INTENSIVE
Speech-LanguageTherapy Model:
How Am I GoingTo DoThat?
Phuong Lien Palafox, MS CCC-SLP
Texas Speech-Language Hea...
IDEA 2004
•Free and Appropriate Public 
Education
IEP
•Access to the General 
Curriculum
SLP Services
•Least Restrictive 
...
Working Across All 
Levels 
Serving a Range of 
Disorders 
Ensuring 
Educational 
Relevance 
Providing Unique 
Contributio...
Providing Unique Contributions to Curriculum 
SLPs provide a distinct set of roles based on their focused expertise 
in la...
Highlighting Language/Literacy 
Current research supports the interrelationships across the 
language processes of listeni...
Do you need Continuing Education or want 
to listen to this course live?
Click here to visit 
the online courses.
Impact of Shortage 
of Job Seekers
Increased 
caseloads/workload
77%
Decreased opportunities 
for appropriate service 
del...
All of the documents and charts in this presentation 
can be downloaded from our Free Resource Library.
Click here to visi...
Biggest 
Problems
Plan
Collaborate
Meet
Caseload 
Numbers
Pattern of Service 
Delivery
71% Pull‐Out 
21% Classroom/Curriculum
I see twice-a-week-for-30
minutes pullout therapy
models as very expensive.
We have not shown efficacy
or efficiency in mo...
Gillam et al. (2010) found significant gains in 
language skills when intervention was 
provided every weekday for six wee...
www.oconnellrobertson.com
Jarrell Elementary School
Jarrell, Texas
Special Education 
Director
8:05‐8:35  3rd and 4th graders (4)
8:50‐9:35  1st grader (1)
9:45‐10:30 Pre‐K (3)
10:40‐11:10 4th graders (2)
2:05‐2:50  K...
Effect Size
.00 or less:  Negative Effect
.00 ‐.20: Negligible, Unclear Effect
.20 ‐.40:  Small‐moderate Effects
.40 ‐.60:...
CAMPING TROUBLE – Version 1
By Hanna
The dogs are gonna go camp.  
Right in the middle of the way, there is a bear.  
Then...
CAMPING TROUBLE – Version 2
By Hanna
Matt and Jerry were going to camp.  It looks like it will be sunny.
Then they ran int...
Writing is our 
last frontier. 
SKILL
Supporting Knowledge in Language and Literacy
2nd Edition
www.usuworks.usu.edu
PHASE 1
Teaching Story Grammar Elements
Phase 1:  Timeline
Pre‐K to 
1st
2nd – 5thPhase I Phase I ‐ III
Lesson 1:  Camping Trouble with Dogs 
Lessons 2‐10 : Specific Icons
Lesson 11:  Tell Story As a Group
Ask Questions
Prior to Group Retell
Lesson 12:  Story Element 
Identification in Retelling
The bear did not 
see them!
Lesson 13:  Make Up Our Own Story
As a Group
I want to use a 
cat for the 
character!
Use Icons in 
Group Retell
Take Away Icons
Now, I  made my 
own Mary Jo 
version.
Audiotape Story Retell
The bear got closer to 
the tree!
Compare Story Retell 
to Pictures in Book
Lesson 16‐17        Mushroom in 
the Rain
L
Lessons 16‐18
Introduce Vocabulary
Caught Wonder
Huddled Barely
Clearing
Lesson 13, 14  & 15Before & After
Identify & Define All Icons
Create a Story
Answer Comprehension Questions
Phase 2
Elaboration:  Making Stories 
SPARKLE
Comparing Critical Elements Chart
Story 1 Story 2
Character Hamster, girl, dog, cat Snoopy, Jenn, Jack, Fluffy; 
Added dia...
Elaborate on Character
Name:  Harry Connick, Jr.
Dialogue:  “Speech‐Language 
Pathology is such an 
important field.  Your...
Weekly
Lesson Plans
Spelling
Tests
Thinking
Maps
Poetry & Nursery
Rhymes
Phonological
Skills
Technology
Click to visit www.bilinguistics.com
Difference or Disorder? 
Understanding Speech and Language 
Patterns in Culturally and Linguistically 
Diverse Students
Ra...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
Results of an  Intensive Literacy-based Intervention Program for English- and  Spanish-speaking Children An Alternative Se...
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Results of an Intensive Literacy-based Intervention Program for English- and Spanish-speaking Children An Alternative Service Delivery Model for School Services

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- Identify successful intervention techniques and service delivery models.
- Discuss research on improving clinical services
- Review results of a clinic camp that tests these ideas for speech-language intervention
- Apply these successes to the school setting
- Provide therapy plans for implementing changes to how you provide intensity of services

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Results of an Intensive Literacy-based Intervention Program for English- and Spanish-speaking Children An Alternative Service Delivery Model for School Services

