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49 JCPSLP Volume 18, Number 1 2016 Journal of Clinical Practice in Speech-Language Pathology
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.
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.
Correspondence to:
Wendy-Mae Rapson
Speech pathologist
Department of Education and Training, Melbourne, Vic.
email: