This paper describes a speech and language service-delivery model used in schools located within Washington County, Oregon. The consultative service-delivery model presented broadens the dimensions of the role of the speech-language pathologist (SLP) in the public school setting. This model promotes teaming with other special education teachers and regular education teachers to provide communicatively handicapped students support throughout the school community. The model emphasizes the importance of student-centered intervention within real-life contexts (e.g., the classroom) at all grade levels (K-12).
Get full access to this article
View all access options for this article.
References
1.
Bates, E. (1976). Language in context. New York : Academic Press.
2.
Craig, H.K. (1983). Applications of pragmatic language models for intervention. In T. Gallagher & C. Prutting (Eds.), Pragmatic assessment and intervention issues in language (pp. 101-127). San Diego, CA : College-Hill Press.
3.
Larson, V., & McKinley, N. (1987). Communication assessment and intervention strategies for adolescents. Eau Claire, WI: Thinking Publications.
4.
Moore, C. (1985). [Definition of Meaning-Centered]. Unpublished work, Beaverton School District, Special Education, Student Services , Beaverton, OR.
5.
Muma, J.R. (1983). Speech-language pathology: Emerging clinical expertise in language. In T. Gallagher & C. Prutting (Eds.), Pragmatic assessment and intervention issues in language (pp. 195-214). San Diego, CA : College-Hill Press.
6.
Prutting, C.A. (1983). Scientific inquiry in communicative disorders: An emerging paradigm across six decades. In T. Gallagher & C. Prutting (Eds.), Pragmatic assessment and intervention issues in language (pp. 247-266). San Diego, CA: College-Hill Press.
7.
Prutting, C., & Kirchner, D. (1983). Applied pragmatics. In T. Gallagher & C. Prutting (Eds.), Pragmatic assessment and intervention issues in language (pp. 29-64). San Diego, CA: College-Hill Press.
8.
Rice, M. (1984). Cognitive aspects of communicative development . In R. Schiefelbusch & J. Pickar (Eds.), The acquisition of communicative competence (pp. 141-189). Baltimore, MD: University Park Press.
9.
Schiefelbusch, R. (1984). Assisting children to become communicatively competent . In R. Schiefelbusch &J. Pickar (Eds.), The acquisition of communicative competence (pp. 525-533). Baltimore, MD: University Park Press.
10.
Simon, C. (1985). The language-learning disabled student: Description and therapy implications. In C. Simon (Ed.), Communication skills and classroom success (pp. 1-56). San Diego, CA: College-Hill Press.
11.
Stewart, S.R. (1985). Development of written language proficiency: Methods for teaching text structure. In C. Simon (Ed.), Communication skills and classroom success (pp. 341-361). San Diego, CA: College-Hill Press.
12.
Wiig, E., & Semel, E. (1980). Language assessment and intervention for the learning disabled. Columbus, OH: Charles E. Merrill Publishing Company.
13.
Wilkinson, L., & Milosky, L. (1987). School-age children's metapragmatic knowledge of requests and responses in the classroom. Topics in Language Disorders, 7, 61-70.
