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Related Services for Students with Special Needs (by Elena B. and Elena K…

- - - - Identification of children with speech or language impairments
      - Diagnosis and appraisal of specific speech or language impairments
      - Referral for medical or other professional attention necessary for the habilitation of speech or language impairments
      - Provision of speech and language services for the habilitation or prevention of communicative impairments
    - - Monitoring student progress through observations and check-ins
      - Screenings
      - Collaboration with and coaching for parents and teachers regarding speech and language impairments
      - Modification and creation of instructional materials
      - Planning interventions
      - Participating in meetings (IEP, etc)
  - - - Receptive language disorder. Children may have trouble:
        
        Understanding what people mean when they use gestures, like shrugging or nodding
        
        Following directions
        
        Answering questions
        
        Pointing to objects and pictures
        
        Knowing how to take turns when talking with others
      - Expressive language disorder. Children may have trouble:
        
        Asking questions
        
        Naming objects
        
        Using gestures
        
        Putting words together into sentences
        
        Learning songs and rhymes
        
        Using correct pronouns, like "he" or "they"
        
        Knowing how to start a conversation and keep it going
        
        Changing how they talk to different people and in different places. For example, you speak differently to an adult than a young child. You can talk louder outside than inside.
      - Selective Mutism presents itself when a child will talk at some times and in some places, but not in others.
      - Learning disabilities in the areas of reading, spelling, writing
    - - Apraxia
      - Dysarthria
      - Orofacial Myofunctional Disorders (abnormal movement patterns of the face and mouth)
      - Articulation disorder (sound production)
      - Fluency disorders (stuttering)
      - Voice disorders
      - Phonological disorder
    - - Cleft Lip and Palate
      - Right Hemisphere Brain Injury including Traumatic Brain Injury (can cause hearing loss and speech problems)
      - Autism Spectrum Disorder
  - - - Speech-Language Resource Room
        have been the traditional location for speech-language service delivery. This location allows for focused individual or small-group service delivery but removes students from their peers who are typically developing, and some classroom instructional time is missed.
      - Integrated/In-Class Services
        are gaining more popularity and are becoming the norm as being delivered in the least restrictive environment of the student's classroom. Under this model, SLPs work closely with teachers and classroom staff to collaboratively address students' goals (oftern by implementing various co-teaching models). This increases team coordination and competency to provide assistance and support to students. 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.
        
        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.
        
        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.
      - Other settings may be choses as long as they full under the category of "least restrictive" (playground, lunch room, art room, etc.)
      - Telepractice. Studies have demonstrated that telepractice can be an effective service delivery model (Grogan-Johnson, Alvares, Rowan, & Creaghead, 2010; McCullough, 2001; Grogan-Johnson et. al., 2011; Lewis et al., 2008) and parents, students, and clinicians report satisfaction with this model (McCullough, 2001; Rose et al., 2000; Crutchley & Campbell, 2010).
    - - Traditional Weekly Schedule
        The SLP schedules students for services on the same time/day(s) every week.
      - Receding Schedule
        The SLP provides direct services in intense, frequent intervention for a period of time and then reduces direct services while increasing indirect services.
      - Cyclical Schedule
        The SLP first provides direct services to students for a period of time (learning new skills) and then follows that up with no services—or indirect services—for a period of time to monitor the stabilization of skills. 3:1 (3 weeks of direct service, 1 week of indirect service)
      - Block Schedule
        Speech-language sessions are longer but less frequent, often reflecting a middle school's or high school's master block schedule
      - Blast or Burst Schedule
        Speech-language services are provided in short, intense bursts (i.e., 15 minutes 3 times per week). This model allows the SLP to provide (a) individualized services, with less travel time as services could be provided right outside the classroom,
    - - By working with students during academic activities, the SLP can provide the support and strategies needed in the context of reading, writing and speaking activities. Visuals (checklists, flash cards, visual cues, paralinguistic means) are used to help students understand speech and express themselves more effectively, as well as organize their speech orally and in writing (checklists, sentence frames, story maps, semantic webs, vocabulary banks, word walls).
      - Modeling proper articulation, providing reminders and positive reimforcement to stimulate proper sound production; incorporating oral motor exercices into the daily schedule; practicing placing and voicing of sounds, phonological contrast exercises.
      - Providing multiple opportunities for students to use their communication skills in authentic academic settings. Push-in SLP support decreases the student:teacher ratio and provides students with more opportunities to learn new skills and apply/generalize learned skills.
      - For students with word retrieval difficulties, SLPs can consult with teachers to modify tests and assignments by providing word banks rather than fill-in type questions, teaching prompting strategies, and modeling vocabulary teaching methods (i.e. semantic mapping of curriculum vocabulary)
      - SLPs are knowledgeable about computer software that can assist in text production; such as IntelliTalk, My Words, Talking Text Writer, or Write Out Loud; as well as other Assistive Technology for students with severe speech issues.
      - SLPs are knowledgeable in the type of prompting strategies that can help a student formulate ideas, choose words, organize sentences (checklists, word banks, sentence frames, etc).
- - - - Audition is essential to auditory learning for all children.
      - Language, academic achievement, and psychosocial development are particularly affected when children have unidentified or unmanaged hearing losses and/or APD
      - The potential negative impact of minimal, fluctuating, and/or unilateral hearing loss must be minimized.
      - To ensure optimal use of residual hearing and the development of appropriate auditory and verbal communication, audiologic services must be provided as early in life as possible and must be available in the environment in which the child develops and learns. Therefore, certain audiologic management services must be delivered in the child's natural environment (e.g., home, day care), early intervention center, and/or school, and be designed to meet the specific needs of the child and family/guardian involved.
      - Audiologic services should be provided by persons who have knowledge of and experience in pediatric or educational audiology.
      - To meet the individualized, multifaceted, and ongoing audiologic assessment and management and education needs of school-age children with hearing loss and/or APD, services should be delivered in the child's school environment whenever possible. Audiologic services delivered outside the school environment should be delivered in collaboration and consultation with the local/intermediate/residential education cooperative/agency (LEA) and/ or a LEA-based audiologist.
      - Audiologic services should be comprehensive in scope, designed to address the child's individualized communication, academic, and psychosocial development needs.
      - Related and support services are necessary to address the needs of most children with hearing loss and/or APD. Such services should be sought through appropriate referral and follow-up from other qualified professionals when warranted
      - Audiologic assessment and audiologic (re)habilitation (AR) services must comply with the audiology scope of practice, the preferred practice patterns, and the letter and intent of local, state, and federal mandates.
      - Audiologic services should be provided by persons who hold the Certificate of Clinical Competence in Audiology (CCC-A) from the American Speech-Language-Hearing Association (ASHA) and appropriate state licensure and/or certification if required.
- - - - Sensory Integration Therapy
        
