Table 1 Guiding framework for school-based speech-language services with recommended and promising indicators
Outcome | Recommended indicators (rated important and feasible) | Promising indicators (rated important but less feasible) |
|---|---|---|
Classroom-based services | children’s goals are personalized children’s goals are constantly updated to reflect progress SLP supports complement coursework and classroom learning | SLP supports and techniques work in a busy classroom environment each school has a consistent, assigned SLP |
Holistic approach | the school works as a team to support each child’s communication development the school is an inclusive place that supports students with all needs | each school receives SLP services tailored to the school’s needs the school has the staff needed to support the needs of all children |
Support for teachers | teachers pinpoint specific student needs in collaboration with SLP teachers can access SLPs directly with questions or concerns teachers use SLP strategies and recommendations in the classroom teachers develop strategies to support communication development in the classroom teachers develop skills and techniques to support specific students teachers can use techniques independently after concrete demonstration, modelling, or training teachers feel confident in their abilities to support students teachers learn about their students’ specific communication needs | teachers are provided with the right equipment to support their students teachers can access professional development opportunities via the SLPs |
Care coordination | children with greater needs spend more time with SLPs and in SLP programming SLP programming for each student is tailored and individualized SLP recommendations and suggestions are not overly complicated SLPs advocate to meet children’s needs children who need SLP supports are identified very early resources are carefully matched to children’s needs and skills communication challenges are identified and not confused with behavioural concerns | children’s supports are carefully matched with their needs children receive consistent, frequent, individualized classroom-based supports all children with needs receive services, and not just a subset children do not need a formal diagnosis to access supports supports are implemented very early, near when children enter school |
Accessible services | SLPs can access specialty training to support children with unique needs resources are allocated to provide maximum impact | SLP supports and services are appropriately funded waitlists are minimized gatekeeping and obstacles to supports are removed or reduced |
Family supports | parents hear a consistent and unified message from teachers and SLPs families know about all SLP recommendations families feel included in decision-making families feel supported by the school professionals | appropriate services are fully supported by administration and policy families learn SLP strategies to use at home |
Student success | children are more confident and independent children enjoy the supports they receive from SLPs children who receive supports do not feel different or singled out children communicate more easily and willingly in class children are able to bring together multiple skills to communicate, read, and write children engage socially with their classmates children find SLP supports helpful children settle in and become more comfortable in the classroom children use strategies and techniques taught by SLPs children have better self-esteem children can eventually participate in society and gain employment children do not feel pressured or intimidated by SLP activities children have greater quality of life children understand others’ communication others understand the child’s communication | children demonstrate improvement on assessments of specific communication skills children learn how to include their peers with communication difficulties |