The Role of SLPs/SLTs in Schools Adapted from American Speech-Language-Hearing Association. (2005). "The Role of the SLP in Schools." Available.

The Role of SLPs/SLTs in Schools Adapted from American Speech-Language-Hearing Association. (2005). "The Role of the SLP in Schools." Available at Language Language Voice Voice Non-verbal Non-verbal Articulation Articulation Stuttering Stuttering 1

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
What do Speech-Language Pathologists (SLPs) and Speech-Language Teachers (SLTs) do, anyway??? Help students who experience difficulty with comprehension or answering questions. Help students learn the unspoken social rules of communication. Teach students what words to use in what order and when to say them. Help students who stutter speak more fluently. Help students understand relationships between words and concepts. Help increase a student’s vocabulary knowledge and usage. Help students learn to pronounce sounds correctly. Help students who struggle to get their thoughts out in a clear and coherent manner. Help students with minimal speech find ways to communicate.

What is the difference between an SLP and an SLT???
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z What is the difference between an SLP and an SLT??? -An SLP is a Speech Language Pathologist, a person who has their Master’s Degree in Communication Disorders/Speech Language Pathology -An SLT is a Speech Language Teacher, a person who has their Bachelor’s Degree in Communication Disorders -The main difference between and SLP and SLT is that an SLT can not do any testing/qualifying/dismissing a student for/from Speech services. Both SLPs and SLTs can: -Provide services to students -Do Artic/Language/Hearing Screenings -Write IEPs (Individualized Education Plans) -Hold IEP or A TEAM meetings (mtgs between classroom teachers, school psychologist, etc) **You can ask either one any questions you have!**

How Important Is Communication?
Good communication leads to success in… Reading Listening Writing Speaking LEARNING! Bad communication skills lead to problems with… Understanding and participating in classroom instruction. Developing and maintaining relationships.

How Do Students Qualify To Receive Speech Services?
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z How Do Students Qualify To Receive Speech Services? The Individuals With Disabilities Education Act (IDEA) Provides Speech-Language Services For: School-age children who have communication disorders that adversely affect their educational performance. Language Language Voice Voice Non-verbal Non-verbal Articulation Articulation Stuttering Stuttering

SLPs/SLTs Work With School Children Who Have Communication Problems That Affect Academic Success In: Classroom activities Social interactions Literacy Learning Language Language Voice Voice Non-verbal Non-verbal Articulation Articulation Stuttering Stuttering 6

What Does The Qualification And Therapeutic Process Look Like?
Prevention Identification Assessment Evaluation Development of IEPs Remediation/Therapy Progress Monitoring For a variety of speech and language disorders

What do you do if you think a student in your class has a communication issue or disorder?
COME SEE US! Ask us questions and express your concerns Request an observation or screening Bring examples and/or details (The more the merrier!)

Referral Process Speech (Articulation) referrals:
Ms. Pearson & Ms. Criswell the following information: o Name of student, date of birth, specific error sounds/concerns. The referral should be made through . We have to keep track of the dates children are referred to us for potential speech eligibility and it is too difficult to keep track by word of mouth. You will receive a referral form from the SLP/SLT that you, the teacher, will need to fill out. This form will need to be returned before permission to screen can be sent home with the student. o Teachers are responsible for contacting the parent to see if the student has received any outside speech and/or language services and to inform the parent of their referral to the SLP. Once the referral paperwork is returned to the speech department, you will receive a permission to screen packet from Ms. Pearson or Ms. Criswell. o Send the permission to screen packet home with the child. o Once you receive signed consent to screen, this should be returned to the speech department ASAP! o The student will then be screened. There will be a team decision made between the SLP and SLT to decide whether or not: o Child will not receive speech services = the process ends here OR o Child needs further evaluation by the SLP You will be contacted by the SLP at this point to begin the formal evaluation process. 9

Referral Process Language referrals need to go DIRECTLY to support team. Support team will meet, discuss, and then provide the teacher with interventions to use on the child to begin the RTI (response to intervention) process. If further evaluation is warranted, by the SLP or school psychologist, it will be determined by the support team as well. 10

What Types Of Disabilities/Disorders
Do SLPs/SLTs Work With???

Articulation / Speech Saying sounds correctly Teaching students how speech sounds are made in isolation and in all positions of words, phrases, sentences, and conversational speech. (e.g., children must learn how to produce the “b” sound in order to say “bat” instead of “dat”).

