Services are provided in different ways:
Consultation: the speech language pathologist often meets with and provides suggestions to the classroom teachers to help support instruction provided within the classroom. Suggestions could be different strategies to present information, different techniques to encourage students to respond in a desired way, or resources to provide more information about skills and strategies. This would be considered a Tier I support within the Response to Intervention framework.
Intervention Cycles: speech and language intervention services are provided for regular education students with mild speech and/or language weaknesses. This is often determined through screenings, review of academic information, and teacher report. The intervention cycles run about 6 weeks in length. The frequency of the service is dependent upon the needs of the child and the skill being targeted. Throughout the intervention cycle progress is monitored to determine the effectiveness of the intervention and the child's response to the support. The speech language pathologist may work within the classroom or in a separate location to provide this supplemental instruction. The purpose of this intervention support is to help a child learn a specific skill in a smaller group in a more intensive teaching method than provided by the classroom teacher. This would be considered a Tier II support within the Response to Intervention framework. If a child does not respond positively, to several interventions an evaluation will be recommended to further examine his/her speech and language development.
Special Education Services: speech and language therapy services are also provided as a related service through the special education individual education plan, if they meet qualification criteria. The child may have a classification as a child with a speech and language impairment or other area of disability. Therapy services for a child with a speech and language impairment are generally 1-3 times per week.
Therapy services are delivered both within the classroom and in the therapy room. During classroom based therapy services the speech language pathologist is often there to ensure that the student is comprehending and processing the information provided by the teacher. The speech language pathologist then works with the student as they engage in the activities presented by the teacher. This helps the child to bridge the carry-over of skills from the therapy room to the classroom.
Pull-out therapy services are delivered in the therapy room in a small group. The child works in the therapy room for their designated time and then returns to the classroom. Articulation therapy usually always takes place in the therapy room until the child has mastered the articulation of target sounds in all positions of words in a structured environment. Language therapy may occur in mixed environments.
Consultation: the speech language pathologist often meets with and provides suggestions to the classroom teachers to help support instruction provided within the classroom. Suggestions could be different strategies to present information, different techniques to encourage students to respond in a desired way, or resources to provide more information about skills and strategies. This would be considered a Tier I support within the Response to Intervention framework.
Intervention Cycles: speech and language intervention services are provided for regular education students with mild speech and/or language weaknesses. This is often determined through screenings, review of academic information, and teacher report. The intervention cycles run about 6 weeks in length. The frequency of the service is dependent upon the needs of the child and the skill being targeted. Throughout the intervention cycle progress is monitored to determine the effectiveness of the intervention and the child's response to the support. The speech language pathologist may work within the classroom or in a separate location to provide this supplemental instruction. The purpose of this intervention support is to help a child learn a specific skill in a smaller group in a more intensive teaching method than provided by the classroom teacher. This would be considered a Tier II support within the Response to Intervention framework. If a child does not respond positively, to several interventions an evaluation will be recommended to further examine his/her speech and language development.
Special Education Services: speech and language therapy services are also provided as a related service through the special education individual education plan, if they meet qualification criteria. The child may have a classification as a child with a speech and language impairment or other area of disability. Therapy services for a child with a speech and language impairment are generally 1-3 times per week.
Therapy services are delivered both within the classroom and in the therapy room. During classroom based therapy services the speech language pathologist is often there to ensure that the student is comprehending and processing the information provided by the teacher. The speech language pathologist then works with the student as they engage in the activities presented by the teacher. This helps the child to bridge the carry-over of skills from the therapy room to the classroom.
Pull-out therapy services are delivered in the therapy room in a small group. The child works in the therapy room for their designated time and then returns to the classroom. Articulation therapy usually always takes place in the therapy room until the child has mastered the articulation of target sounds in all positions of words in a structured environment. Language therapy may occur in mixed environments.