JCPSLP Vol 18 No. 1Mar 2016

10 Whole school planning The preventative approach of targeting the entire school population (often a year level at a time) provides positive outcomes for students with identified speech, language, and learning issues. It makes oral language a living part of the curriculum and allows teachers to plan for the explicit teaching of oral language skills. When the speech pathologist plans with teachers or teams of teachers, the interventions provided reach all students who require extra support with oral language development. While the curriculum (AusVELS, accessible via au) provides teachers with information about the expectations for each level regarding students’ speaking and listening, often this information only “comes alive”with the assistance of a speech pathologist. This type of planning allows for more accurate assessment, teaching and reporting of oral language. References Dodd, B., Holm, A., Oerlemans, M., & McCormack, M. (1996). Queensland University inventory of literacy. St Lucia, Qld: Department of Speech Pathology & Audiology, University of Queensland. Neilson, R. (2003). Sutherland phonological awareness test – revised (SPAT-R). Jamberoo, NSW: Language, Speech and Literacy Services. Renfrew, C. (2003). The action picture test (4th ed.). Oxford, UK: Speechmark Publishing Ltd. Wiig, E. H., Secord, W. A., & Semel, E. (2006). Clinical evaluation of language fundamentals – Australian standardised edition (4th ed.). London: Psychological Corporation. Correspondence to: Wendy-Mae Rapson Speech pathologist Department of Education and Training, Melbourne, Vic. email:

clients. The presence of a history of speech pathology intervention prior to school entry and information about the therapy that has been completed can help professionals form an opinion on the individual’s prognosis. The referral facilitates multidisciplinary work with the student, which ensures that the team focuses upon the student as a whole person, rather than on their difficulties with speech, language, and learning only. 8 The use of evidence-based practice As a team, we regularly meet and discuss areas of interest with a focus on the most recent evidence base for the assessment or treatment of a particular disorder. This has proven to be an invaluable way of maintaining professional knowledge and thus, has provided higher quality therapeutic interventions. Utilising evidence-based interventions that have been shown to be effective with different client groups may ultimately lead to a more favourable prognosis for students due to their positive influence on outcomes. 9 Concrete materials I may sound old fashioned, but I like to use real games and activities rather than tablet/iPad apps and games for interventions for several reasons. As many of the students we work with already have too much screen time, I find that real games and items are often more engaging and the therapy session is more effective. Games such as “Guess Who”, “Baffle Gab”, favourite “Disney” cards and “Super Duper Fun Decks” are just some of the resources I use. Parents will often have the same games at home which can be used for follow up. I do use tablet/iPad games at the end of sessions as reinforcement (with games that focus on our goals), but I am confident that the use of both types of resource is beneficial. “Guess Who” board game available from, $29.00; “Baffle Gab” available from, $59.97; various “Super Duper Fun Decks” available from, from $15.00.


JCPSLP Volume 18, Number 1 2016

Journal of Clinical Practice in Speech-Language Pathology

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