A Team Approach to Public School Service Delivery for Students with Language Impairments

Pages 3-6… Are not on test 1 This is historical information only

Power Point Outline I. Service Delivery in the Schools II. Service Delivery Formats A. Pullout intervention B. In-class intervention C. Self-contained classroom D. RtI III. Collaborating During IEP Meetings IV. Specific Techniques for Effective Communication in Meetings

I. Service Delivery in the Schools** For students with language impairment (LI) who are in the schools, we are encouraged to focus more on literacy and the Common Core State Standards Today, many SLPs focus on oral language in terms of IEP goals, but incorporate print into therapy on a regular basis

As Ukrainetz says….

Scheule ASHA Schools Conference:

With 16-year old Eddie, we did this in every session

II. SERVICE DELIVERY FORMATS** 3 basic formats/places where therapy is provided: 1. pull-out 2. in-class (inside the regular education classroom) 3) self-contained classroom

A. Pullout Intervention

Pullout intervention…

Me with small groups:

B. In-class Intervention

C. Self-Contained Classroom

D. Response to Intervention (RtI)

A fellow audience member at the Schools Conference (from Arizona) does hallway therapy

Edutopia 2017: https://www.edutopia.org/** Tier Two: Students who need additional support (for example, in reading accuracy, fluency, or comprehension) work in small groups of four to six students. Here they'll practice additional activities focused on their needs, giving them more exposure to develop those skills. Tier Three: Students who need even more support go to Tier Three, which is either one-on-one instruction with the teacher, or working in small groups of two to three students.

III. COLLABORATING DURING IEP MEETINGS

Begin the meeting with a general introductory orientation** “The psychologist Mr. Taylor, the resource specialist, Judy Wynn, and I have all evaluated Josie. During this meeting, we will share the results of our testing with you and our recommendations for the type of support we can provide here at school.”

I like to begin with a positive statement:  ** “Jennifer is so cute and funny. She made me laugh.” “Derek is really polite and well behaved! I enjoyed working with him.” “Lucas works hard and always does his best—you must be proud of him.” “Erica has a such a strong desire to communicate.” “Mark has a lot of energy!” “Danika is very determined and focused.”

If a child is clingy with the parent… “It is clear that you have a special connection with your daughter”

If people are really anxious and tense: ** Give the bottom line immediately. “I enjoyed working with Patricia. She is very sweet. I found that she has challenges understanding what she hears, and also challenges with expressing herself—I am recommending that she be enrolled in language therapy with me twice a week.” This can be followed by more specific details about the testing.

If people are more relaxed…

Try to summarize things** Giving a great many details is very overwhelming I say “I’m going to hit the highlights of my findings. If you have more detailed questions, I’d be happy to answer them.”

Pleeeeez don’t say things like: ** “I adminstered the CELF-5 to Tony. He averaged in the 2nd percentile rank for all subtests. The subtest that presented the most difficulty was the Morphology subtest, which examined Tony’s direct knowledge of comparative, superlative, and derivational morphemes. He had difficulties with these morphemes and also with present progressive –ing as well as irregular and regular plural and past tense structures.”

Turn to the people next to you…. ** And summarize the previous slide into layperson’s terms. Assume that the parent has a high school education. I will call on each group to share their summary with the whole class.

Let’s try another one—reword this:** “My examination of Jennifer’s pragmatics skills reveals that she has difficulty with the rules of discourse. She has challenges with initiating and sustaining conversation, including turntaking and presupposition skills.”

When we close the interview:

If we are not sure people understood what we said: ** “When you explain this to your husband, what will you tell him? Would you share this with me so I can be sure I have conveyed everything clearly?”

If someone repeats back and has clearly not understood accurately…

IV. SPECIFIC TECHNIQUES FOR EFFECTIVE COMMUNICATION IN MEETINGS

Realize: if you are the bearer of bad news,** people may be angry If people don’t accept what you say, don’t be afraid to refer them for a second opinion (if you are in private practice) “It is clear how much you care for Abdul. I know that it’s hard to hear that he needs speech-language therapy. Would you like a list of other local speech pathologists so you can get a second opinion?”

“I hear that you believe there is nothing wrong with Susanna **“I hear that you believe there is nothing wrong with Susanna. As we discussed, I believe that she has a language impairment and needs intervention. But I respect where you are coming from. If you decide that you might like to chat about this in the future, here is my card—feel free to call or email.”

If someone starts to cry…

Also…

V. SPECIFIC POSITIVE STATEMENTS FOR IEP MEETINGS

If the child is not eligible for services:** Even though your child was found not to be eligible for this service, we know that you wanted additional information and resources. We’ve prepared this packet for you.

It’s nice to end the meeting with:

Power Point Outline I. Service Delivery in the Schools II. Service Delivery Formats A. Pullout intervention B. In-class intervention C. Self-contained classroom D. RtI III. Collaborating During IEP Meetings IV. Specific Techniques for Effective Communication in Meetings