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Related Services in Special Education - Coggle Diagram

- - - - Target Selection
        Target selection involves a person practicing specific sounds or words to familiarize themselves with particular speech patterns.
      - Contextual Utilization
        In contextual utilization, SLPs teach people to recognize speech sounds in different syllable-based contexts.
      - Contrast Therapy
        Contrast therapy involves saying word pairs that contain one or more different speech sounds. An example word pair might be “beat” and “feet” or “dough” and “show.”
      - Oral-motor Therapy
        The oral-motor therapy approach focuses on improving muscle strength, motor control, and breath control.
    - - Social: Students with speech disorders can have a difficult time socializing with peers because they may feel embarrassed to speak as a result of their disorder. Providing students with speech disorders with these services can improve their fluency and allow them to feel more confident in social situations.
      - Academic: Students with speech disorders may have a hard time participating actively in class in situations where they must speak or read out loud. Providing students with speech disorder with these services can improve their fluency and allow them to feel more comfortable participating vocally in class.
      - Physical: Students with speech disorders can be physically unable to make certain language sounds due to issues in muscle strength, motor control, or breath control. Through services provided in Speech therapy, particularly oral-motor therapy, students can improve muscle strength, motor control, and breath control which will allow them to make these sounds more easily.
  - - - • Listening Skills: student’s ability to understand what others say and to follow directions.
        • Grammar Skills: student’s use grammatical skills to form sentences
        • Vocabulary Skills: student´s vocabulary knowledge and their ability to understand their meaning and to use them when speaking
        • Question Skills: student’s ability to answer and ask questions with a variety of structures
        • Social Language Skills (Pragmatics): student’s capacity to use language to interact with others and follow social rules of conversation and play
        • Literacy/Book Skills: student’s capacity to read and write or use pre-reading skills such as book handling, recognizing print, etc.
        • Provide and teach an alternative way of communicating with others
    - - Social: Improving language impact student socially in many ways. They are able to communicate (understad and process) with other people. Share their thoughts and ask for their needs and wants. The increase of language would allow them to use it in socially appropriate ways.
      - Academic: challenges with their language usually impacts students behaviour, as the child is not being understood or is not understanding others (expressive and receptive language). They might be unable to follow directions as they dont process them correctly (auditory processing difficulties). When students receive services that improve their language disorders, their behaviour will be more positive. Additionally, they will be able to participate in class and to share their stories and ideas. Fluency, planning and sequencing might be positively impacted.
- - - - Social Skills Therapy
        
        Generate concrete rules that specify what happens when the skill is used (Ex. When you look at me, I know who you are talking to)
        
        Teach skills through scripts, cartoons, role play, videos and observing others
        
        Set up situations that encourage the skill
        
        Reinforce effort
        
        Highlight natural contingencies (Ex. when you share your toys you get to play with Jimmy’s toys too)
      - Teaching Emotion Management
        
        Make a visual aid to chart emotions
        
        Have the child select pictures or phrases that go along with each emotion
        
        Discuss appropriate levels of emotions with examples
        
        Discuss coping strategies such as tapping or deep breathing
        
        Role-play reactions to different scenarios
      - Assisting with Postsecondary Plans
        
        4-year Colleges and Universities
        
        2-year Technical Schools or Community Colleges
        
        Cooperative Education Programs
        
        Certificate or Trade School Programs (typically 1-2 years)
        
        Apprenticeships
        
        Life Skills Programs or Comprehensive Independent Living Programs
    - - Academic: The academic ability of students with ASD can be affected by their inability to regulate emotions and put effort into things that they may find frustrating or not be interested in. Teaching emotion management can give students with ASD the skills and motivation to persist in challenging academic endeavors. Assisting with postsecondary plans can also help students with ASD reach their academic potential.
      - Social: Students with ASD tend to struggle with social skills and communication. As students with ASD better learn how to interact with others through social skills therapy, they will be more able to connect with others, form friendships, and interact with others both professionally and personally.
      - Physical: Students with ASD tend to have a harder time with physical fitness than students without ASD. For students, much physical fitness is done through sports and game-play. Improving social-skills helps students with ASD to be more able to participate in these types of fitness activities.
  - - - Teaching Self-Regulation Strategies
        
        Working with teachers to provide students with ADHD opportunities for movement
        
        Providing students with fidget toys
        
        Five finger breathing technique
        
        Making patterns with objects (matching, sorting, lining up objects, and organizing different items into groups)
      - Teaching Organizational Skills
        
        Everything in your desk or backpack should serve a purpose
        
        Keep color-coded folders for each subject
        
        Write assignments down in a planner
    - - Social: Students with ADHD have trouble with regulating emotions and controlling impulses. This can make it difficult for students with ADHD to get along with their peers. Teaching self-regulation strategies allows students to pause and think before they react, improving interactions with peers.
      - Academic: Students with ADHD have a hard time focusing during class which can impact their ability to do well academically. Teaching self-regulation strategies can help students with ADHD stay focused for longer. Students with ADHD also tend to struggle with staying organized which can make it difficult to keep track of and complete academic tasks. Teaching organizational skills can help students with ADHD to be able to stay on top of their assignments.
      - Physical: Students with ADHD have a hard time controlling physical impulses. Teaching self-regulation strategies can help students with ADHD to channel their physical impulses in ways that are more conducive to learning.
- - - - How does OT help?
        Amending the physical environment (providing a special cushion, a resistant band in the chair, a fidget to increase attention) and/or changing the student’s routine (e.g: movement breaks every 40 minutes
        For self regulation, attention and alertness: Cognitive behavioural therapy and Zones of regulation (https://www.zonesofregulation.com/index.html)
        Tools to improve handwriting skills – Pencil grip
        Sensory tools
        Memory prompts, like visual skills
        Time management strategies
        Sitting posture and shoulder and core stability with physical exercises
        Physical preparation
        Time management and pacing techniques
        Memory and mental preparation
        Chunking tasks
        Creating routines
        Teaching visuals reminders and cues