Evaluation of a Program to Increase Classroom-Based Speech and Language Intervention in an Elementary School Purpose This article reports out on the development of a university/school district partnership to augment speech and language therapy services provided to schoolchildren in the partner district while providing graduate students in speech-language pathology a unique clinical experience. A description of the steps taken to develop the partnership ... Article
Article  |   September 27, 2018
Evaluation of a Program to Increase Classroom-Based Speech and Language Intervention in an Elementary School
Author Affiliations & Notes
  • Anthony D. Koutsoftas
    Department of Speech Language Pathology, School of Health and Medical Sciences, Seton Hall University, South Orange, NJ
  • Dawn Maffucci
    Department of Athletic Training, School of Health and Medical Sciences, Seton Hall University, South Orange, NJ
  • Vikram Dayalu
    Department of Speech Language Pathology, School of Health and Medical Sciences, Seton Hall University, South Orange, NJ
  • Disclosures
    Disclosures ×
  • Financial: Anthony D. Koutsoftas has no relevant financial interests to disclose. Dawn Maffucci has no relevant financial interests to disclose. Vikram Dayalu has no relevant financial interests to disclose.
    Financial: Anthony D. Koutsoftas has no relevant financial interests to disclose. Dawn Maffucci has no relevant financial interests to disclose. Vikram Dayalu has no relevant financial interests to disclose.×
  • Nonfinancial: Anthony D. Koutsoftas has no relevant nonfinancial interests to disclose. Dawn Maffucci has no relevant nonfinancial interests to disclose. Vikram Dayalu has no relevant nonfinancial interests to disclose.
    Nonfinancial: Anthony D. Koutsoftas has no relevant nonfinancial interests to disclose. Dawn Maffucci has no relevant nonfinancial interests to disclose. Vikram Dayalu has no relevant nonfinancial interests to disclose.×
Article Information
Speech, Voice & Prosodic Disorders / School-Based Settings / Part 3
Article   |   September 27, 2018
Evaluation of a Program to Increase Classroom-Based Speech and Language Intervention in an Elementary School
Perspectives of the ASHA Special Interest Groups, September 2018, Vol. 3, 95-109. doi:10.1044/persp3.SIG16.95
History: Received May 6, 2018 , Revised July 12, 2018 , Accepted August 2, 2018
Perspectives of the ASHA Special Interest Groups, September 2018, Vol. 3, 95-109. doi:10.1044/persp3.SIG16.95
History: Received May 6, 2018; Revised July 12, 2018; Accepted August 2, 2018

Purpose This article reports out on the development of a university/school district partnership to augment speech and language therapy services provided to schoolchildren in the partner district while providing graduate students in speech-language pathology a unique clinical experience. A description of the steps taken to develop the partnership is provided, followed by a program evaluation report of the 1st year of the program, termed pilot year.

Method The program evaluation included 3 sources of data used to measure achievement of program objectives. These included structured interviews of partners in the program, quantitative surveys of classroom teachers, and student level descriptive data for both the speech-language pathology graduate student interns and the schoolchildren receiving speech and language services.

Results Triangulation of all 3 data sources indicated implementation of the pilot program with success alongside modifications to be made into the 2nd year of the program.

Conclusion Findings of the report are provided in relation to the program objectives alongside future directions for continued development and growth of the program.

Acknowledgments
We are very thankful to the school district for their collaboration on this project especially the director of special services and the elementary school SLP. Many thanks to the students and teachers at the elementary school where the project took place. We are also thankful to Sydney Bendert, Ellen Krajcir, and Victoria Stazzone, who participated in the pilot year of the program, and Kathryn Snogans for her clinical supervision.
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