In integrated therapy model,all specialist working in a collaborative manner,a special educator,a educator,a psychologist,a physiotherapist,an occupational therapist and a speech language pathologist.For a rehabilitation of a child there will a team who firstly discussed the whole things and then start the treatment plan.

1. INTEGRATED SPEECH &
LANGUAGE THERAPY :A
COLLABORATIVE SESSION
ANSHITA SINGH (ASLP)

2. A Teacher’s Perspective
Communication between teachers and therapists is a significant
factor when using an integrated therapy model. In the classroom, all
the teachers are therapists. They are with the children on a daily
basis and must learn and develop strategies to address the child's
goals throughout the routines of the day.
The classroom environment should provide children with
opportunities to accomplish specific skills in the absence of
therapists. In order for this to occur, teachers and therapists must
have an effective working relationship that is collaborative.

3. CONT…
Teachers meet with therapists regularly as a team to discuss
targeted skills and to develop strategies to implement in the
classroom. During these meetings, it is important for all team
members to be involved especially classroom assistants. All members
of a collaborative team offer different perspectives and contribute to
the development of strategies that will benefit the child, family, and
classroom teachers. Therapists coming into the classroom should
follow the lead of the individual children and the class as a whole.

4. CONT…
If the goals are functional and attached to routines, any activity or toy in the
classroom can be used to address specific developmental skills. Therapists
coming into the classroom have ideas or plans for meeting the children's
IEP/Therapy goals but part of their responsibility is to be flexible and support the
teachers as they work to include children in the classroom.

5. The role of a Therapist
Understand that diagnosis and therapeutic interventions are two different
things. A diagnostic test denotes what is the child’s specific condition and it’s
requirements. It also states the precautions to be taken. It gives a general layout
of the child’s IQ, areas of deficits as well as strengths.
Whereas therapies help the child overcome the deficits. It is more like a
process of getting better. Which therapies will help the child will obviously
depend on the particular diagnosis assigned to the child. Most special needs
children are recommended Occupational therapy or Speech therapy. A remedial
therapist and a physiotherapist may also be needed.

6. Therapist working with special needs kids
Occupational Therapist
Speech & Language Therapist
Physiotherapist
ABA therapist
Art Therapist
Remedial Therapist

7. IN-CLASS MODELS
In-class models are use within the general education classroom is based on
student need and collaboration with the teacher. A variety of in-class models are
in use (Cook & Friend, 1995):
Supportive co-teaching—The SLP and teacher partner together as co-teachers.
One takes the lead in instructing the class while the other moves among
students in order to provide prompts, redirection, or direct support and vice
versa.
Complementary co-teaching—The SLP and teacher partner together as co-
teachers during whole-group instruction. One enhances the instruction provided
by the other co-teacher by providing visuals, examples, paraphrasing, and
modeling.

8. CONT…
Station teaching—instructional material is divided into parts, with
the SLP and the classroom teacher(s) each taking a group of
students. Students rotate to each station, or learning center, for
instruction.
Parallel co-teaching—the students are divided, and the classroom
teacher and the SLP each instruct a designated group of students
simultaneously in different areas of the same classroom, with the
SLP taking the group of students that needs more modification of
content or slower pacing in order to master the educational content.

9. CONT…
Team co-teaching—the SLP and the classroom teacher plan, teach,
and assess all of the students in the classroom. Capitalizing on the
strengths and skill sets of the SLP and the teacher, these teaching
partners alternate between serving as the lead or providing support.
Supplemental teaching—one person (usually the teacher) presents
the lesson in a standard format while the other person (usually the
SLP) adapts the lesson.

10. CONT…
The Florida Inclusion Network has developed a Collaborative Teaching video that
highlights six collaborative teaching models:
parallel teaching,
station teaching,
alternative teaching,
teaming,
one teach, one assist and
one teach, one observe.

11. Working with Students
Speech language therapy services are traditionally viewed as taking
place within a specialized room or location.
The speech language pathologist might see a child individually or in
a small group of children in a special location often called the Speech
Room.
This type of intervention model is called “pull-out” since the child
is removed from the classroom curriculum for a specific amount of
time.

12. CONT…
There will always be a need for some children to receive at least partial
services using this model.
This setting is used for formal assessment procedures, for certain interventions
that might be difficult to manage in a classroom setting, and for certain students
who need an environment that is quieter and contains less distraction than their
normal classroom.
 The downside of this model is that some children do not generalize skill usage
to the classroom, home, and community.
Some children with ASD may even think that the new skills should only be used
in the Speech Room and are resistant to efforts to get them to use new
communicative behaviors in other situations

13. CONT…
Integrated therapy is somewhat different in focus although it also occurs in the
classroom.
 It is sometimes called “push-in” as therapy goals are embedded into the
curriculum and the SLP may be supporting a variety of children in particular
activities
This model is more powerful when combined with other variations. It may be
easier to see the comparison to pull out therapy with a few examples.

14. CASE EXAMPLES
Example # 1. The SLP introduces a game for a small group of preschool children
that focuses on comprehension of simple common directions which are
frequently used in the classroom. As-Make a straight line, take out your
notebook, Sit down
 The peers act as models, coaches, cheerleaders, and picture holders for the
visual supports for the child with special needs. With training, the peers will
generalize this support to daily classroom routines.

15. CONT…
Example # 2. The SLP and a child with special needs in a general education
classroom read a portion of a unit chapter together.
The teacher had provided the SLP with a few advance discussion questions. The
student practices raising his hand and answering the questions with adequate
information and an appropriate rate of speech.
Later during the actual class discussion, the student practices raising his hand,
answering a rehearsed response only when called upon, and monitoring his
talking so that it is not so fast that others do not comprehend his message.

16. COLLABORATIVE SESSION
Name- XYZ
Class-2nd
Diagnosis- Moderate stuttering
Speech characteristics-Repetition, e.g., "b-b-baseball,“ Prolongations,
Silent blocks.
Secondary behavior- eye blink and tapping

19. ACTIVITIES
oAsk him to practice inhalation and exhalation, as well as deep breathing with
the students.
oAsk him to practice taking a deep breath in and then slowly exhaling while
saying a single word.
oGradually increase to speaking in longer phrases and sentences while using
gentle exhalations.
oHelp him identify when has stuttered.
o When he stuttered during reading or conversation ask him to reread that word
or sentence or reproduce that word or sentence till that he can produce fluent
speech.

20. CONT…
oIdentify where in the speech mechanism physical tension is and release it.
oAlong with speech characteristics try to reduce secondary behavior as eye
blinking and tapping .
oIn the end of the class he has to answer few questions or word meaning or fill in
the blanks asked by the teacher which is related to the chapter.
oIn next class he has to explain that chapter to his classmates.
oWe can give him few worksheets or homework to check his progress as in
written form

21. REFRENCE
Technical Assistance and Training System (TATS)
R.A. McWilliams
Stay Scott
ASHA
Sherri Marlette

22. Learnwith Anshita