school-based slp2 school models of service delivery

Question 1

selecting the most appropriate service delivery model is a

Answer 1

process.

Question 2

no single model is appropriate for all students, one must understasnd

Answer 2

the rande of service delivery models as well as the advantages and limitations of each model.

Question 3

service delivery options include

Answer 3

direct
pull out
integrated
homebase
residential
parent training
dianostic
center-based
classroom-based
3:1 delivery
consultation/ collaboration
resourceroom/ sc classroom, community-based, in-service education push-in, collaboration, co-teaching, integration and combined models.

Question 4

Matching service delivery options to individual student’s needs: think about

Answer 4

variables
not static
based on student need not administration
not based on the number of days the SLP is in the building
not based on budget

Question 5

Matching service delivery options to individual student’s needs: variables include

Answer 5

disorder type
severity
effect on academic performance
amount of intervention needed

Question 6

Services delivery is a dynamic process whereby changes are made to

Answer 6

setting
dosage
format
provider

Question 6

t/f/ Matching service delivery options to individual student’s needs: it is imperative to understand that more is better

Answer 6

false it is imperative to understand the MISCONCEPTIOn of “more is better”

Question 7

in service delivery, the setting isd

Answer 7

the location of the treatment (e.g. home, community-based, school, pull-out or within the classroom)

Question 8

in service delivery, the dosage is

Answer 8

the frequency, intensity
and duration

Question 9

in service delivery, dosage frequency is

Answer 9

the number of treatment sessions over a set period of time, 2x a week.

Question 10

in service delivery, the dosage intensity is

Answer 10

the amount of time spent in each treatment session, 30 minutes.

Question 11

in service delivery, the dosage duration is

Answer 11

the length of treatment recieved, 6 months, 1 year.

Question 12

in service delivery, the format is

Answer 12

the type of session
1:1 (i.e. individual) in a group or via consultation with other school staff and/or family/caregiver.

Question 13

in service delivery, the provider is

Answer 13

the person administering the treatment (e.g., SLP, support personnel, trained volunteer, caregiver).

Question 14

T/F speech language services can be provided in the music classroom and a variety of settings.

Answer 14

true speech language pathology services can be provided in a variety of settings.

Question 15

Idea mandates that services be provided in the

Answer 15

LRE and/or most natural setting

Question 16

in integrated/in-class services sLPS work closly with teachers and classroom staff- along with other specialized instructional support personnel (SISP) to

Answer 16

collaboratively address the student’s goals

Question 17

in integrated/in-class services collaboratively addressing student’s goals increases

Answer 17

team coordination and competency to provide assistance and support to students.

Question 18

in integrated/in-class services , research shows that when SLPS______ results in improved communication interactions within the classroom setting

Answer 18

model and instruct on how to implement recommended accomodations and modifications.

Question 19

in integrated/in-class services , when determinig which model to use within the general education classroom it is

Answer 19

based upon student need and collaboration wtih the teachers..

Question 20

in integrated/in-class services one teach, one observes

Answer 20

one teacher serves as the primary instructor, other observes students’ learning and collects data

Question 21

in integrated/in-class services supportive co-teaching (one teach, one assist)

Answer 21

the SLP and teacher partner together as co-teachers. one takes the lead in instructing the class while the other moves among students in order to provide primpts, redirection, or other direct suport and vice versa.

Question 22

in integrated/in-class services complementary co-teaching.

Answer 22

the SLP and the teacher partner together as co-teachers during whole-group instruction. one enchances the instruction provided by the other co-teacher by providing visual, examples, paraphrasing, and modeling.

Question 23

in integrated/in-class services station teaching

Answer 23

instructional material is divided into parts, with the slp and the classroom teacher(s) each taking a group of students. students rotate to each station, or learning center, for instruction.

Question 24

in integrated/in-class services parallel co-teaching

Answer 24

the students are divided into parts, with the SLP and the classroom teacher(s) each instruct a designated group of students simultaneously in different areas of the same classroom, with the SLP taking the group of students that needs more modification of content or slower pacing in order to master the educational content.