  1. 1. INTENSIVE Speech-LanguageTherapy Model: How Am I GoingTo DoThat? Phuong Lien Palafox, MS CCC-SLP Texas Speech-Language Hearing Association Conference February 28, 2014
  2. 2. IDEA 2004 •Free and Appropriate Public  Education IEP •Access to the General  Curriculum SLP Services •Least Restrictive  Environment
  3. 3. Working Across All  Levels  Serving a Range of  Disorders  Ensuring  Educational  Relevance  Providing Unique  Contributions to  Curriculum  Highlighting  Language/Literacy  Providing Culturally  Competent  Services 
  4. 4. Providing Unique Contributions to Curriculum  SLPs provide a distinct set of roles based on their focused expertise  in language. They offer assistance in addressing the linguistic and  metalinguistic foundations of curriculum learning for students with  disabilities, as well as other learners who are at risk for school  failure, or those who struggle in school settings.
  5. 5. Highlighting Language/Literacy  Current research supports the interrelationships across the  language processes of listening, speaking, reading, and writing.  SLPs contribute significantly to the literacy achievement of  students with communication disorders, as well as other learners  who are at risk for school failure, or those who struggle in school  settings
  6. 6. Do you need Continuing Education or want  to listen to this course live? Click here to visit  the online courses.
  7. 7. Impact of Shortage  of Job Seekers Increased  caseloads/workload 77% Decreased opportunities  for appropriate service  delivery 55% Decreased quality of  service  52% Decrease in job  satisfaction 48%
  8. 8. All of the documents and charts in this presentation  can be downloaded from our Free Resource Library. Click here to visit the Resource Library
  9. 9. Biggest  Problems
  10. 10. Plan Collaborate Meet
  11. 11. Caseload  Numbers
  12. 12. Pattern of Service  Delivery
  13. 13. 71% Pull‐Out 
  14. 14. 21% Classroom/Curriculum
  15. 15. I see twice-a-week-for-30 minutes pullout therapy models as very expensive. We have not shown efficacy or efficiency in moving students through their course of treatment using the traditional pullout model. Barbara Moore
  16. 16. Gillam et al. (2010) found significant gains in  language skills when intervention was  provided every weekday for six weeks for an  100 minutes daily.  www.usu.edu
  17. 17. www.oconnellrobertson.com Jarrell Elementary School Jarrell, Texas
  18. 18. Special Education  Director
  19. 19. 8:05‐8:35  3rd and 4th graders (4) 8:50‐9:35  1st grader (1) 9:45‐10:30 Pre‐K (3) 10:40‐11:10 4th graders (2) 2:05‐2:50  Kindergarten (1)
  20. 20. Effect Size .00 or less:  Negative Effect .00 ‐.20: Negligible, Unclear Effect .20 ‐.40:  Small‐moderate Effects .40 ‐.60:  Very Strong Effects .60 ‐ 2.00:  Extreme Effects
  21. 21. CAMPING TROUBLE – Version 1 By Hanna The dogs are gonna go camp.   Right in the middle of the way, there is a bear.   Then the bear woke up and then the dogs ran.   They ran up a tree.   Then they were hiding from the bear. Then the bear was right in front of the tree. Then they made a plan.  They slid down and they kept on going. They roasted marshmallows.
  22. 22. CAMPING TROUBLE – Version 2 By Hanna Matt and Jerry were going to camp.  It looks like it will be sunny. Then they ran into a bear and his name is Grizzly on the way to go camping.  They started to  get scared.  Then they made a plan. The plan was to try to walk around and to get back on the trail.  Then, Grizzly woke up. Then Jerry runs up the tree and you can barely see his feet because he was so fast. Then they hid in the tree and the bear started sniffing the ground. Then the Grizzly lay down and go to sleep.  “How are they going to get down,” said Grizzly. The dogs sneak down the tree nice and quiet and the bear didn’t hear them. They got to the camp and roasted marshmallows.  
  23. 23. Writing is our  last frontier. 
  24. 24. SKILL Supporting Knowledge in Language and Literacy 2nd Edition
  25. 25. www.usuworks.usu.edu
  26. 26. PHASE 1 Teaching Story Grammar Elements
  27. 27. Phase 1:  Timeline Pre‐K to  1st 2nd – 5thPhase I Phase I ‐ III
  28. 28. Lesson 1:  Camping Trouble with Dogs 
  29. 29. Lessons 2‐10 : Specific Icons
  30. 30. Lesson 11:  Tell Story As a Group
  31. 31. Ask Questions Prior to Group Retell
  32. 32. Lesson 12:  Story Element  Identification in Retelling The bear did not  see them!
  33. 33. Lesson 13:  Make Up Our Own Story As a Group I want to use a  cat for the  character!
  34. 34. Use Icons in  Group Retell
  35. 35. Take Away Icons
  36. 36. Now, I  made my  own Mary Jo  version.
  37. 37. Audiotape Story Retell
  38. 38. The bear got closer to  the tree! Compare Story Retell  to Pictures in Book
  39. 39. Lesson 16‐17        Mushroom in  the Rain L Lessons 16‐18
  40. 40. Introduce Vocabulary
  41. 41. Caught Wonder Huddled Barely Clearing
  42. 42. Lesson 13, 14  & 15Before & After
  43. 43. Identify & Define All Icons Create a Story Answer Comprehension Questions
  44. 44. Phase 2 Elaboration:  Making Stories  SPARKLE
  45. 45. Comparing Critical Elements Chart Story 1 Story 2 Character Hamster, girl, dog, cat Snoopy, Jenn, Jack, Fluffy;  Added dialogue “ouch!” Feelings Happy, sad Angry, shocked, surprised, afraid, disappointed Wrap‐Up Happy hamster home Snoopy was home, and they decided to lock his cage.
  46. 46. Elaborate on Character Name:  Harry Connick, Jr. Dialogue:  “Speech‐Language  Pathology is such an  important field.  Your IEPs  are so well‐written, Phuong.” Personality:  Talented, kind and funny. Physical Features
  47. 47. Weekly Lesson Plans
  48. 48. Spelling Tests
  49. 49. Thinking Maps
  50. 50. Poetry & Nursery Rhymes
  51. 51. Phonological Skills
  52. 52. Technology
  53. 53. Click to visit www.bilinguistics.com
  54. 54. Difference or Disorder?  Understanding Speech and Language  Patterns in Culturally and Linguistically  Diverse Students Rapidly identify speech‐language  patterns related to second language  acquisition to  distinguish difference from disorder.

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