Articulation Hierarchy
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Articulation Hierarchy Isolation (sss) Syllable (se, sa, so, os, es) Word (Initial-Sunday, Medial-faster, Final- Nice) Phrase (After Sunday) Sentence (It is due on Sunday) Reading Structured speech (i.e., picture description or story retell) Conversation Carry Over

Articulation Disorders/Delays
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Articulation Disorders/Delays Substituting- Saying one sound for another (wabbit for rabbit). Omitting- Completely leaving out a sound in a word (i-cream for ice cream). Distorting- producing a sound in a way that makes the word unintelligible (thee for see). Articulation An articulation disorder is present when sound errors persist after an expected age range. An articulation delay refers to a situation where speech sounds are not present when they should be. 14

Fluency or Stuttering The disrupted (disfluent) rhythm of speech (e.g., hesitations, interjections or stuttering can affect fluency). The rate and prosody of connected speech. 3 types: Developmental: most common in children younger than 5 years old as they develop their speech and language abilities and usually resolves without treatment; more common in males. Tends to run in families. Only 1% continue to adulthood Neurogenic: signal abnormalities between the brain and nerves/muscles. (Physical trauma or changes) Psychogenic: (very rare) originates in the part of the brain that governs thinking and reasoning. (Psychological trauma) Classified as either: Overt: openly stutter Covert: use omittance, word change/substitution, circumlocution, non-speech, and/or situational avoidance to hide dysfluency Stuttering 15

When Normal Disfluency Becomes a Fluency Disorder
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z When Normal Disfluency Becomes a Fluency Disorder Interruptions in flow require increased effort to express Can include hesitations, repetitions, prolongations, or blocks Can affect sounds, syllables, words, or phrases Unpredictable Secondary tension, movements, behavior and/or anxiety usually occur Reduced self-esteem A disorder is present when disruptions in the rate and flow of speech result in dysfluency. The dysfluency is often called a stutter. 16

Fluency/Stuttering Disorders
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Fluency/Stuttering Disorders Intervention is needed to teach: Strategies for motor control to re-shape speech for improved flow Breathing techniques to decrease muscle tension Educate about stuttering Decrease word or situational avoidances Desensitization to reduce anxiety, fear, shame, and negative feelings associated with dysfluency How to become effective communicators, not necessarily resolve it

Classroom Application for Fluency
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Classroom Application for Fluency Give these students plenty of time to talk. Model slow easy speech and give them advanced notice when they will be called upon or work out a cueing system. Don’t complete words for the student or talk for him or her. Expect the same quality and quantity of work from the student who stutters as the one who doesn’t. Speak with the student in an unhurried way, pausing frequently. Don’t make stuttering something to be ashamed of. Talk about stuttering just like any other matter. Don’t tell the student “slow down” or “ just relax.” Help all members of the class learn to take turns talking and listening. All students — and especially those who stutter — find it much easier to talk when there are few interruptions and they have the listener’s attention. 19

Language Language is made up of the words we understand (receptive language) and use (expressive language) and how we associate words with our environment. It is made up of socially shared rules that include the following: Syntax-Sentence Structure Phonology-Units of sound and sound patterns used in our language (letter sounds) Semantics-Word meanings Morphology-Word parts/additions (prefixes, suffixes, etc.) Pragmatics-Social aspects of language 20

Receptive Language The ability to understand or comprehend spoken language. It is the message students receive and understand when they are spoken to. You can tell there are problems with receptive language (understanding words and language) if the child: Does not pay attention within group times at kindergarten and school. Is not following instructions that others the same age would be able to follow. Responds to questions by repeating what you say instead of giving an answer. Finds it difficult to listen to stories. Gives unusual answers to questions. *These difficulties may vary depending on the child's age. Language 21

Expressive Language The ability to communicate with others using language. What students are able to express to others. Being able to put thoughts into words and sentences, in a way that makes sense, and is grammatically accurate. This includes verbal and non-verbal modes of communication (gestures, facial expressions, and body language. Language 22

Language Disabilities Include:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Language therapy may target... Language Disabilities Include: Following Directions Analogies Slow development of vocabulary, concepts or grammar Inability to use different communication styles for different situations Poor building blocks of understanding/expressing ideas, social development, learning, reading, and writing Figurative Language Spatial & Temporal terms Synonyms & Antonyms Defining words Grammar WH- questions Language Multiple Meaning Words Inferences

Language Disorders Students with language disorders may have difficulty: Answering WH-questions with the correct type of response (i.e. saying “in a bed” when asked, “When do you sleep?”) Determining relationships between objects/concepts and describing that relationship (i.e. A pumpkin and a basketball are both round and orange, but one is a toy and one is a vegetable. Using more than one word(s) to explain something. We might work on synonyms, antonyms, homonyms, homophones, paraphrasing, defining, describing, and more! Using unspoken rules of social interaction to communicate with others politely and effectively to establish relationships and get one’s needs and wants met. Language

