Siegel Ellin B, Maddox Laura L, Ogletree Billy T, Westling David L
Department of Special Education and Communication Disorders, University of Nebraska-Lincoln, P.O. Box 830738, Lincoln, NE 68583-0738, United States.
J Commun Disord. 2010 Mar-Apr;43(2):148-59. doi: 10.1016/j.jcomdis.2009.12.003. Epub 2009 Dec 23.
Speech-language pathologists in school settings were surveyed with an instrument created from the National Joint Committee for the Communication Needs of Persons with Severe Disabilities' quality indicators self-assessment tool. Participants valued practice indicators of quality communication assessment and intervention to a higher degree than their actual practice. These findings appear to suggest that SLPs may not provide best practice services to individuals with severe disabilities. Suggestions for enhancing inservice training and intervention practices of SLPs and team members who work with individuals with severe disabilities are provided.
The reader will be able to; (1) understand the value of using the NJC quality indicators to guide SLP practices with individuals with severe disabilities in schools; (2) recognize that research indicates that SLPs working with individuals with severe disabilities in schools may not provide best practice services to the extent that they value these practices; (3) discuss possible strategies to increase the quality of services provided to individuals with severe disabilities in schools.
使用由国家重度残疾人士沟通需求联合委员会的质量指标自我评估工具创建的一份调查问卷，对学校环境中的言语语言病理学家进行了调查。参与者对高质量沟通评估和干预的实践指标的重视程度高于他们的实际实践。这些发现似乎表明，言语语言病理学家可能没有为重度残疾人士提供最佳实践服务。本文提供了关于加强言语语言病理学家以及与重度残疾人士一起工作的团队成员的在职培训和干预实践的建议。
读者将能够；（1）理解使用国家联合委员会质量指标来指导学校中言语语言病理学家对重度残疾人士的实践的价值；（2）认识到研究表明，在学校中与重度残疾人士一起工作的言语语言病理学家可能没有在他们重视这些实践的程度上提供最佳实践服务；（3）讨论提高学校中为重度残疾人士提供的服务质量的可能策略。
