Teachers
Role of SLPs in Schools
What We Do:
Evaluate and treat students with educationally or functionally relevant communication problems.
Consult with teachers regarding student's ability to access the Common Core and Essential Standards.
Participate in committees, complete procedural paperwork and engage in many activities to support ALL students.
Conduct Assessments Share assessment results with IEP teams.
Participate in Intervention Team.
Plan/execute interventions.
Make eligibility recommendations. (Eligibility is 3-pronged: 1) identified disability, 2) educational impact, 3) disability requires SLP skilled intervention)
Participate on IEP teams and in IEP meetings.
Document daily services provided for each student on the caseload.
Specific Areas that SLPs Address:
Speaking, Listening, Reading, and Writing
Language: spoken, read, or written
Articulation/phonology (the way sounds are pronounced)
Fluency (stuttering, the rhythm of spoken language)
Voice quality (hoarseness, raspiness, etc.)
Evaluate and treat students with educationally or functionally relevant communication problems.
Consult with teachers regarding student's ability to access the Common Core and Essential Standards.
Participate in committees, complete procedural paperwork and engage in many activities to support ALL students.
Conduct Assessments Share assessment results with IEP teams.
Participate in Intervention Team.
Plan/execute interventions.
Make eligibility recommendations. (Eligibility is 3-pronged: 1) identified disability, 2) educational impact, 3) disability requires SLP skilled intervention)
Participate on IEP teams and in IEP meetings.
Document daily services provided for each student on the caseload.
Specific Areas that SLPs Address:
Speaking, Listening, Reading, and Writing
Language: spoken, read, or written
Articulation/phonology (the way sounds are pronounced)
Fluency (stuttering, the rhythm of spoken language)
Voice quality (hoarseness, raspiness, etc.)
Student Concerns - Articulation, Voice, Fluency (Stuttering)
"Say what?"Some students are harder to understand than others. It could be a difference in dialect, an issue with stuttering, or a speech sound disorder, but something is interfering with communication. Remember some speech sound distortions are part of normal development. For example, it could be appropriate for a kindergarten student to say "I wike to wide my bike" but that would not be developmentally typical speech for a 4th grade student.
CMS uses the "8s model" when looking at speech sound development for articulation. The majority of kindergarten students should have acquired all of the Early 8 and Middle 8 speech sounds. If a kindergarten student is missing some of the Late 8 sounds, they may not need articulation therapy. Depending on age, a typical second grade student should make all of these sounds correctly.
Take a look at the developmental chart when considering making a referral.
CMS uses the "8s model" when looking at speech sound development for articulation. The majority of kindergarten students should have acquired all of the Early 8 and Middle 8 speech sounds. If a kindergarten student is missing some of the Late 8 sounds, they may not need articulation therapy. Depending on age, a typical second grade student should make all of these sounds correctly.
Take a look at the developmental chart when considering making a referral.
Examples of Negative Educational Impact of Articulation Disorders
The teacher cannot understand the student when he talks, and therefore has difficulty determining his/her understanding of information in the classroom.
The student will not participate or infrequently participates verbally in the class.
The articulation errors are found in the student’s writing.
The student has difficulty hearing sounds to decode words.
The student says words that are not acceptable at school due to misarticulations.
When you are ready to make a referral for those hard-to-understand students, please use the following procedure:
1. Teacher or Parent presents concerns for articulation, voice, or fluency to the SLP
* If teacher presents concerns, he/she MUST contact parent to notify of concerns
2. Teacher and/or parent (depending on who is presenting concerns) completes Speech-Language Pre-referral form
3. SLP reviews pre-referral form and determines if a) articulation/voice/fluency errors or concerns are developmentally appropriate for student’s age/gender, b) language is an area of concern
* If language is an area of concern, see Student Concerns: Language (below)
4. SLP consults with teacher and a) recommends Tier 2 interventions or b) discusses developmental appropriateness of articulation/voice/fluency errors
* If Tier 2 Interventions are recommended, SLP sends Invitation to MTSS for Articulation, Voice, Fluency Concerns
At the MTSS Meeting (for Articulation, Voice, Fluency/Stuttering): SLP and team (teacher, parent, other relevant parties) complete:
The teacher cannot understand the student when he talks, and therefore has difficulty determining his/her understanding of information in the classroom.
The student will not participate or infrequently participates verbally in the class.
The articulation errors are found in the student’s writing.
The student has difficulty hearing sounds to decode words.
The student says words that are not acceptable at school due to misarticulations.
