S.E.L.L. Speaking Easy for Living and Learning: school-based service-learning for speech pathology students:

(1)

S.E.L.L.

Speaking Easy for Living and Learning

:

school-based service-learning for speech

pathology students

:

Katherine showcase

Pascale Dettwiller

(2)

•

The team acknowledges and respects the

traditional custodians, Larrakia people, whose

ancestral lands and waters we live and work upon

today.

•

We pay our respect to the Elders past, present

and future without whom we would not be here

today.

•

Acknowledgment of ALL the people without

whom this presentation would not have been

(3)

PART ONE

Story telling about S.E.L.L

Partners

People

Place

Program

(4)

The Community –Campus

Partners

(5)

(6)

(7)

PLACE

(8)

Rural context for Speech Pathology

in Katherine

•

4.5%

of speech pathology practitioners provide

services to rural communities;

•

These communities constitute

30%

of the total

Australian population.

•

0.7%

of Speech Pathologists working in the NT.

•

Katherine’s context

:

–

geography

–

population

–

education

–

access to service,

(9)

PROGRAM

•

Service learning

in elementary

school

•

Broken Hill UDRH

allied health

service learning

program

•

Community-campus

partnership in

Katherine

•

Design a

fit-to-purpose

9

(10)

Proof of Concept

Speech Pathology student numbers: 4 Master Speech Pathology University of Sydney

Clinical placement duration: 30 September 2013 – 8 November 2013

Host Academic Institution: Flinders NT Katherine Campus

Placement location: Clyde Fenton Primary School, Katherine NT

Consultancy support: Broken Hill University Department of Rural Health

Speech Pathology academic / clinician provided by:

Broken Hill University Department of Rural Health

Number of participating children: 12 (9 Aboriginal children)

Format of the inaugural program

Outcomes:



“……….. (child’s name) is talking lots more at home. I am so happy these ladies were able to help

……….. with communicating. He is getting easier to understand.”(P1)

“……… ..(child’s name) is talking much more at home he is always asking lots of questions now and

helps me cook-especially damper, his favourite.”(P3)

(11)

What we did S.E.L.L.

Speak Easy for Living and Learning 2014

Speech Pathology student numbers 2 Bachelor Speech Pathology

James Cook University

Clinical placement duration: Feb 2014 - April 2014

Speech Pathology academic / clinician provided by:

Flinders University, Katherine Site

Number of participating children: 9 (Aboriginal children)

Structure of service provision: Group therapy (4 children phonics group, 2 children speech/language group) 4 times per week.

Intensive individual therapy (3 children) 2 times per week.

PD session for teachers: voice care.

Speech Pathology student numbers 4 Master Speech Pathology University of Sydney

Clinical placement duration: Sept 2014 – Nov 2014

Structure of service provision: 3 children received assessment and programming

support only.

Group therapy (5 children) 2-3 times per week

Intensive individual therapy (13 children) 2-3 times per week.

GAS goals developed for 18 children.

PD session for teachers: speech development.

(12)

S.E.L.L. 2015

Speech Pathology student numbers 2 Bachelor Speech Pathology

Clinical placement duration: Feb 2015 - April 2015

Structure of service provision: Assessment and programming: 4

GAS goals were developed for 16 children.

PD for teachers: speech and language norms and interpretation of speech pathology reports and programs.

Speech Pathology student numbers 2 Bachelor Speech Pathology

Clinical placement duration: July 2015 - September 2015

Structure of service provision: Group Therapy (2 children speech and phonics group, 3

(13)

PART TWO

Evaluation of the S.E.L.L. Program

GAS tool

Outcomes so far

(14)

Stakeholder Evaluation

•

Students:

•

“….working independently and time managing were a learning curve for me. But I am

feeling more confident to apply for a job now (which I did).”(S3)

•

“It’s been tough, it’s going to be tough to leave, but it’s really been worth it.”(S1)

•

Teachers:

•

“Having the students at CFS is a huge benefit for our students with speech difficulties

who struggle to access these professional services on a regular basis. Any access to this

service is great, but the girls were professional, caring and dedicated to their work. Was

great to have help with (student name)’s processing difficulty as well as the usual

speech difficulties.”(T2)

•

Parents:

•

“Yes I think the program should run again. I thought ……….. (child’s name) got a lot out

of it. I am sure there’s plenty of other kids that will need this kind of program in the

future. I think the students (Speech Pathology) would have gained a lot out of this

experience as they would not have a great scope of experience and city kids are a lot

(15)

GAS evaluation process

•

G

oal

A

ttainment

S

cale process

–

Assess current status:

•

Communication, ESL, curriculum requirements, family

concerns.

•

Goals developed for each area identified.

–

GAS measure created based on expected outcome

•

Agreed upon by family, clinician, teacher etc

–

GAS attainment levels are defined (5 point scale)

•

(-2) current status, 0 expected outcome

–

Statistical analysis converting goal attainment to

numerical value where applicable.

(16)

Example of Goal Attainment Setting in

SELL context

-2

-1

0

+1

+2

GOAL 1

Able to follow 2

ICW with 60%

accuracy

Able to follow 2

ICW with 75%

accuracy

Able to follow 2

ICW with >90%

accuracy

Able to follow 3

ICW with 40%

accuracy

Able to follow 3

ICW with 60%

accuracy

GOAL 2

Able to use 1

ICW with 70%

accuracy

Able to use 1

ICW with >90%

accuracy

Able to use 2

ICW with 60%

accuracy

Able to use 2

ICW with 75%

accuracy

Able to use 2

ICW with >90%

accuracy

GOAL 3

Able to identify

and name 0

colours

Able to identify

and name 2

colours

Able to identify

and name 4

colours

Able to identify

and name 6

colours

Able to identify

and name 8

colours

GOAL 4

Able to produce

3 identical CV

structures 5

times in 4

seconds

Able to produce

2 alternating CV

combinations 5

times within 10

seconds

Able to produce

2 alternating CV

combinations 5

times within 5

seconds

Able to produce

3 alternating CV

combinations 5

times within 10

seconds

Able to produce

3 alternating CV

combinations 5

times within 5

seconds

(17)

GAS SCORES FOR 3

CONSECUTIVE CYCLES

GAS CONSOLIDATION DATA

OVER 12 MONTHS

17

0 5 10 15 20 25 30 -2 -1 0 1 2 Cycle 2 2014 Cycle 3 2015 Cycle 4 2015 0 5 10 15 20 25 -2 -1 0 1 2 2014 cycle 2 (end) 2015 cycle 3 (start) 2015 cycle 3 (end) 2015 cycle 4 (start)

(18)

Summary GAS Outcomes

•

That increased access to therapy demonstrates quantifiable

improvement in the pupils overall progress.

•

There is support for use of GAS in addressing communication

disorders

–

as a tool to evaluate client progress but also as a tool,

–

for program evaluation in adult and rehabilitation settings.

•

Further evaluations are required to fully evidence this output

in this school based, student-led clinic setting.

(19)

PART 3

What is in this model for me and my

organisation?

Workshop Break into XD group

Brainstorm the question at your table