Question 25

in integrated/in-class services alternative/differentiated teaching

Answer 25

one teacher manages large group, while other takes a small group for specific instruction.

Question 26

in integrated/in-class services team co-teaching

Answer 26

the slp and the classroom teacher teach at the same time./ they plan, teach, and assess all of the students in the classroom. capitalizing on the strengrths and skill sets of the SLP and the teacher, these teaching partners alternate between serving as the lead or providing support.

Question 27

in integrated/in-class services supplemental teaching

Answer 27

one person (usually the teacher) presents the lesson in a standard format while the other person (usually the SLP) adapts the lesson

Question 28

in integrated/in-class services remedial teaching

Answer 28

one presents content while the others reteaches previously taught content

Question 29

Least Restrictive environment
2. Teachers and SLPs gain better understanding of how the student’s disability impacts learning.
3. Treatment takes student needs into consideration and how they can succeed in general education classroom.
4. Teachers and SLPs work closely to determine goals, curricular challenges, modification strategies, progress, and
problem-solving.
5. Classroom is a more “natural” learning environment. Learn the speech-language skills they need when they need
them.
6. SLPs can model treatment and intervention strategies for the teacher.
7. Teachers can observe and identify what the SLP does to elicit, modify, and reinforce speech and language skills.
8. Classroom materials can be used during treatment.
9. Assessment and intervention can be incorporated into class activities and a variety of learning routines.
10. Assessment and intervention can be planned with student’s specific disability and learning needs in mind. SLPs and
teachers can determine if strategies are appropriate and if they work.
11. Targeted skills can be reinforced.
12. Classroom fosters social relationships so they can practice social communication.
13. Conducting services in the classroom enables students to continue to participate in classroom activities, so they do
not miss out on valuable instruction time.
14. Increased opportunities for practice.
15. Problems addressed as they arise.
16. Teachers can observe the SLP’s techniques and and repeat during their own instruction.

Answer 29

16 reasons for incorporating slp services into the classroom

Question 30

traditional pull-out method traditional weekly schedule.

Answer 30

SLP schedules students for services at the same time/day(s) every week. location and group size vary, can be one indiviudal pullout and one alternate small-group pullout sessoin with classroom-based service delivery every other week.

Question 31

an ALP may use separate pullout time specifically to

Answer 31

introfuce and target speech-language skills to an individual or goroup

Question 32

traditional pullout provides

Answer 32

structured opportunities to target specific needs, fewer distractions for students.

Question 33

t/g traditional pull-our method may be more disruptive for classroom teachers

Answer 33

true

Question 34

a few cons of traditional pull out is

Answer 34

it removes child from most of their peers in the classroom who are typicalluy developing, less collaboration with the teacher and team members than integrated (and also may be more disruptive for classroom teachers.

Question 35

group sizes vary and fluctuate over time in response to

Answer 35

dynamic service delivery.

Question 36

considerations in grouping students includes (4)

Answer 36

grade level, abilities, similarities or compatibility of IEP, goals, and schedules.

Question 37

student plac ement should be based on

Answer 37

individual needs, where the most progress and benefit will occur.

Question 38

a typicall pullout therapy session is scheduled

Answer 38

2 times per week for 40 minutes each session.

Question 39

it is possible to modify the time frame of the typical pullout therapy and

Answer 39

increase or decrease service intensity and frequency.

Question 40

examples of modified time frame for pull out therapy (2)

Answer 40

5 minute kids, and speedy speech.

Question 41

5 minute kids

Answer 41

provides short, focused therapy sessions that last about five minutes. maximizers the efficiency and efficency and effective of therapy by delivering frequent, brief sessions rather than traditional, longeronesa.