When you are ready to make a referral for those hard-to-understand students, please use the following procedure:
1. Teacher or Parent presents concerns for articulation, voice, or fluency to the SLP
* If teacher presents concerns, he/she MUST contact parent to notify of concerns
2. Teacher and/or parent (depending on who is presenting concerns) completes Speech-Language Pre-referral form
3. SLP reviews pre-referral form and determines if a) articulation/voice/fluency errors or concerns are developmentally appropriate for student’s age/gender, b) language is an area of concern
* If language is an area of concern, see Student Concerns: Language (below)
4. SLP consults with teacher and a) recommends Tier 2 interventions or b) discusses developmental appropriateness of articulation/voice/fluency errors
* If Tier 2 Interventions are recommended, SLP sends Invitation to MTSS for Articulation, Voice, Fluency Concerns
At the MTSS Meeting (for Articulation, Voice, Fluency/Stuttering): SLP and team (teacher, parent, other relevant parties) complete:
- MTSS Paperwork/Focus of concern
- Discuss Tier 2 Interventions and Progress Monitoring for articulation, voice, or fluency
Classroom Interventions
Similar to interventions for literacy or math, sometimes articulation interventions are necessary. But don't worry! They don't have to be intimidating, and they don't have to be time consuming. At times, these interventions are all that's needed to improve a student's speech sound production in the classroom. In other instances, interventions are the next step before a full speech-language evaluation and possible IEP services. Here are some examples of Tier 2 interventions that may be implemented:
Tier 2 ARTICULATION Intervention Examples to be used in the classroom
Example: Student says, "I don't wike green eggs and ham."
1. Provide a clear model to the student "Like. You don't like them?"
2. Ask the student to repeat you as you give them a model. "Try to say it this way, like."
3. Give simple cue on how to make the sound. "Put your tongue up by your teeth. Like."
4. Ask for repetition, for the student to "use different words", or to write/draw their message if you can't understand.
Tier 2 FLUENCY (STUTTERING) Intervention Examples to be used in the classroom
1. Slow Speech/Turtle Talk - Student talks slowly using speech like a turtle walks with a soft start.
2. Word stretch - Student stretches words out to maintain an even flow of speech. (Rubber band talk)
3. Student will use relaxed speech without sound when he/she is not supposed to make sound (ie: breathing in).
4. When reading, the student will pause and breathe at commas and stop at periods. (Emphasize reading with expression.)
Tier 2 VOICE Intervention Examples to be used in the classroom
1. Diaphragmatic (belly) breathing (SLP will provide materials and examples)
2. Implement Voice Level Charts (SLP will provide materials and examples)
3. Increase airflow/breath support: Have them blow fast, slow/prolonged, with an open mouth, with a wide mouth, etc. to see how he or she can manipulate the airflow or how long he or she can maintain airflow.
4. Prolong vowel sound exercises (e.g., “eeee…”) for progressive time periods
5. Implement Vocal Hygiene techniques (SLP will provide materials and examples)
Tier 2 ARTICULATION Intervention Examples to be used in the classroom
Example: Student says, "I don't wike green eggs and ham."
1. Provide a clear model to the student "Like. You don't like them?"
2. Ask the student to repeat you as you give them a model. "Try to say it this way, like."
3. Give simple cue on how to make the sound. "Put your tongue up by your teeth. Like."
4. Ask for repetition, for the student to "use different words", or to write/draw their message if you can't understand.
Tier 2 FLUENCY (STUTTERING) Intervention Examples to be used in the classroom
1. Slow Speech/Turtle Talk - Student talks slowly using speech like a turtle walks with a soft start.
2. Word stretch - Student stretches words out to maintain an even flow of speech. (Rubber band talk)
3. Student will use relaxed speech without sound when he/she is not supposed to make sound (ie: breathing in).
4. When reading, the student will pause and breathe at commas and stop at periods. (Emphasize reading with expression.)
Tier 2 VOICE Intervention Examples to be used in the classroom
1. Diaphragmatic (belly) breathing (SLP will provide materials and examples)
2. Implement Voice Level Charts (SLP will provide materials and examples)
3. Increase airflow/breath support: Have them blow fast, slow/prolonged, with an open mouth, with a wide mouth, etc. to see how he or she can manipulate the airflow or how long he or she can maintain airflow.
4. Prolong vowel sound exercises (e.g., “eeee…”) for progressive time periods
5. Implement Vocal Hygiene techniques (SLP will provide materials and examples)
Student Concerns - Language
Students who struggle with language can look very different from one another. Some students have difficulties with receptive language (understanding what’s said to them), expressive language (communicating wants and needs), and/or pragmatic language (social use and understanding of language). This could look like difficulties with:
Steps for Language Intervention Process:
Question: What if a parent or I have concerns but can’t pinpoint the specific language AREA?
