1. SPEECH-LANGUAGE THERAPY April Cullum, MCD, CCC-SLP Michelle Bunch, MCD, CCC-SLP January 2016

2. What is Speech/Language Therapy? ◦ Speech Therapy is considered a health profession that works to prevent, assess, diagnose, and treat speech, language, social communication, cognitive-communication, and swallowing disorders in children and adults. ◦ In the schools, SLPs work as a part of a collaborative team to screen, intervene, evaluate, diagnose, and treat speech and language deficits that are having an ADVERSE impact on a student's educational performance from ages 3-21.

3. Types of Communication Disorders in the Schools: Stuttering/Fluency Voice Articulation Language

4. Stuttering ◦ Interruptions in rhythm while speaking ◦ Includes repetitions, prolongations, hesitations ◦ Can affect phrases, words, syllables

5. Voice ◦ This refers to how a person sounds when speaking (The use of vocal folds and breathing). ◦ Deficits can include: ◦ Too loud/soft when speaking ◦ Hoarse/breathy/nasally ◦ Too high/low

6. Articulation ◦ This refers to actual sound production. Certain sounds are expected to be mastered from the ages of 3-8. Good oral-motor skills (the use of oral strength and articulatory precision) are a necessity. ◦ Please see attached handout (“ACPS Typically Developing Sound Acquisition”) for a research-based list of typically developing sounds in children. ◦ Examples: ◦ Substituting one sound or another (ex: "pan" for "fan") ◦ Omitting a sound(s) in a word (ex: "do-" for "dog") ◦ Distorting a sound (ex: "thee" for "see")

7. Language ◦ Language is made up of socially shared rules that can lead to problems with literacy and social communication. ◦ Components are as follows: ◦ Receptive Language : How a child understands and processes what is said to him/her. ◦ Expressive Language : How a child expresses thoughts, wants, and needs (in speaking AND in writing) ◦ Pragmatic Language : Social/emotional use of language for communication (ex: How to take turns; How to start/stop conversation)

8. ACPS Referral Process: ◦ Fill out the following: ◦ Initial Intake Form (SIT -1) ◦ Communication Checklist: Articulation ◦ Give the above to the SIT Coordinator ◦ Once all forms are collected, including the vision and hearing screening (completed by the nurse), the SIT Coordinator will give the packet to the SLP to screen the student. ***Contact the SLP for any assistance you might need! ◦ Articulation Concerns:

9. ACPS Referral Process (Cont.) ◦ Language Concerns: ◦ Fill out the following: ◦ Initial Intake Form (SIT -1) ◦ Communication Checklist: Language ◦ Give the above to the SIT Coordinator ◦ Begin RtI Interventions and document on the attached “RtI Expressive and/or Receptive Language Concerns” data sheets for a 4-6 week time period. (**Contact SLP for assistance, if needed!) ◦ MCES requires the RtI Expressive/Receptive Language form(s) at this time for documented language intervention data ◦ If data from interventions completed within the classroom are not showing progress, the SIT Team/Coordinator will give the packet to the SLP to screen the student.

10. Some Basic Signs of a Communication Disorder: ◦ Late talker ◦ Limited vocabulary ◦ Unable to name pictures/objects ◦ Difficulty following simple directions ◦ Has difficulty talking/playing with other children ◦ Below expectations in classroom ◦ Difficulty learning to read/write ◦ Unable to express thoughts/ideas ◦ Difficulty understanding others and/or expressing themselves

11. What do Intervention and/or IEP Services from an SLP Look Like? ◦ 1:1 or Small group setting (Direct) ◦ Intervention sessions are typically completed in brief, short sessions throughout the week. IEP services are more intensive, directed sessions that take place for a longer duration of time throughout the week. ◦ Work with the child in the classroom or in a group (Direct) ◦ Classroom Interventions for the entire class (Direct/Indirect) ◦ Use a combination of approaches (Direct/Indirect) ◦ Consultation with teacher/parent/related service (Indirect)

12. SLPs and Literacy ◦ Speech/Language Therapy and Literacy are closely intertwined within the school setting. There are a lot of methods, strategies, and knowledge that an SLP can provide to assist students, teachers, and administrators. For more specific information about SLPs and Literacy, contact the SLP. We will be glad to do specific training sessions within your PLCs, etc. ◦ In general, one spoken language skill that is strongly connected to early reading and writing is phonological awareness -the recognition that words are made up of separate speech sounds. ◦ Children who perform well on sound awareness tasks can typically become successful readers and writers, while children who struggle with such tasks often have a more difficult time being successful.

13. What the SLP can not treat in the schools: ◦ English Language Learners for articulation errors, unless the deficit is exhibited in their native language as well ◦ English Language Learners that present with a language difference and NOT a language disorder ◦ Swallowing disorders (typically not an “educationally relevant” skill)