1 / 28

Integrated Service Speech and Language Model

Integrated Service Speech and Language Model. November 10, 2011. Promoting communication skills is best when integrated throughout the student’s day within natural environments; and when all staff are trained to promote and foster communication development.

caleb-donaldson
Download Presentation

Integrated Service Speech and Language Model

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Integrated Service Speech and Language Model November 10, 2011

  2. Promoting communication skills is best when integrated throughout the student’s day within natural environments; and when all staff are trained to promote and foster communication development.

  3. What does this mean for speech and language services? It is a ... Guideline Model Philosophy

  4. Why use this model? A larger number of opportunities are available for the student to develop and use communication skills when: • Natural communication is modeled and encouraged • Conversations make up the majority of interactions versus quizzing and question asking • There are multiple interaction partners versus the isolated therapy • Naturally occurring opportunities and environment are used as teachable moments • There is flexibility to meet the needs of any student

  5. The development of communication is not solely the responsibility of the speech and language therapist. It is not isolated instruction that is unrelated to the student’s communication skills.

  6. General activities for each service level General Communication Consultation Direct and Indirect Services

  7. General Communication Consultation Speech and Language Therapist provides consultation to team staff regarding individual student’s communication skills

  8. General Communication Consultation Staff apply information from speech therapist to promote communication skill development and use in a variety of environments

  9. General Communication Consultation No service will be documented on the Related Service page of the IEP for a student who receives consultative communication services only

  10. General Communication Consultation Each student’s IEP team will determine the need for re-evaluation in the area of communication skills

  11. Direct and Indirect Services This service level will be used to address the needs of students developing communication skills and using augmented communication tools

  12. Direct and Indirect Services Communication needs and goals will be addressed by the IEP team in the natural contexts of the students’ daily classes and activities

  13. Direct and Indirect Services The IEP team will receive on-going training related to the student’s communication needs and goals

  14. Direct and Indirect Services Students may also receive direct intervention by a Speech and Language Therapist.

  15. Direct and Indirect Services Direct and indirect service will be documented on the Related Service page of the IEP

  16. Direct and Indirect Services The Speech and Language Therapist will be included in Re-Evaluations unless the team determines no evaluation is needed in the area of communication.

  17. How would this model look? General Communication Consultation Direct and Indirect Services • Both provides strategies to staff to help students communicate more efficiently and effectively • Both have communication skills are addressed in a variety of environments and natural contexts

  18. What will happen? • IEP team will receive ongoing training related to student’s communication needs and goals • Additionally some students will receive direct intervention by the Speech and Language staff

  19. Discontinuing Speech and Language Services • IEP team decision • Communication needs are being met through IEP team • Do not need to do an reevaluation if a speech and language are a secondary disability or related service • Note change in speech and language services in the prior written notice

  20. Talking Points Explanation for an Integrated Model

  21. Teaching communication is best when occurs the whole day, every day

  22. Majority of students learn skills best when integrated within daily activities This philosophy is supported by ASHA (American Speech-Language-Hearing Association)

  23. Life skills are developed in naturally occurring settings- “teachable moments” This enhances skill generalization.

  24. All school staff share responsibility for enhancing student’s communication and social skills. Student specific consultation is provided to maximize impact.

  25. Range of service is flexible to meet unique needs

  26. Language is a beautiful gift. With it we can share our wants, our needs, our thoughts, our feeling, and everything that makes us human.

  27. If you spend time with a child, you have power to give and nurture this gift of communication.

  28. Thank You!

More Related