A Speech-language Pathologist is a person who is certified by the American Speech Language Hearing Association (ASHA). They must have no less than a Master's degree in Speech-language Pathology (Communication Disorders), and 9 months clinical experience after obtaining that degree. ASHA defines a Speech - language Pathologist (SLP) as :
Within a school setting, an SLP performs many duties. Many (but not all) of which are listed below:
1. Increase vocabulary, receptively (what is understood) and expressively (what students use), usually listed by identified categories of weakness as identified during annual testing.
2. Increase use of new vocabulary. Vocabulary is taught by synonyms, antonyms, homophones, generated from classroom literature, and through use of baseline categories (ex. animals, food, fruits, vegetables…).
3. Increase use of correct grammatical structures during speaking and writing tasks.
4. Increase sentence length and syntax complexity during speaking and writing tasks.
5. Improve articulation skills at the sound, phrase, sentence and conversational levels.
6. Increase phonemic awareness skills. Improved phonemic awareness skills have a positive affect on articulation reading and spelling.
7. Increase pragmatic (social) language skills (ex. eye contact, topic maintenance, turn-taking skills, elaboration of ideas, transition…)
8. When there is a motoric reason for a speech problem, we work with students to increase strength and mobility of their oral motor structure to improve with speaking and swallowing.
9. Increase problem solving skills through critical thinking and understanding inferences.
10. We work with students with dysfluency. Teaching them strategies to increase fluency.
11. We assist students who display vocal pathologies. Teaching them strategies to decrease the etiology of the vocal pathology, and teach preventative strategies.
12. In some classes we work with students to improve daily living skills. We work to increase the daily living vocabulary and descriptive skills necessary to convey a clear message.
How do we do this? And other things to consider:
1. Often times, a student will have basic language deficits so large that academic material and/or basic conversation is beyond their current comprehension. At these times, it becomes necessary to “go back to basics.” Teach basic vocabulary within categories, synonyms, antonyms, figurative language…
2. Following directions for most of our students poses a stumbling block. We work with the students to gradually increase the number of steps per direction. We also increase the linguistic complexity of those directions and the type (ex. Temporal, spatial, sequential, inclusionary, exclusionary.) For example on the ELA, if the directions read “complete all but one of the following.” A speech and language student may not comprehend these directions, much less complete this task.
3. We use graphic organizers, group brainstorming, drill, games, break the task down, multi-step projects…essentially, any way possible to get the information in.
4. When applicable we assign homework.
5. The amount of time needed to learn a skill is student dependent. As with all teachers, it is dependent upon familial support, effort, cognitive level, attendance, attention to task…
6. We ask teachers if there is certain terminology or standard ways they teach a specific skill to encourage carry-over. Consistency is VERY important for our students.
7. We are willing to provide students with another viewpoint to assist in the completion an assignment and to carry-over classroom subjects into speech and language classes.
8. We help students make connections between concepts that they won’t normally make themselves. For example, comparing and contrasting objects, ideas, and characters.
9. We help students “see” the connection of ideas between previously discussed and newly introduced material.