Lunch & Learn Saskatchewan SLPs and Articulation Sask. Rivers Public Schools in PA February 2013 Sask. Rivers Public Schools in PA February 2013

Prevailing Service Delivery Model for Articulation Identification: – Sp and Lang Screens completed for all PK and K students by first week of Oct. – From screens students needing speech or language interventions are identified – Students in higher grades 1-12 are identified by teachers Identification: – Sp and Lang Screens completed for all PK and K students by first week of Oct. – From screens students needing speech or language interventions are identified – Students in higher grades 1-12 are identified by teachers

Prevailing Service Delivery Model for Articulation continued… Programming: – Priority for direct SLP intervention is given to PK and K students with phonological disorders – Increasingly, parents of PK & K students identified with artic disorders on the screen, receive a letter indicating which sound(s) they have in error and list of general strategies & links to resources (on SRSD SLP website): speech-and-hearing/home-programs speech-and-hearing/home-programs – PK & K students are then put on a wait list for school services. – Depending on SLPs time at a particular school students with articulation disorders may receive: Universal strategies delivered by a classroom teacher Specific home programming set up by SLP Direct intervention with an EA (rare) Direct intervention with an SLP (more rare) Prevailing Service Delivery Model for Articulation continued… Programming: – Priority for direct SLP intervention is given to PK and K students with phonological disorders – Increasingly, parents of PK & K students identified with artic disorders on the screen, receive a letter indicating which sound(s) they have in error and list of general strategies & links to resources (on SRSD SLP website): speech-and-hearing/home-programs speech-and-hearing/home-programs – PK & K students are then put on a wait list for school services. – Depending on SLPs time at a particular school students with articulation disorders may receive: Universal strategies delivered by a classroom teacher Specific home programming set up by SLP Direct intervention with an EA (rare) Direct intervention with an SLP (more rare)

General Notes on SRSD119 Speech and Language Services We currently have 7 FTE SLPs for 30 schools (9,000 students) in a 220 km radius. One SLP is on Mat. Leave. We currently have one full time admin assistant. We screen approx. 1,000 PK and K students in the fall and again in the spring We have approx. 700 students referred each year, about 380 receive direct intervention, primarily from PK & K as well as some grade ones. Approx. 78% of those students receiving direct Tx have phonological disorders – The rest would be students in need of aug comm, fluency Tx, and lang Tx, artic Tx, or who have autism, selective mutism, or other less common but severe communication disorders. We are just beginning to do hearing screenings for all students K-5 There is a growing expectation that SLPs will be in the classroom. – We have yet to define what we would be doing in the classroom… Working directly with students or teaching teachers to work with students and which students, those with articulation disorders, phonological disorders, or language disorders? Or would we be working with students or teaching teachers to provide general stimulation in articulation, language or phonology or provide reading or reading readiness strategies? We provide inservices on a wide range of topics. We maintain a website and lending library, collect data, and write grants We participate in ed support teacher meetings, consultants meetings, intensive needs meetings, diversity meetings, student support services meetings, etc….

Systematic Approach to Prioritze Students with Articulation Disorders? No. Articulation disorders are not a priority. These students are put on a wait list. They will receive tier I, II or III services as SLP time allows. Very few students receive service. No. Articulation disorders are not a priority. These students are put on a wait list. They will receive tier I, II or III services as SLP time allows. Very few students receive service.

Engagement with Families of Students Who have Articulation Disorders We have held parent evening inservices. We have attended parent/teacher meetings. We meet with parents upon request. We discuss with parents over the phone. We have suggestions posted to our website. and-hearing/ and-hearing/ We send home general suggestions following screening. We send specific home programs upon request. We have done a monthly general S & L article in school newsletters. K and PK Orientations upon request. Participate in Family Evenings at Schools upon request Parents are invited to attend therapy sessions with their child

Successful Tier I Strategies? Screenings are accurate in identifying students with articulation disorders Some success having teachers remind students who are already stimulable to say target sounds in class 90% of students with lisps receiving no direct therapy are still lisping in grade 3 Question: Once a student is found to have an articulation disorder are they automatically in tier II or III?

What to do if Child Shows no Improvement with Artic Intervention? Previously, upon parent request, SLPs have written letters of support to help families get outside therapy so that parents could access their insurance Currently School Division does not allow SLPs to make recommendations for outside services in writing but SLPs can still talk to parents about their childs needs.

Top 6 Universal Strategies for Speech The following strategies were developed by Julia Drable and her Sask. SLP working group in June of 2011 – Provide repeated models – Encourage use of target sounds – Provide feedback – Teacher should slow his/her speech – Provide visual/physical cues – Use cloze phrases The following strategies were developed by Julia Drable and her Sask. SLP working group in June of 2011 – Provide repeated models – Encourage use of target sounds – Provide feedback – Teacher should slow his/her speech – Provide visual/physical cues – Use cloze phrases

Other Universal Strategies Julia and the Sask. SLP working group also recommended these strategies that SLPs can use in conjunction with parents and teachers: – Articulation screenings – Hearing Screenings – Parent information and education – Give teachers information Julia and the Sask. SLP working group also recommended these strategies that SLPs can use in conjunction with parents and teachers: – Articulation screenings – Hearing Screenings – Parent information and education – Give teachers information