. Teacher or Parent presents concerns for articulation, voice, or fluency to the SLP
* If teacher presents concerns, he/she MUST contact parent to notify of concerns
2. Teacher and/or parent (depending on who is presenting concerns) completes Speech-Language Pre-referral form
3. SLP reviews pre-referral form and determines if a) articulation/voice/fluency errors or concerns are developmentally appropriate for student’s age/gender, b) language is an area of concern
Answer: Teacher and/or MTSS Case Manager Conducts MTSS Process on EdPlan Platform and enters all relevant information.
What can I (teacher) do while we complete MTSS process?
Utilize Universal Design for Learning strategies. Here are some additional suggestions:
Vocabulary
- Following directions or indirect requests in the classroom - maybe due to a lack of attention, hyperactivity or processing
- Phonological awareness (sound manipulation, segmentation and blending)
- Understanding and using vocabulary from curriculum, including describing, categorizing, and sequencing skills
- Formulating Sentences, asking or answering questions
- Understanding and discussing what they read, making inferences, and retelling
- Interacting with peers and adults to share thoughts and ideas in the classroom
Steps for Language Intervention Process:
Question: What if a parent or I have concerns but can’t pinpoint the specific language AREA?
. Teacher or Parent presents concerns for articulation, voice, or fluency to the SLP
* If teacher presents concerns, he/she MUST contact parent to notify of concerns
2. Teacher and/or parent (depending on who is presenting concerns) completes Speech-Language Pre-referral form
3. SLP reviews pre-referral form and determines if a) articulation/voice/fluency errors or concerns are developmentally appropriate for student’s age/gender, b) language is an area of concern
- If language is an area of concern, refer to the MTSS team at your school!!
Answer: Teacher and/or MTSS Case Manager Conducts MTSS Process on EdPlan Platform and enters all relevant information.
What can I (teacher) do while we complete MTSS process?
Utilize Universal Design for Learning strategies. Here are some additional suggestions:
Vocabulary
- Use gestures/objects/photos/pictures to emphasize teach meaning
- Pre-teach key vocabulary and concepts
- Teach vocabulary in context (multiple exposures to the word, simple definition as you read aloud, give examples of other ways the word can be used)
- Use demonstration paired with student interaction/movement, etc to act out meaning
- Use synonyms, antonyms, categories to reinforce understanding
- Utilize word webs, student drawings and word maps
- Allow multiple opportunities to practice and reinforce target vocabulary
- Use peer instruction/cooperative groups
- Ensure student’s attention
- Use examples/acting out (actions), pictures and multiple modalities to teach figurative language and multiple meanings
- Ensure student’s attention
- Use slower rate of speaking when presenting information
- Present information in smaller steps
- Before presenting auditory information, tell student what to listen for
- Rephrase/Paraphrase auditory information
- Have student repeat what he is listening for
- Use a story map, graphic organizer, student drawing to increase understanding
- Use humor/idioms/multiple meanings
- Ask student a variety of WH questions
- Break story information into smaller units and ask questions
- Help student summarize information
- Use gestures or visual cues ordering for first, second, third, etc.
- Help student identify main topic
- Stop student when rambling and redirect to main topic
- Use visual organizers/story maps
- Help student sequence events by asking what happened first, second, next, etc.
- Emphasize/Encourage student's use of sequential words during retelling of story
- Provide opportunity for student to orally retell story to peers/teacher (one story per week)
- Have student use specific vocabulary to relate information, rather than using words such as thing, stuff, that, it, etc.
- Model correct grammatical forms and have student repeat correct grammatical forms
- Observe if student can self-correct when reminded
- Have student construct oral sentences with targeted grammar structures
- Encourage students to use complete/complex sentences when answering questions
- Encourage use of relative and subordinate clauses, i.e., but, and, or, either, if, whenever, however, etc.
- Model appropriate response or social interaction
- Allow extra time for student to formulate and express responses
- Allow student to role play a variety of targeted social language situations
- Emphasize basic social skills, i.e., greetings, eye contact, polite forms, body language, spatial boundaries throughout the school day
- Use verbal/visual/physical cues to remind student to use appropriate social behavior in a variety of settings
- Provide opportunities to:
- Ask Questions
- Initiate and maintain conversation
- Give sufficient information
- Use language to make choices and express needs
- Use problem solving/decision making techniques
- Practice with peers in appropriate learning groups