A Survey of Language Services to Adolescents in Oregon Public Schools.

Autor/inn/en	Lococo, Jomar K.; Tracy, John M.
Titel	A Survey of Language Services to Adolescents in Oregon Public Schools.
Quelle	(1988), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Clinical Experience; Communication Disorders; Diagnostic Tests; Educational Diagnosis; Elementary Secondary Education; Higher Education; Intervention; Language Skills; Language Tests; Preservice Teacher Education; Professional Services; Screening Tests; Speech Evaluation; Speech Handicaps; Speech Pathology; Speech Tests; Speech Therapy; Standardized Tests; State Surveys; Teacher Made Tests; Teaching Methods; Therapists; Oregon + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kommunikationsstörung; Diagnostic test; Diagnostischer Test; Pedagogical diagnostics; Pädagogische Diagnostik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Sprachkompetenz; Language test; Sprachtest; Lehramtsstudiengang; Lehrerausbildung; Berufsbegleitender Dienst; Screening-Verfahren; Speech handicap; Speech impairment; Speech impairments; Language handicps; Language impairments; Sprachbehinderung; Sprechtest; Entwicklungsproximale Sprachtherapie; Logotherapie; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode; Therapist; Therapeut
Abstract	This survey aimed to identify the extent and types of preservice training that Oregon speech-language pathologists received with language-disordered adolescents, and to describe the types of services these clinicians provide. A total of 229 Oregon speech-language pathologists was surveyed, with a response rate of 55% (n=125). Responses showed that 22% had completed a course devoted specifically to adolescent development, and slightly more than half reported some preservice clinical experience with adolescents. The language screening tools most often used by the respondents were informal or clinician-made tests, followed by standardized norm-referenced screening tests. The five language diagnostic procedures most often used were: (1) teacher conferencing and recommendations; (2)"Clinical Evaluation of Language Functions"; (3) informal/systematic observation; (4) semantic, syntactic, and morphologic language sample analysis; and (5) "Test of Adolescent Language." The respondents most often employed the itinerant scheduling model and the one-to-one or small group method for intervention. The use of the intervention approaches of role playing, experiential learning, and curriculum adaptation was nearly equally distributed among respondents. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC