Report: Early Intensive Behavioral Intervention Effective for Autism

[Source:  Best Practice Autism.com]

bestpracticesIt is well established that early intervention is a critical determinant in the course and outcome of autism spectrum disorders (ASD). Early intensive behavioral intervention (EIBI) is considered a central feature of intervention programming for children with autism. EIBI programs are among the most and best researched of the psychoeducational interventions. A new comparative effectiveness review prepared for the Agency for Healthcare Research and Quality (AHRQ) finds that there is substantially more evidence for behavior therapy in treating autism than just a few years ago. The report, Therapies for Children With Autism Spectrum Disorder: Behavioral Interventions Update, is based on research conducted by the Vanderbilt Evidence-based Practice Center and brings practitioners up to date about the current state of evidence related to behavioral interventions.

Evidence from the original report published in 2011 and the current update suggests that early behavioral and developmental intervention based on the principles of ABA delivered in an intensive (>15 hours per week) and comprehensive (i.e., addressing numerous areas of functioning) approach can positively affect a subset of children with ASD. Across approaches, children receiving early intensive behavioral and developmental interventions

Read the Rest of this Article on Best Practices Autism


Posted in OT, Psych, SLP | Tagged , , ,

Special Education Corner: Teacher Evaluation, Should SPED Teachers be Held to a Different Standard?

[Source:  Teaching Children with Special Needs]

by Neva Fenno, M.S.Ed. MLIS

acheivementLast time we talked about summative assessment, the cumulative, usually annual, measures of student achievement. The annual part of the bargain seems to be changing, there may now be semi-annual online exams in some states, but the focus of this blog has been student evaluation over the past few weeks.

A larger issue, still evolving at the state and district levels, is teacher evaluation. The climate of paranoia over how we will all be evaluated as teachers has risen to a fever pitch. The main scary point has been the drive by education reformers to tie teacher evaluations to student achievement test scores. We all know the picture has only started to become clear for the assessment of special education teachers and students. Some of the biggest questions like “how can we hold special education students to the same standards as ‘regular’” kids are being asked and debated nationally.

We have learned to write specific IEP’s to try to use existing laws to our advantage while protecting our students from unreasonable testing requirements. We are actively aligning our curricula to Common Core State Standards and hope the process will be informative.

But what about the teachers? If we haven’t really ironed out student evaluation issues for special education, how are we going to fairly evaluate teachers? We all want to know how we are doing as we are compared to our peers in SPED classrooms.

Read the Rest of this Article on Teaching Children with Special Needs


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SLP Activity of the Week: Talk Like a Pirate Day Freebie

parrot for a pirate

[Source:  Speechie Freebies and Activity Tailor blogs]

Ahoy, me Hearties!  “Talk Like a Pirate Day” is right around the corner (9/19) and a true pirate always has a trusty parrot on his shoulder.  Here’s a chance to catch one for yourself!

You will need:

  • A copy of the worksheet (print b&w or in color) for each student.
  • A die.

To play:

Optional:  Have each student guess which parrot they will capture by circling or underlining the number adjacent to it.

The student rolls the die and matches the rolled number to the correct parrot.  The therapist or teacher asks a question.  Get it right and you can check off a box.  Once you’ve filled in all the boxes below a parrot, you’ve got a trusty sidekick!

Can be played individually or in a group.  Can be used year round with any pirate themed activities (you know you have ‘em, speechies!)

Pick up Your Copy HERE!

Please Support our Contributors and Visit Activity Tailor and Speechie Freebies blogs!

 


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Ask PediaStaff: I Have Filled out My Application With PediaStaff, What Happens Next?

bagartsmallerAfter you have completed your screening questionnaire/interview, your profile and resume will be sent to the appropriate PediaStaff Staffing Consultant(s) for your geographic area. You will receive a notification from the PediaStaff career center confirming your application has been received as well the contact information for your assigned staffing representative.

Please note that as much as we would like to place everyone who comes to us for assistance, market factors don’t always make that possible. PediaStaff does pledge however to get with you as soon as possible even if we don’t think we will be able to help you.

Once a marketing plan for your search has been established and our recruiters begin contacting possible employers on your behalf it will be important for you to stay in close contact with your PediaStaff recruiter. Any information that you can provide us such as places you are already interviewing (either on your own or through another agency) are important for us to know so we don’t step on your toes. If you do get an offer during the time when PediaStaff is working on your search, please call us right away. Perhaps we can speed up our clients to give you a chance to have other competing offers.

Please check your email and voicemail regularly for messages from PediaStaff regarding interviews or questions about your search. Contract positions are quite time sensitive and a day going by could make the difference between getting the job and not.

More Questions?  Call us today at 866-733-4278, or Contact Us Through our Website


Posted in Behavior Analyst, Career, General, OT, Psych, PT, School Nursing, SLP, Special Ed |

SLP Corner: Word-Finding Strategies For Kids in Speech Therapy

by Sherry Artemenko, CCC-SLP

coffee

I find that one of the areas lacking in practical therapy ideas for SLP’s is word-finding. I usually have at least one child on my caseload with word-finding difficulties so I am always looking for new and effective ideas.

I blogged about spending some time this summer with Jan Schwanke who has presented at ASHA on word-finding and is full of great, practical therapy ideas to help kids with word-retrieval. She spends a lot of time teaching her kids strategies to retrieve words and has some clever ways to remember what they are:

“Do Yourself a Favor and See” these word-finding strategies in your mind, reminds kids of the acronym, FAVOR-C which stands for:

Fill in the blank: this cloze activity involves giving the child a phrase (then move to sentences) where he has to use the information in the previous words to come up with the word to fill the blank. “I sat down to read and opened my____” Use this strategy with curriculum vocabulary provided by the teacher. Continue reading


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