Pragmatics Pragmatics involve three major communication skills: Using language for different purposes, such as greeting (e.g., hello, goodbye) informing (e.g., I'm going to get a cookie) demanding (e.g., Give me a cookie) promising (e.g., I'm going to get you a cookie) requesting (e.g., I would like a cookie, please) Changing language according to the needs of a listener or situation, such as talking differently to a baby than to an adult giving background information to an unfamiliar listener speaking differently in a classroom than on a playground Following rules for conversations and storytelling, such as taking turns in conversation introducing topics of conversation staying on topic rephrasing when misunderstood how to use verbal and nonverbal signals how close to stand to someone when speaking how to use facial expressions and eye contact 25

Classroom Application for Language
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Classroom Application for Language Try giving multiple examples, visual aids to support what you say, and directions broken down into smaller steps. Use concrete, specific language (e.g. “Please sit in the chair.” vs. “Have a seat.”). Before initiating conversation it is important to ensure that the student’s attention has been secured. Have students repeat what they have heard to check understanding. Teachers and SLPs can also discuss specific strategies for individual students. Some students may have detailed accommodations listed in their IEPs to help them be successful in academic environments. Language

Voice Disorders Quality, pitch, loudness, and resonance Use of the vocal folds and breathing to produce sound (e.g., the voice can be abused from overuse or misuse and can lead to hoarseness or loss of voice). Speech that is too high, low, or monotonous in pitch Interrupted by breaks Too loud or too soft Harsh, hoarse, breathy, or nasal Voice A disorder is present when there are unexpected problems with vocal quality, pitch, loudness, and resonance. 27

Voice Disorders Children who have prolonged vocal issues come to therapy to learn how to use their voice properly, without mistreating it. A release of information from an ENT (ear, nose, and throat doctor) is required to qualify a student for Voice Therapy 28

Non-Verbal Communication
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Non-Verbal Communication Functional Communication AAC (Alternative Augmentative Communication) Non-verbal

Functional Communication
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Functional Communication Functional communication refers to the most basic of communication skills. This type of communication gets one’s basic wants and needs known, such as “I want that”, “I am hurt”, or “I need to use the bathroom”. These are not complex thoughts and they are often the first types of messages that children begin to communicate. Use of rudimentary gestures is a form of functional communication. Non-verbal 30

Augmentative & Alternative Communication (AAC)
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Augmentative & Alternative Communication (AAC) People with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. Special augmentative aids, such as picture and symbol communication boards and electronic devices, are available to help people express themselves. This may increase social interaction, school performance, and feelings of self-worth. AAC users should not stop using speech if they are able to do so. The AAC aids and devices are used to enhance their communication. If a student uses an AAC device, the SLP/SLT will demonstrate how to use them appropriately in the classroom. Non-verbal 31

Augmentative & Alternative Communication (AAC)
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Augmentative & Alternative Communication (AAC) If you have a student you believe needs an AAC referral, please inform the SLP/SLT and obtain needed paperwork. All AAC referrals are submitted to Souette Quinn, Assistive Technology Consultant. She can be reached at (931) or via at In order for an AAC referral to be considered appropriate, the student must have an IEP goal that is not capable of being met without the device. Non-verbal 32

Hearing Impaired If a hearing loss is present: Vocabulary develops more slowly in children who have hearing loss. Children with hearing loss comprehend and produce shorter and simpler sentences than children with normal hearing. Children with hearing loss often cannot hear word endings such as -s or -ed. This leads to misunderstandings and misuse of verb tense, pluralization, nonagreement of subject and verb, and possessives. Children with hearing loss often cannot hear quiet speech sounds such as "s," "sh," "f," "t," and "k" and therefore do not include them in their speech. Thus, speech may be difficult to understand.

Hearing Impaired SLPs in the schools… Perform hearing screenings FM Systems/Auditory Trainers are provided by the district to children with documented hearing impairments/IEPs, if warranted. Check hearing aids & other hearing devices Provide services to correct distorted speech due to hearing loss Work with the classroom teacher to develop strategies to maximize the child’s classroom performance.

