Reason-Based Recommendations from a Developmental Systems Approach for Students with Needs across Functional Domains

Autor/inn/en	McCarty, Tara V.; Miller, Carol A.
Titel	Reason-Based Recommendations from a Developmental Systems Approach for Students with Needs across Functional Domains
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 3, S.831-840 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCarty, Tara V.) ORCID (Miller, Carol A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Tutorial Programs; Allied Health Personnel; Speech Language Pathology; Speech Impairments; Students with Disabilities; Language Impairments; Visual Impairments; Developmental Delays; Case Method (Teaching Technique); Training Objectives; Adjustment (to Environment); Multisensory Learning; Behavior Development + Suchen Sie Ihr Suchwort? Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Visual handicap; Sehbehinderung; Entwicklungsverzögerung; Case method; Fallmethode; Training objectiv; Ausbildungsziel; Trainingsziel; Sensorische Stimulation
Abstract	Purpose: This tutorial aims to introduce school-based speech-language pathologists (SLPs) to developmental systems theory as a framework for considering interactions across functional domains, such as language, vision, and motor, for students with complex needs. Method: This tutorial summarizes the current literature on developmental systems theory in its application to working with students who have needs in multiple domains of functioning in addition to communication. A hypothetical case of a student, James, with cerebral palsy, cortical visual impairment, and complex communication needs, is presented to illustrate the primary tenets of the theory. Results: Specific reason-based recommendations are presented that SLPs can put to practice with their own caseload in direct response to the three tenets of developmental systems theory. Conclusions: A developmental systems approach will be useful in expanding SLP knowledge of where to begin and how to best serve children with language, motor, vision, and other concomitant needs. The tenets, including sampling, context dependency, and interdependency, and the application of developmental systems theory can be instrumental in providing a way forward for SLPs struggling with the assessment and intervention of students with complex needs. (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