SP in Schools project 2017 Low Res V2

References

Snow, P. C., Sanger, D. D., Childers, C., Pankonin, C. and Wright, S. (2013). Response to intervention in secondary settings: Speech-language pathologists’ perspectives. International journal of speech-language pathology, 15(5), 463–470. Snow, P., & Powell, M. (2004). Developmental language disorders and adolescent risk: A public- health advocacy role for speech pathologists? Advances in Speech Language Pathology , 6(4), 221–229. doi:https://doi.org/10.1177/2396941516680369 Suleman, S., McFarlane, L., Pollock, K., Schneider, P., Leroy, C., Skoczylas, M. (2014). Collaboration: More than “Working Together”: An exploratory study to determine effect of interprofessional education on awareness and application of models of specialised service delivery by student speech-language pathologists and teachers. Canadian Journal of Speech-Language Pathology and Audiology , 37(4). Throneburg, R. N., Calvert, L. K., Sturm, J. J., Paramboukas, A. A., Paul, P. J. (2000). A comparison of service delivery models: Effects on curricular vocabulary skills in the school setting. American Journal of Speech-Language Pathology , 9(1), 10–20. Ukrainetz, T. A. (2006). The implications of RTI and EBP for SLPs: Commentary on LM Justice. Language, Speech, and Hearing Services in Schools , (37), 298–303. Vicker, B. (2009). The 21st century speech language pathologist and integrated services in classrooms. The Reporter, 14(2),1-5,17. Whitmire, K. A., Rivers, K. O., Mele-McCarthy, J. A., Staskowski, M. (2014). Building an evidence base for speech-language services in the schools: Challenges and recommendations. Communication Disorders Quarterly , 35(2), 84–92. Wright, A., Mitchell, S., O’Donoghue, A., Cowhey, S. and Kearney, M. (2015). Making sense of it: a brief programme to improve reading comprehension in adolescents with language impairments in main stream school. International Journal of Language and Communication Disorders , 50(6), 776–787. Zabiela, C., Williams, C., & Leitão, S. (2007). Service delivery in rural, remote and regional speech pathology. ACQuiring Knowledge in Speech, Language and Hearing , 9(2), 39–47. Speech pathology evidence-based practice American Speech-Language-Hearing Association. (1991). A model for collaborative service delivery for students with language-learning disorders in the public schools. Bailey, R. L., Angell, M. E., & Stoner, J. B. (2011). Improving literacy skills in students with complex communication needs who use augmentative/alternative communication systems. Education and Training in Autism and Developmental Disabilities , 352–368. Beck, A. R., & Dennis, M. (1997). Speech-language pathologists’ and teachers’ perceptions of classroom-based interventions. Language, Speech, and Hearing Services in Schools , 28(2), 146–153. Bhargava, D. (2011). Getting started: Using visual systems to support the development of self- esteem . Perth, WA: Education Department WA. Boyle, J. M., McCartney, E., O’Hare, A. and Forbes, J. (2009). Direct versus indirect and individual versus group modes of language therapy for children with primary language impairment: Principal outcomes from a randomized controlled trial and economic evaluation. International Journal of Language and Communication Disorders , 44(6), 826–846.

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Speech Pathology Australia: Speech Pathology in Schools Project

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