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

Transcription

1 S.E.L.L. Speaking Easy for Living and Learning: school-based service-learning for speech pathology students: Katherine showcase Pascale Dettwiller Trish Maroney 1

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 possible! 2

3 PART ONE Story telling about S.E.L.L Partners People Place Program 3

4 The Community Campus Partners 4

5 Holistic 360 degrees learning & feedback 5

6 6

7 PLACE 7

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, allied health recruitment and retention 8

9 PROGRAM Service learning in elementary school Broken Hill UDRH allied health service learning program Communitycampus partnership in Katherine Design a fit-topurpose 9

10 Proof of Concept Format of the inaugural program Speech Pathology student numbers: 4 Master Speech Pathology University of Sydney Clinical placement duration: 30 September November 2013 Host Academic Institution: Placement location: Consultancy support: Speech Pathology academic / clinician provided by: Flinders NT Katherine Campus Clyde Fenton Primary School, Katherine NT Broken Hill University Department of Rural Health Broken Hill University Department of Rural Health Number of participating children: 12 (9 Aboriginal children).. (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) Outcomes: Transferability Adaptability Sustainability 10

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 April 2014 Host Academic Institution: Flinders NT Katherine Campus Placement location: Clyde Fenton Primary School, Katherine NT Speech Pathology academic / clinician Flinders University, Katherine Site provided by: Number of participating children: Structure of service provision: 9 (Aboriginal children) 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 Host Academic Institution: Flinders NT Katherine Campus Placement location: Clyde Fenton Primary School, Katherine NT Speech Pathology academic / clinician Flinders University, Katherine Site provided by: Number of participating children: 21 (19 Aboriginal children) 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. 11

12 S.E.L.L Speech Pathology student numbers 2 Bachelor Speech Pathology James Cook University Clinical placement duration: Feb April 2015 Host Academic Institution: Flinders NT Katherine Campus Placement location: Clyde Fenton Primary School, Katherine NT Speech Pathology academic / clinician Flinders University, Katherine Site provided by: Number of participating children: 21 (19 Aboriginal children) 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 James Cook University Clinical placement duration: July September 2015 Host Academic Institution: Flinders NT Katherine Campus Placement location: Clyde Fenton Primary School, Katherine NT Speech Pathology academic / clinician Flinders University, Katherine Site provided by: Number of participating children: 22 (20 Aboriginal children) Structure of service provision: Group Therapy (2 children speech and phonics group, 3 children phonics) 3 times per week. Intensive individual therapy (15 children) 4 times per week. Assessment and programming: 7 GAS goals were developed for 15 children. PD for teachers: speech and language norms and interpretation of speech pathology reports and programs. 12

13 PART TWO Evaluation of the S.E.L.L. Program GAS tool Outcomes so far 13

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 different to kids in the NT. Different lifestyles, make different people. So I m sure they will be taking a lot home with them. (P9) 14

15 GAS evaluation process Goal Attainment Scale 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. 15

16 Example of Goal Attainment Setting in SELL context GOAL 1 Able to follow 2 ICW with 60% GOAL 2 Able to use 1 ICW with 70% GOAL 3 GOAL Able to identify and name 0 colours Able to produce 3 identical CV structures 5 times in 4 seconds Able to follow 2 ICW with 75% Able to use 1 ICW with >90% Able to identify and name 2 colours Able to produce 2 alternating CV combinations 5 times within 10 seconds Able to follow 2 ICW with >90% Able to use 2 ICW with 60% Able to identify and name 4 colours Able to produce 2 alternating CV combinations 5 times within 5 seconds Able to follow 3 ICW with 40% Able to use 2 ICW with 75% Able to identify and name 6 colours Able to produce 3 alternating CV combinations 5 times within 10 seconds Able to follow 3 ICW with 60% Able to use 2 ICW with >90% Able to identify and name 8 colours Able to produce 3 alternating CV combinations 5 times within 5 seconds 16

17 GAS SCORES FOR 3 CONSECUTIVE CYCLES 30 GAS CONSOLIDATION DATA OVER 12 MONTHS Cycle Cycle Cycle 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. 18

19 PART 3 What is in this model for me and my organisation? Workshop Break into XD group Brainstorm the question at your table 19