Hearing Impaired differs from Central Auditory Processing Disorder (APD/CAPD) Signs APD could be present: Unusual sensitivity to loud sounds Difficulty understanding speech in noisy environments Difficulty following directions, especially directions with more than one step Difficulty telling the difference between similar-sounding speech sounds Only an Audiologist can test/verify ADP is present

Speech and Language Disorders May Be Associated With:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Speech and Language Disorders May Be Associated With: Hearing loss Cleft lip or palate Cerebral Palsy and other motor problems Learning Disabilities 36

Speech and Language Disorders May Be Associated With:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Speech and Language Disorders May Be Associated With: Autism Developmental delays Traumatic Brain Injuries (TBIs) Apraxia 37

SLPs/SLTs Have Many Roles in Schools
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z SLPs/SLTs Have Many Roles in Schools Prevention of communication disorders Identification of students at risk for later problems Screening/Formally Evaluating students’ communication skills Development and implementation of IEPs Providing Direct and Consultation Services Language Language Voice Voice Non-verbal Non-verbal Articulation Articulation Stuttering Stuttering

SLPs/SLTs Have Many Roles in Schools
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z SLPs/SLTs Have Many Roles in Schools Documentation of outcomes Collaboration with teachers and other professionals Advocacy for teaching practices Participation in research projects Language Language Voice Voice Non-verbal Non-verbal Articulation Articulation Stuttering Stuttering

SLPs/SLTs Work With Children in a Variety of Ways
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z SLPs/SLTs Work With Children in a Variety of Ways Combine communication goals with TIER I interventions. Integrate classroom objectives Help students understand and use basic language concepts Support reading and writing Increase students’ understanding of texts and lessons Language Language Voice Voice Non-verbal Non-verbal Articulation Articulation Stuttering Stuttering 40

SLPs/SLTs Work With Children in a Variety of Ways
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z SLPs/SLTs Work With Children in a Variety of Ways Services can vary depending on students’ needs Monitoring or periodic screenings Collaborating and consulting Small group or individual sessions (“pull-out”) Classroom based services (“push-in”) Language Language Voice Voice Non-verbal Non-verbal Articulation Articulation Stuttering Stuttering 41

Speech and Language Quick Facts and Tips
Articulation Difficulty pronouncing speech sounds Students need to practice these sounds (phonemes) in words and then phrases and then sentences and work their way up to conversation. For students at the conversation level, you can work out a reminder system to let them know if their speech sound was good or not. For example touch your glasses if the speech sound was good. Stuttering/Fluency Disruptions in the smooth flow of speech (e.g., hesitations, repetitions) Give these students plenty of time to talk. Model slow easy speech and give them advanced notice when they will be called upon or work out a cueing system. Pragmatics The social use of language (e.g. facial expressions, body language, manners) The classroom and other social settings (e.g., lunchroom, gym, after school activities) are perfect places to encourage skills such as appropriate eye gaze, greetings, conversations, body language, facial expressions, turn taking, and personal space. Language Systematic, rule-driven communication, including grammar and vocabulary Receptive Language – understanding language (i.e., following directions, understanding word meanings, etc.) Expressive Language – using language (i.e., giving directions, using correct grammar) Language is all around us. You use it to communicate what you want for breakfast, the answers to the Science quiz, and everything in between. You model great language skills when you teach. For students with language difficulties, try giving multiple examples, visual aids to support what you say, and directions broken down into smaller steps. Teachers and SLPs can also brainstorm ways to incorporate specific classroom lessons into speech therapy or specific speech goals into classroom work. Observation Observing students in class is an important step to following up on a referral. 1. Try not to call on the student in question as soon as the SLP arrives. 2. Engage the student in conversation or class discussions. Use open-ended questions. 3. Have the student read aloud. 4. Call on the students multiple times if possible. . Speech and Language Quick Facts and Tips Autumn (Griffin) Bryant, M.A., CCC-SLP/L, 2009 © 42

Remember… One of the most important connections between the students and myself is YOU!!! 43

References American Speech-Language-Hearing Association (ASHA). (2010). The role of the slp in schools: a presentation for teachers, administrators, parents, and the community. Retrieved from DOs-and-DONTs.pdf Lilienthal, Nicole. (2008). What does a speech- language pathologist (slp) do? Speech- Language Pathology Information. Retrieved from Merkel-Piccini, Robyn. (2001). I know you’re a speech pathologist… but what do you do? Super Duper Publications. Retrieved from 44

The Role of SLPs/SLTs in Schools Adapted from American Speech-Language-Hearing Association. (2005). "The Role of the SLP in Schools." Available.

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The Role of SLPs/SLTs in Schools Adapted from American Speech-Language-Hearing Association. (2005). "The Role of the SLP in Schools." Available.

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Presentation on theme: "The Role of SLPs/SLTs in Schools Adapted from American Speech-Language-Hearing Association. (2005). "The Role of the SLP in Schools." Available."— Presentation transcript:

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