Service Delivery Flashcards
Matching Service Delivery Options to Individual Student’s Needs
Variables:
*Disorder Type
*Severity
*Effect on academic performance
*Amount of intervention needed
Not static
Based on student need not administration
Not based number of days the SLP is in the building
Not based on budget
**It is imperative to understand the misconception of “more is better” — too many services may result in burnout or lack of direct classroom instruction.
Service delivery
A dynamic process whereby changes are made to:
● Setting – the location of treatment (e.g., home, community-based, school, pull-out or within the
classroom)
● Dosage – the frequency, intensity, and duration of service
○ frequency (the number of treatment sessions over a set period of time, 2x a week)
○ intensity (the amount of time spent in each treatment session, 30 minutes)
○ duration (the length of treatment received, 6 months, 1 year,)
● Format – the type of session
○ one-on-one (i.e., individual)
○ in a group, or
○ via consultation with other school staff and/or family/caregiver
● Provider – the person administering the treatment (e.g., SLP, support personnel, trained volunteer,
caregiver
Possible Settings
- Playground
- Classroom
- Media center
- Lunchroom
- Vocational training site
- Music classroom
- Physical education room
- Telepractice
IDEA mandates that services be provided in the LRE and/or most natural setting
Integrated/
In-Class Services
SLPs work closely with teachers and classroom staff—along with other specialized instructional support personnel (SISP)—to collaboratively address students’ goals.
This increases team coordination and competency to provide assistance and support to students.
Research shows that when SLPs model and instruct on how to implement recommended accommodations
and modifications, results include improved communication interactions within the classroom setting
(Blosser, 2011).
Determining which model to use within the general education classroom is based on student need and collaboration with the teacher.
INTEGRATED IN CLASS SERVICES
- one teach, one observes
- supportive co-teaching
- station teaching
- parallel co teaching
alternative/differentiated teaching - team co teaching
- supplemental teaching
- remedial teaching
One teach, one observes
one teacher serves as the primary instructor, other observes students’ learning and collects
data.
Complementary co-teaching
The SLP and teacher partner together as co-teachers during whole-group instruction.
One enhances the instruction provided by the other co-teacher by providing visuals, examples, paraphrasing, and
modeling.
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 prompts, redirection, or direct
support and vice versa
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.
Parallel co-teaching
The students are divided, and the classroom teacher and the SLP 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
Alternative/Differentiated Teaching
one teacher manages large group, while other takes a small group for a
specific instruction
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 strengths and skill sets of the SLP and the teacher, these teaching
partners alternate between serving as the lead or providing support
Supplemental teaching
one person (usually the teacher) presents the lesson in a standard format while the
other person (usually the SLP) adapts the lesson.
Remedial teaching
One presents content while the others reteaches previously taught content
16 Reasons for Incorporating SLP services into the classroom
- Least Restrictive environment
- Teachers and SLPs gain better understanding of how the student’s disability impacts learning.
- Treatment takes student needs into consideration and how they can succeed in general education classroom.
- Teachers and SLPs work closely to determine goals, curricular challenges, modification strategies, progress, and
problem-solving. - Classroom is a more “natural” learning environment. Learn the speech-language skills they need when they need
them. - SLPs can model treatment and intervention strategies for the teacher.
- Teachers can observe and identify what the SLP does to elicit, modify, and reinforce speech and language skills.
- Classroom materials can be used during treatment.
- Assessment and intervention can be incorporated into class activities and a variety of learning routines.
- 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. - Targeted skills can be reinforced.
- Classroom fosters social relationships so they can practice social communication.
- Conducting services in the classroom enables students to continue to participate in classroom activities, so they do
not miss out on valuable instruction time. - Increased opportunities for practice.
- Problems addressed as they arise.
- Teachers can observe the SLP’s techniques and and repeat during their own instruction
Traditional Pull-Out
Traditional Weekly Schedule:
The SLP schedules students for services on the same time/day(s) every week. The location and group size can and may vary; for example, the SLP may provide one session of individual pullout treatment per week and may alternate small-group pullout sessions with classroom-based service delivery every other week.
● An SLP may use separate pullout time specifically to introduce and target speech-language skills
to an individual or group.
● Provides structured opportunities to target specific needs.
● Fewer distractions for students.
● May be more disruptive for classroom teachers.
●Removes children from most of their peers in the classroom who are typically developing.
●Less collaboration with the teacher and team members than integrated
Group
Group sizes vary and fluctuate over time in
response to dynamic service delivery.
Considerations in grouping students
includes:
● grade level
● abilities
● similarities or compatibility of IEP
goals
● schedules
Student placement should be based on
individual needs, where the most progress
and benefit will occur
Modified Time Frame
The typical pullout therapy session is scheduled 2 times per week for 30 minutes each session. It is possible to modify the timeframe and increase or decrease service intensity and frequency.
Examples:
5 Minute Kids- Provides short, focused therapy sessions that last about five minutes. Maximizes
the efficiency and effectiveness of therapy by delivering frequent, brief sessions rather than
traditional, longer ones.
Speedy Speech- Designed to help children correct speech errors quickly and efficiently through
short 5-10 minute, one-on-one drill sessions.
Blast or Burst
In this schedule, speech-language services are provided in short, intense bursts (i.e., 15 minutes 3 times per week). This model allows the 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 (Kuhn, 2006; Rehfeld & Sulak, 2021).
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.
Example:
1st semester, the SLP works with a student 90 minutes per week on
individualized education program (IEP) articulation goals.
2nd semester, the SLP provides 15 minutes of direct services and 30 minutes of indirect services per week to allow for independent practice of target sounds
and opportunities to monitor generalization with teacher and family
(Rudebusch & Weichmann, 2013)
Block 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 semester. This schedule allows for fewer interruptions to the
student’s school day.
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 with no services—or indirect services—for a period of time. The focus in the first phase is on learning new
skills; the focus in the second phase is on monitoring the stabilization of skills.
The 3:1 model is an example of a cyclical schedule.
● Direct services are conducted for 3 weeks in a row, followed by indirect services and activities in the 4th week.
● Student’s IEP reflect the service frequency (e.g., [direct service × minutes 3×/month] + [student support services × minutes 1×/month]).
The week of indirect services could be referred to as a “student support week” to document that
services are still being provided during that week. Indirect services can include the following:
* Collaboration activities with teachers and others (e.g., SISP)
* Classroom observations, screenings, meetings, analysis, and parent collaboration
Example:
1st phase- Student learns new skills.
● SLP provides direct intervention services to students for specified time
frames (i.e., 6 weeks or 9 weeks)
2nd phase- SLP is monitoring the stabilization of skills.
● Indirect services for a specified time (i.e., 3 weeks)
It is recommended to coordinate the cycle with report cards and SLP includes a
progress report with report cards.
