Educating SLPs About Reading: Are We Meeting ASHAs Guidelines

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Educating SLPs About Reading Are We Meeting
ASHAs Guidelines?

• Lesley Maxwell Pamela Hook
• Charles Haynes Ann Waters
• MGH Institute of Health Professions
• Graduate Program in CSD
• Boston, MA

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The Presenters

• Charles Haynes, Ed.D, CCC-SLP, Associate
  Professor, Clinical Supervisor
• Pamela Hook, Ph.D, Associate Professor,
  Coordinator Reading Clinic
• Lesley Maxwell, M.S.,CCC-SLP, Director of
  Clinical Education, Clinical Assistant Professor
• Ann Waters, M.S.,CCC-SLP, Clinical
  Instructor/Supervisor in Reading, Program Alum
• Christine Doyle, M.S.,CCC-SLP, Clinical
  Instructor/Supervisor in Reading, Program Alum

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Agenda

• What do SLPs need to know about literacy? ASHAs
  guidelines
• Why do SLPs need extensive knowledge and skills
  in the area of literacy?
• As a field, are we educating SLPs to meet ASHAs
  guidelines for practice in the area of literacy?

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Agenda

• How has the MGH Institute graduate program
  addressed the need for intensive education in the
  area of literacy?
• Graduate Level Education
• Post-Professional Graduate Coursework Leading to
  Reading Specialist Licensure
• Continuing Education
• Hanson Initiative for Language and Literacy
• Questions and Discussion

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• As a field, are we meeting ASHAs guidelines in
  the area of literacy?
• Do new SLP graduates have sufficient knowledge
  and skills in the area of literacy?
• Do working professionals have sufficient
  knowledge and skills in the area of literacy?

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Suggestions from 17 years of experience MGH
Institute of Health Professions

• Intensify Graduate Level Education in Literacy
• Create Post-professional Graduate Study
  Opportunities
• Provide Intensive Professional Development

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Why do SLPs need extensive knowledge and skills
in the area of literacy?

• Research indicates that a complex reciprocal
  relationship exists between spoken language and
  reading and writing.

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Why do SLPs need extensive knowledge and skills
in the area of literacy?

• Take a guess What percentage of children with
  oral language difficulties seen by SLPs also have
  problems with reading and writing?
• 20
• 35
• 50
• 65

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Oral Language Difficulties and Literacy
Development

• Approximately two-thirds (65) of the children
  with language difficulties seen by SLPs also have
  problems with reading and writing.

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How Many Children?

• About 60,000 speech-language pathologists
  currently practice in U.S. schools with caseloads
  of approximately 40-50 children.
• If 2/3 of these children have needs in
  spoken and written language, this equals 1.7
  million children in the US.

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Overlapping Fields
Field of Speech/ Language Pathology
Field of Reading
Literacy
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Fragmentation of Services for Children

• Traditionally, instruction for children with
  language and literacy difficulties has been
  fragmented. Speech-language pathologists have
  treated childrens spoken language problems,
  while reading specialists have addressed
  childrens reading and writing difficulties.

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Importance of a Unified Approach
Training specialists in the areas of spoken
language and reading allows for a unified
approach that results in more successful
development in literacy skills.
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What do SLPs need to know about reading?
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Processes Involved In Reading/Writing
Attention Executive Function Memory
Oral Motor/ Visual Motor
Automaticity
Fluency
Pamela E. Hook, 2007
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Types of reading disabilities
LLD(Comprehension Syntactic, Semantic,
Pragmatic Deficits)
DYSLEXIA(Word Identification)
ADHD (Metacognitive Deficits)
Model by Carol Westby
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Core Components of a BalancedLiteracy Program
National Reading Panel, 2000
Word Identification Comprehension
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Roles and Responsibilities of the SLP with
Respect to Reading and Writing in Children and
Adolescents Area of LiteracyASHA Guidelines

• Preventing Written Language Problems
• Identifying Children at Risk
• Assessing Reading and Writing
• Providing Intervention and Documenting
  Outcomes
• Assuming other roles such as providing
  assistance to general education teachers, parents
  and students, adding to the knowledge base, etc.

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Knowledge and Skills Needed by SLPs with Respect
to Reading and Writing in Children and
Adolescents (Adhoc Committee on Reading and
Writing 2002)

• Knowledge
• Nature of literacy
• Normal development of reading and writing
• Disorders of language and literacy
• Clinical tools and methods
• Collaboration, leadership and research principles.

