JCPSLP Vol 21 No 2 2019 DIGITAL Edition

Table 2. Intervention block goals matched with intervention approach

Intervention block goals

Intervention approach

Speech: Articulation

Motor production of phones

Traditional articulation therapy (Van Riper, 1978)

Speech: Phonology

Elimination of delayed error patterns

Whole language therapy (McIntosh et al., 2017)

Elimination of disordered error patterns

Phonological contrast (Crosbie & Holm, 2017) Rule therapy (Claessen et al., 2017)

Consistent production of 50 words

Core vocabulary therapy (Dodd & Poole, 2017)

Delayed language, Late talkers

Use of words/gestures in play

Target words strategy (Hanen Centre, 2016 )

Language stimulation

Whole language group therapy (McIntosh et al, 2017)

Language: sentence structure

Use of grammatical markers: (e.g., tense). Understanding language concepts (e.g., before/after; all/except)

Colourful semantics (Bryan, 1997) Students developed materials to directly teach aspects of sentence structure.

Language: use for communication

Topic initiation and maintenance

Play therapy (Bergen, 2002)

Language: narrative

Story grammar knowledge, vocabulary Sentence complexity

Swanson et al., (2005) Pile et al., (2010)

Literacy

PA; letter knowledge

Identification, segmentation and manipulation of sounds (Lindamood & Lindamood, (2014); Gillon (2017))

“First… then…”). Visual scaffolds and sequencing pictures were used before practice in novel situations. Four 45-minute whole-language group sessions targeted story grammar and retelling stories. Standardised reassessment performance on subtests was within the normal range. At follow-up, no errors were made on morphology, or on eight trials of three-step instructions, indicating no need for further therapy. Feedback from placement sites The preschool director noted: The public school closest to the preschool recorded 59% of its pupils as being in the bottom quarter of the Index of Community Socio-Educational Advantage scale with a further 25% being in the bottom middle quarter. Due to the high demand for therapy there is a very long waiting list with children often missing out in the preschool years. The RRCP is able to fill the gaps The RRCP provided access to quality speech pathology services that supported children with significant speech and language difficulties. (Primary school 1) The therapy program has had significant impacts. Children’s communication improved. SLP feedback to teachers assisted quality, evidence-based adjustments to support children’s needs and extended partnerships between school and families. (Primary school 2) for these vulnerable children. Other feedback indicated that :

Many clients treated by the students benefited, with some showing great outcomes for children and families. Teachers and support staff acquired skills and worked together in partnerships with the students. (Childcare centre) Ongoing work, left to be carried out at school and at home proved to be very beneficial. (Preschool) Discussion SLP students managed 114 children (aged 1–11) referred to a 4-week RRCP. They worked in pairs at four sites, making clinical decisions about assessment, prioritisation for therapy, service delivery, intervention, measuring outcomes and planning further action. Reports of SLP student learning in RRCPs have been positive (e.g., Jones et al., 2015a). However, “balancing the dual demands of student education with those of providing high quality client care” is challenging (McAllister, Birthell, & Higgs, 2013, p. 2). This paper analysed the outcomes for clients. Only 17% of treated children needed further therapy at the end of the intervention block, case synopses illustrated positive change even when further intervention was recommended, and school feedback was encouraging. Caseload The children referred for assessment reflect data from large-scale studies of caseload characteristics (Black, Vahratian, & Hoffman, 2015) with age and social disadvantage affecting referral likelihood. SSD cases (53%) were more prevalent in preschools while language and

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JCPSLP Volume 21, Number 2 2019

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