding the implementation of research-based interventions within multitiered systems of support (MTSS).
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SIG Perspectives
This SIG 16 Perspectives course includes recent research that focuses on the relationships between SLPs and other school professionals. Articles explore the collaborative relationship between SLPs and classroom teachers; teachers' perspectives and the SLP’s role in supporting students with autism in the classroom; and school principals' perspectives, including their perceptions of integrated classroom-based services (ICBS).
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SIG Perspectives
This SIG 16 Perspectives activity includes research that focuses on caseload issues and articulation intervention. Articles discuss the relationship between school factors and speech-language therapy enrollment in public schools; the efficacy of using the SATPAC (Systematic Articulation Training Program Accessing Computers) approach with children receiving intervention through response to intervention; and the effectiveness of biofeedback technologies as a form of intervention for speech sound production.
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SIG Perspectives
This SIG 16 Perspectives course highlights some of the realities faced by school-based SLPs and their students. Articles discuss the challenges that are all too often experienced by SLPs and our students, as well as recommendations for how to increase satisfaction with school-based positions, reduce burnout, and increase the mental health, representation, and motivation of our students.
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SIG Perspectives
This SIG 16 Perspectives course highlights novel approaches to eligibility decision-making, intervention, and the roles and responsibilities of school-based SLPs. Articles discuss how to utilize a design thinking framework when making eligibility recommendations for children with oral and written language disorders; using electropalatographic therapy for the remediation of speech sound disorders; and ideas of how to prepare to be a fact witness or an expert witness if called to testify in a special education dispute or civil litigation case.
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