Practice-Based Coaching for Speech-Language Pathologists Supporting Paraeducators and Speech-Language Pathology Assistants

Autor/inn/en	Dennis, Lindsay R.; Farquharson, Kelly; Reed, Anne C.; Summy, Rebecca; Clark, Kimberline G.; Westmoreland, Jennifer
Titel	Practice-Based Coaching for Speech-Language Pathologists Supporting Paraeducators and Speech-Language Pathology Assistants
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 1, S.160-170 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dennis, Lindsay R.) ORCID (Farquharson, Kelly) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Speech Language Pathology; Paraprofessional Personnel; Allied Health Personnel; Preschool Education; Students with Disabilities; Faculty Development; Coaching (Performance); Teaching Methods; Fidelity; Delayed Speech; Vocabulary Development; Literacy Education; Story Reading; Instructional Effectiveness; Worksheets; Language Acquisition; Dialogs (Language) + Suchen Sie Ihr Suchwort? Laienhelfer; Pre-school education; Vorschulerziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverzögerung; Wortschatzarbeit; Unterrichtserfolg; Sprachaneignung; Spracherwerb; Dialog; Dialogs; Dialogue; Dialogues
Abstract	Purpose: This tutorial is designed for speech-language pathologists who supervise speech-language pathology assistants (SLP-As) and/ or paraeducators. SLP-As and paraeducators often support young children with disabilities within early childhood settings, but do not always have access to professional development to learn and/or enhance their skill set. Practice-based coaching (PBC) provides a collaborative framework under which professionals can effectively implement instructional strategies with fidelity to support preschool children with language delays. Conclusions: In this tutorial, we will share the components of PBC including implementation materials that can be immediately utilized by SLPs. We will also share methods for embedding effective vocabulary instruction into shared book reading sessions to ensure early literacy instruction is more accessible to learners with varying educational needs. [For the corresponding grantee submission, see ED628257.] (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01