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

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...

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Bibliographic Details
Published inGrantee Submission
Main Authors Dennis, Lindsay R, Farquharson, Kelly, Reed, Anne C, Summy, Rebecca, Clark, Kimberline G, Westmoreland, Jennifer
Format Report
LanguageEnglish
Published 01.01.2023
Subjects
Allied Health Personnel
Coaching (Performance)
Cooperation
Developmental Delays
Dialogs (Language)
Faculty Development
Feedback (Response)
Fidelity
Guidelines
Instructional Effectiveness
Intervention
Language Impairments
Literacy Education
Paraprofessional Personnel
Preschool Children
Preschool Education
Speech Language Pathology
Story Reading
Student Needs
Students with Disabilities
Supervision
Teaching Methods
Vocabulary Development
North Carolina (Greensboro)
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Summary: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. Conclusion: In this manuscript, 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 SBR sessions to ensure early literacy instruction is more accessible to learners with varying educational needs. [This paper was published in "Language, Speech, and Hearing Services in Schools" (EJ1376999).]
DOI:10.1044/2022_LSHSS-22-00068