Question 42

designed rto help children correct speech errors quickly and efficiently through short 5-10 minute, one-on-one drill sessions

Answer 42

speedy speech

Question 43

in this schedule, speech-language services are provided in short, intense bursts (i.e., 15 minuts 3 times per week)

Answer 43

blast or burst.

Question 43

the blast or burst, in this model allows slp to provide _____

Answer 43

a. individualized services, with less travel time to and from the therapy room as services could be provided right outside the classroom and
b. less out-of-class time

Question 44

receding schedule

Answer 44

the slp provides direct services in intense, frequent intervention for a period of time and then reduces direct services while increasing indirect services.

Question 45

1st semester, the slp works with a student 90 minutes per week on individualized education program (IEP) articulation goals

2snd semseter, the SLP provides 15 minutes of direct services and 30 minutes of indirect service s per week to allow for independent practice of target sounds and opportunities to monitor generalization with teacher and family

this is an example of utilizing

Answer 45

a receding schedule.

Question 46

sessions are longer but less frequent, often reflecting a middle school’s or high school’s master block schedule, where there are fewer but longer classes every day or every semster.

Answer 46

block schedule

Question 47

the block schedule allows for

Answer 47

fewer interruptions to the student’s school day.

Question 48

with the block schedule, because class periods are longer, the slp can provide a pullout session to practice a skill immediately followed by

Answer 48

in-class services to generalize the skills- all within the same class period.

Question 49

cycles scheduling

Answer 49

the SLP first provides direct services to students for a period of time and then follows that up wit hno services- or indirect services for a period of time.

Question 50

the focus of the first phase of cycles scheduling is on_______, the second stand is on

Answer 50

learning new skills; monitoring the stabilization of skills.

Question 51

the 3:1 model is an example of

Answer 51

a cyclical schedule.

Question 52

the 3:1 model is when

Answer 52

direct services are conducted for 3 weeks in a row, followed by indirect services and activities in the 4th week.

Question 53

in the 3:1 model a student’s IEP reflect the

Answer 53

service frequency (e.g.) [direct service x minuts 3x/month] + [student support services x minutes 1x/month]}

Question 54

in the cycles scheduling the indirect services could be referred to as a “studdent support week” to document that services are still being provided during that week. indirect service can include the following

Answer 54

collaboration activities with teachers and others (e.d., SISP)
classroom observations, screenings, meetings, analysis and parent collaboration.

Question 55

example:
1st phase - students learns new skills: slp provides direct intervention services to students for specified time frames (i.e., 6 weeks or 9 weeks)
wnd phase- SLP is monitoring the stabilization of schills indirect services for a sepcified time like 3 weeks

Answer 55

cycles scheduling

Question 56

it is recommended to coordinate the cycle in cycles scheduling to coordinate with

Answer 56

report cards and SLP includes a progress report with report cards

Question 57

for a student to qualigy for special education they must be adversely affectedf by one of the 13 educational disability classifications and must need specially designed instruction or special services or programs to meet their unique needs. what does adversely affected mean?

Answer 57

student is medically diagnosed with a condition, but this does not automatically make a person elligible for serves. the disability must impede their learning and education for them to be considered “adversely affected”.

Question 58

t/f a student wont qualify for an iep if they are not failing

Answer 58

false, adversely affected does not mean that the student has to be failing or retained to be eligible for special education.

Question 59

when are students revalyated

Answer 59

under idea the child must be reevaluated at least every three years.

Question 60

what does emotional disability mean

Answer 60

a condition exhibiting ceratin characteristics over a long period of time and to amrked degree that adversely affects a studen’t educational perfoirmans
inability to learn that cannot be explained by intellectual, sensory, or health factors
an inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
inappropriate types of behavior or feelings under normal circumstances
a generaly pervasive mood of unhappiness or depression or
a tendency to develop physical symptoms or fears associated with personal or school problems.
the term includes schizophrenia
the term does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disability.

Question 61

other health imparement.

Answer 61

having limited strength, virality or alertness including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment. includes hear or repsirattory problems, ADHD and tourette syndrome.