Kim Murza, Ph.D., CCC-SLP, received her doctorate in Education: Communication Sciences and Disorders from the University of Central Florida, where she specialized in language and literacy with a focus on autism spectrum disorder. She is currently an associate professor in the department of Audiology and Speech-Language Sciences at the University of Northern Colorado. Dr. Murza has worked privately and in the public school system as a speech-language pathologist with children and adolescents in pre-school through high school and more recently with adults with autism spectrum disorder. She is currently the University of Northern Colorado Graduate Coordinator and Scottish Rite Program Director. She also serves as a member of ASHA’s School Issues Advisory Board and as a member of the Colorado Department of Education Speech-Language Advisory Committee. Her main research area is the development, delivery, and evaluation of high-quality professional learning in the schools. Additional research interests include assessment and intervention for individuals with autism spectrum disorder, systematic review and meta-analysis, scholarship of teaching and learning, strategic learning, inference generation, and disciplinary literacy. More recently, she’s been involved in the development and program coordination of the Greeley Treasure Chest Program and Project L.I.F.E. (Literacy for Immigrant Families Everyday).
Using Our Creativity to Address Service Delivery Challenges
School-based SLPs often don't have enough time to provide services in the way they'd like and students don't have time to waste! Determining the best service delivery method for individual students is complex and thinking outside of the "pull-out box" presents its own barriers. In this session, participants will consider IDEA and their roles in the schools with an eye towards creatively addressing caseload/workload issues through service delivery changes.
1. Sort students on your caseload according to their target type (i.e., knowledge, skill, strategy) and therapy stage (i.e., acquisition, mastery, generalization, maintenance).
2. Plan a coaching session that builds on the strengths of the student and colleague you are coaching.
3. Create an elevator speech to use with a parent, colleague, or administrator to advocate for a new service delivery approach for a student.
● 7-7:15: The realities and the challenges we face
● 7:15-7:30: The many hats we wear as SLPs
● 7:30-8:00 Target type and intervention stage informing service delivery
● 8:00-8:15 Case example
● 8:15-8:30 Your turn: Service Delivery Brainstorming Tool and Student Summary Sheet
● 8:30-9:00 Wearing the Coach Hat
● 9:00-9:15 Owning Independence Facilitator
● 9:15-9:45 Advocacy
● 9:45-10:00 Questions