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Knowledge and Skills Needed by SLPs with Respect
to Reading and Writing in Children and
Adolescents (Adhoc Committee on Reading and
Writing, 2002)

• Skills
• Prevention (6)
• Identification (6)
• Assessment (4)
• Intervention (9)
• Other roles (10)

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Do SLPs perceptions of their competency in
reading mirror ASHAs guidelines for practice?

• We surveyed SLP practitioners perceptions of
  their competence in five key areas of literacy.
• Formative evaluation for FIPSE grant, 2002-2006
• Purpose of grant develop online interactive
  modules in reading designed for SLPs

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TARGET POPULATION FOR SURVEY

• ASHA Special Interest Divisions (SIDs) with
  foci that would most directly address reading/
  literacy
• Div.1 Language, Learning and Education (n392)
• Div. 10 Issues in Higher Education (n90)
• Div. 16 School Based Issues (n250)

n 105 SLPs (14 of total 732 SID members
surveyed)
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(No Transcript)
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CRITICAL NEED

• At the MGH Institute of Health Professions, we
  believe that there is a critical need to develop
  SLPs with knowledge and skills in reading
  assessment and intervention areas that are of
  key importance given
• ASHA Guidelines
• National Reading Panel (2000) conclusions

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Since 1991, the MGH Institute of Health
Professions has developed

• Graduate Program with Emphases on Spoken-Written
  Language Relationships
• Post-professional Graduate Study in Reading
• Intensive Professional Development for
  Practitioners in Schools and Clinical Settings

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Graduate Program with Emphases on Spoken-Written
Language Relationships

• Brief historical perspective
• Integrated academic curriculum
• Practica

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• Brief historical perspective
• 1991- Integrated spoken-written language
  curriculum for all students (Locke, Hodgson,
  Macaruso, Smith, Maxwell, Hook, Haynes)
• 1995- Department of Education certification/licens
  ure
• 2003- Certificate of Advanced Study program in
  reading for SLPs and licensed classroom teachers

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• Integrated Academic Curriculum for Combined
  Speech/Language and Reading Certification

Core
5 courses 3 practica
Directly Integrating Spoken and Written Language
Optional
2 courses 1 practicum
ReadingCertification
Related to Spoken and Written Language
7 courses 1-2 practica
For detailswww.mghihp.edu
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Integration of Academic Work with Clinical
Practice

• Professors who teach the academic classes also
  supervise in the clinic
• Clinical staff are part of the faculty

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Clinical Placements

• First 2 semesters In-house clinic
• Spoken language clients
• Written language clients
• Next 4 semesters 3 external placements
• For DOE reading certification 1 additional
  placement with supervision from licensed reading
  specialist

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Integration into Practice

• Weekly Practicum Seminar
• Diagnostic Report / Intervention
• Weekly Case Discussion Group

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Weekly Practicum Seminar

• Knowledge and skills needed to integrate
  coursework with clinic sessions
• How to take clients spoken language system into
  account to remediate written language system
• How to apply the principles of multisensory
  structured language instruction to all levels of
  reading remediation

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Diagnostic Reports

• Give and interpret standardized assessments, both
  spoken and written
• Analyze clients entire language system spoken,
  written, underlying processing
• Provide goals and objectives for 2 semesters of
  therapy sessions
• Present findings to clients family

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Graph to Present Findings
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Case Discussion Groups

• How to bring to life the diagnostic profile of
  scores to plan appropriate goals
• How to integrate the clients spoken language
  with reading
• How to develop rationales and scaffold activities
  for therapy objectives

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How we can meet the needs?suggestions from 17
years of experience

• Enhance Graduate Level Education
• Create Post-professional Graduate Study
  Opportunities
• Provide Intensive Professional Development

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Post-professional Graduate StudyCertificate of
Advanced Study in Reading (CAS)

• History
• Licensure
• Credits
• Vouchers
• Cross Training

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How we can meet the needs?suggestions from 17
years of experience

• Enhance Graduate Level Education
• Create Post-professional Graduate Study
  Opportunities
• Provide Intensive Professional Development

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Professional Development

• FIPSE On-line courseware, case based, interactive
  curriculum at the post-secondary level for
  cross-training Speech-Language Pathologists
  (SLPs) in the area of reading.
• Hanson Initiative for Language and Literacy
  (HILL)Whole school change model that integrates
  spoken and written languageReading First and
  Early Reading First