school-based slp2 school models of service delivery Flashcards
selecting the most appropriate service delivery model is a
process.
no single model is appropriate for all students, one must understasnd
the rande of service delivery models as well as the advantages and limitations of each model.
service delivery options include
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.
Matching service delivery options to individual student’s needs: think about
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
Matching service delivery options to individual student’s needs: variables include
disorder type
severity
effect on academic performance
amount of intervention needed
Services delivery is a dynamic process whereby changes are made to
setting
dosage
format
provider
t/f/ Matching service delivery options to individual student’s needs: it is imperative to understand that more is better
false it is imperative to understand the MISCONCEPTIOn of “more is better”
in service delivery, the setting isd
the location of the treatment (e.g. home, community-based, school, pull-out or within the classroom)
in service delivery, the dosage is
the frequency, intensity
and duration
in service delivery, dosage frequency is
the number of treatment sessions over a set period of time, 2x a week.
in service delivery, the dosage intensity is
the amount of time spent in each treatment session, 30 minutes.
in service delivery, the dosage duration is
the length of treatment recieved, 6 months, 1 year.
in service delivery, the format is
the type of session
1:1 (i.e. individual) in a group or via consultation with other school staff and/or family/caregiver.
in service delivery, the provider is
the person administering the treatment (e.g., SLP, support personnel, trained volunteer, caregiver).
T/F speech language services can be provided in the music classroom and a variety of settings.
true speech language pathology services can be provided in a variety of settings.
Idea mandates that services be provided in the
LRE and/or most natural setting
in integrated/in-class services sLPS work closly with teachers and classroom staff- along with other specialized instructional support personnel (SISP) to
collaboratively address the student’s goals
in integrated/in-class services collaboratively addressing student’s goals increases
team coordination and competency to provide assistance and support to students.
in integrated/in-class services , research shows that when SLPS______ results in improved communication interactions within the classroom setting
model and instruct on how to implement recommended accomodations and modifications.
in integrated/in-class services , when determinig which model to use within the general education classroom it is
based upon student need and collaboration wtih the teachers..
in integrated/in-class services one teach, one observes
one teacher serves as the primary instructor, other observes students’ learning and collects data
in integrated/in-class services supportive co-teaching (one teach, one assist)
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.
in integrated/in-class services complementary co-teaching.
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.
in integrated/in-class services station teaching
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.
in integrated/in-class services parallel co-teaching
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.
in integrated/in-class services alternative/differentiated teaching
one teacher manages large group, while other takes a small group for specific instruction.
in integrated/in-class services team co-teaching
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.
in integrated/in-class services supplemental teaching
one person (usually the teacher) presents the lesson in a standard format while the other person (usually the SLP) adapts the lesson
in integrated/in-class services remedial teaching
one presents content while the others reteaches previously taught content
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.
16 reasons for incorporating slp services into the classroom
traditional pull-out method traditional weekly schedule.
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.
an ALP may use separate pullout time specifically to
introfuce and target speech-language skills to an individual or goroup
traditional pullout provides
structured opportunities to target specific needs, fewer distractions for students.
t/g traditional pull-our method may be more disruptive for classroom teachers
true
a few cons of traditional pull out is
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.
group sizes vary and fluctuate over time in response to
dynamic service delivery.
considerations in grouping students includes (4)
grade level, abilities, similarities or compatibility of IEP, goals, and schedules.
student plac ement should be based on
individual needs, where the most progress and benefit will occur.
a typicall pullout therapy session is scheduled
2 times per week for 40 minutes each session.
it is possible to modify the time frame of the typical pullout therapy and
increase or decrease service intensity and frequency.
examples of modified time frame for pull out therapy (2)
5 minute kids, and speedy speech.
5 minute kids
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.
designed rto help children correct speech errors quickly and efficiently through short 5-10 minute, one-on-one drill sessions
speedy speech
in this schedule, speech-language services are provided in short, intense bursts (i.e., 15 minuts 3 times per week)
blast or burst.
the blast or burst, in this model allows slp to provide _____
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
receding schedule
the slp provides direct services in intense, frequent intervention for a period of time and then reduces direct services while increasing indirect services.
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
a receding schedule.
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.
block schedule
the block schedule allows for
fewer interruptions to the student’s school day.
with the block schedule, because class periods are longer, the slp can provide a pullout session to practice a skill immediately followed by
in-class services to generalize the skills- all within the same class period.
cycles scheduling
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.
the focus of the first phase of cycles scheduling is on_______, the second stand is on
learning new skills; monitoring the stabilization of skills.
the 3:1 model is an example of
a cyclical schedule.
the 3:1 model is when
direct services are conducted for 3 weeks in a row, followed by indirect services and activities in the 4th week.
in the 3:1 model a student’s IEP reflect the
service frequency (e.g.) [direct service x minuts 3x/month] + [student support services x minutes 1x/month]}
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
collaboration activities with teachers and others (e.d., SISP)
classroom observations, screenings, meetings, analysis and parent collaboration.
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
cycles scheduling
it is recommended to coordinate the cycle in cycles scheduling to coordinate with
report cards and SLP includes a progress report with report cards
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?
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”.
t/f a student wont qualify for an iep if they are not failing
false, adversely affected does not mean that the student has to be failing or retained to be eligible for special education.
when are students revalyated
under idea the child must be reevaluated at least every three years.
what does emotional disability mean
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.
other health imparement.
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.
