A Semi-structured assessment of communication, social interaction, and play for individuals suspected of having autism or other pervasive developmental disorders.
CREC’s Speech/Language Pathologists, who specialize in alternative augmentative communication, will conduct trials of various strategies in the individual’s typical environment to determine the best AAC tools and strategies to facilitate increasing the individual’s communication skills. Training and job-embedded consultation to build capacity among district team members in AAC.
Communication is always happening. This means there are always opportunities for modeling AAC, interacting and building language. CREC’s Speech/Language Pathologist, who specialize in AAC, can assist the team in learning about and using strategies throughout the student’s day to facilitate the development of communication.
The members of our Speech Language Pathologist team have extensive experience evaluating and supporting students with social communication disorders from PK-age 21.
Our Speech and Language Pathologists can provide consultation to a student's educational team on building capacity for programming to support an identified communication disorder that impacts social, emotional or academic progress.
Students who received a comprehensive classroom teacher and Speech Language Pathologist collaborative intervention program achieved higher scores in listening and writing, and higher abilities in understanding vocabulary when compared with control peers (Farber & Klein, 1999). Our CREC Speech Language Pathologist Team can provide coaching and technical assistance to teams that would like to develop an effective collaborative model.
A vital part of the structure of maintaining evidence-base practices in a school is through an ecological evaluation. Students eligible for special education may perform or behave well in some environments but have difficulty in others. An ecological assessment performed by the CREC Speech Language Pathologist Team will provide educational teams with data pertaining to student performance and function in different settings or environments.
This evaluation includes standardized and informal tests as well as, when appropriate, play-based assessments addressing the student’s language comprehension, verbal and written expression, and nonverbal communication skills.
A Speech Language Pathologist’s intervention for executive functioning skills focuses primarily around the language aspects of the deficits. Higher level executive functioning skills involve meta-cognition – the process of “thinking about thinking”. These skills are language based, as they involve self-talk and language processing to monitor, plan, and execute actions.
Speech Language Pathologist’s play a critical and direct role in the development of literacy for children and adolescents with communication disorders due to their expertise in language that applies to oral and written modalities. This expertise not only allows for addressing speaking and listening but also reading and writing deficits. Speech Language Pathologist’s contribute to the literacy efforts of a school district or community.
All three components of phonological processing are important for speech production as well as the development of spoken and written language skills.
Speech Language Pathologist’s provide direct therapy for students exhibiting dysfluencies/stuttering, which impacts effective communication and participation during classroom activities, group tasks, as well as overall social interaction. Consultation is also provided to assist staff in extending the implementation of research-based strategies and techniques that have proven beneficial for individual students who stutter.
CREC and Charter Oak State College have collaborated to offer this online program of study for aspiring and/or practicing Speech and Language Pathology Assistants (SLPAs). Participants master skills required to address language, communication, social/emotional, and creative needs of school children. Upon completion of seven three-credit courses, participants receive a certificate from Charter Oak State College and may apply these credits toward other programs, including associate's or bachelor's degrees.
CREC will develop and support “best practice” cohorts for districts that want to maintain crisis shortage personnel. Services include career ladders for district development, talent development, and customized support for underperforming staff.
Direct services can be provided to a district if their employed Speech Language Pathologist is out on leave or there is a vacancy that has not been filled.
Within schools, co-teaching offers flexible approaches for Speech Language Pathologist’s to collaborate with team members, particularly general and special education teachers. Our team can support the challenge of providing inclusive-based services to meet the diverse needs of various learning profiles while providing educationally relevant services.
CREC's program review experts analyze and assess specialized program efficiency and effectiveness. We provide evidence-based recommendations that address challenges, including curriculum and academic rigor, educational benefit, effective processes, organizational structure, professional development, and resource allocation.
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