SP in Schools project 2017 Low Res V2

References

Whole school approach/ response to intervention American Speech-Language-Hearing Association. (2006). New roles in response to intervention: Creating success for schools and children . Retrieved March 2017, from www.asha.org/ uploadedFiles/slp/schools/prof-consult/rtiroledefinitions.pdf Archibald, L.. (2017). SLP-educator classroom collaboration: A review to inform reason-based practice. Autism and Developmental Language Impairments , 2 2396941516680369. Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., et al. (2010). Evidence-based systematic review: Effects of different service delivery models on communication outcomes for elementary school-age children. Language, Speech, and Hearing Services in Schools , 41(3), 233–264. Ehren, B. J., Montgomery, J., Rudebusch, J. and Whitmire, K. Responsiveness to intervention: New roles for speech-language pathologists. Retrieved July 1 (2006): 2008. Forbes, J. (2008). Knowledge transformations: Examining the knowledge needed in teacher and speech and language therapist co-work. Educational review , 60(2), 141–154. Forlin, C., Chambers, D. J., Loreman, T., Deppler, J. and Sharma, U. (2013). Inclusive education for students with disability. A review of the best evidence in relation to theory and practice: ARACY (2013). From Assessment to programming: Assisting students requiring additional support in reading. NSW DET. Retrieved March 2017, from www.schools.nsw.edu.au/media/downloads/schoolsweb/ studentsupport/programs/disabilitypgrms/assessprogad.pdf Hartas, D. (2004). Teacher and speech-language therapist collaboration: Being equal and achieving Mecrow, C., Beckwith, J., & Klee, T. (2010). An exploratory trial of the effectiveness of an enhanced consultative approach to delivering speech and language intervention in schools. International Journal of Language and Communication Disorders , 45(3), 354–367. Moore-Brown, B. J. (1991). Moving in the direction of change: Thoughts for administrators and speech-language pathologists. Language, Speech, and Hearing Services in Schools, 22 (3), 148– 149. Panerai, S., Zingale, M., Trubia, G., Finocchiaro, M., Zuccarello, R., Ferri, R. and Elia, M. (2009). Special education versus inclusive education: the role of the TEACCH program. Journal of Autism and Developmental Disorders , 39(6), 874–882. Prelock, P. A., Miller, B. L., and Reed, N. L. (1995). Collaborative partnerships in a language in the classroom program. Language, Speech, and Hearing Services in Schools, 26 (3), 286–292. Sage, R. (2001). Supporting primary and secondary pupils with communication and behaviour problems. International Journal of Language and Communication Disorders , 36(S1) 423–428. Schraeder, T. (2013). Guide to school services in speech-language pathology . Plural Publishing. Shaddock, A. J. (2007). Improving learning outcomes for all students: Strategies for teachers who don’t claim to be super heroes . University of Sydney Successful Learning Conference, Glebe, Sydney. a common goal? Child Language Teaching and Therapy , 20(1), 33–54. Masters, G. N. (2012). National School Improvement Tool. (2012). McKew, M. (2014). Class act. Melbourne: Melbourne Univ. Publishing.

43

Speech Pathology Australia: Speech Pathology in Schools Project