        Current estimates indicate that accompanying sensory processing problems are reported in more than 80% children with autism. Hyper or hypo reactivity to sensory inputs is now a diagnostic criterion for Autism Spectrum Disorders in the Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition
        
        Activities for proprioceptive system
        
        Proprioception is defined as a cornerstone in sensory integration therapy. Muscle movements against resistance or gravity, traction, compression, movements related with muscles and joints provide proprioceptive stimulus and are used to improve motor coordination, to increase body awareness. Practices like jumping on trampoline, climbing a mountain of bolster and crash onto mats, jumping games, roller skating, bicycle riding, throwing and catching a heavy ball, wheelbarrow walking, pulling and pushing activities, carrying or moving heavy objects, imitating animal walks that require heavy work (crab, bear), swinging from trapeze bar, wearing a weighted west, weighted blanket, wearing ankle or wrist weights in activities stimulates proprioceptive system
        
        Activities for tactile system
        
        Activities like playing with dough or clay type materials, drawing on mirror with shaving cream, finger painting, drawing shapes with fingers in sand, foam etc, massage, vibrating toys, using different textures for playing and bathing, playing hide and seek games in dried beans or rice, asking the child to define shapes drawn on this/her back with fingers, finding objects from a bag full of rice or beans etc. can be used to improve tactile awareness
        
        Activities for auditory system
        
        The child may be asked to listen his /her favourite soft music on headphones in order to reduce auditory sensitivity
        
        Activities for vestibular system
        
        Activities such as linear swinging on a swing or ball on facedown position, throwing and catching objects while swinging, sliding down a slide, climbing, using scooter board or skateboard, jumping games, rolling activities, toys like rocking horse can be used to reduce sensitivity against vestibular senses.
        
        Activities for ocular-motor control
        
        Toys and pens with lights, throwing balls at a target while swinging, games of ball throwing and catching, bubble blowing can be used to improve ocular-motor control
        
        Activities for postural control and motor skills
        
        Ball catching games can be played on the floor or on a ball or while sitting in different positions on a swing
        
        Activities for bilateral motor coordination and praxis
        
        Activities such as creating shapes by tearing papers with both hands, making shapes with play dough, cutting papers etc. with scissors, making necklace by placing beads through a string, closing/opening clothe fasteners, ball catching and throwing and clapping type hand games
        
        Activities for praxis and behaviour organization
        
        Activities of clapping and rhythm patterns hand games, building obstacle courses, activities that require whole body movements and timing such as kicking a rolled ball, hitting a ball with a bat, imitation of animal postures etc. can be used to improve motor planning
      - Auditory integration therapy
        
        Auditory processing problems are one of the sensory processing disorders commonly reported in children with autism.
        
        Auditory Integration Therapy is a technique developed by Dr Guy Berard, an otorhinolaryngologist in order to reduce abnormal sound sensitivity in autism spectrum disorders. In this method, electronically modulated music is listened by headphones for half an hour twice a day for 10 days. Audio metrical assessment is made before the therapy. Auditory integration training devices filters peak frequencies against which the individual has hypersensitivity. It aims to regulate behaviour by reducing hypersensitivity.
        
        Auditory integration therapy is reported to have a therapeutic impact on social awareness, social cognition and social communication as well as speech and communication
      - Activities of daily living
        
        Activities of daily living (ADLs) are oriented toward taking care of one’s own body and include bathing, dressing, eating, feeding, bowel and bladder management, functional mobility, personal device care, personal hygiene and grooming, sexual activity and toilet hygiene. These activities are fundamental to living in a social world; they enable basic survival and well-being.
        
        Individuals with autism generally have the risk of limited engagement in activities. Studies show that such individuals engage in less activities less frequently and have weaker daily life skills when compared with individuals with other developmental disorders or with typical development. Most common areas reported by families are limited independence in dressing, rigid eating routines, interruption of eating time because of difficult behaviour, limited independence and discomfort in many hygiene tasks, obvious difficulty in toilet training, limited engagement in chores and continuous and intense supervision to provide safety
        
        Visual Strategies
        
        Individuals with autism can process visual information easier than auditory information. Visually based interventions include visual (e.g., picture, written) schedules, visually organized tasks, written or pictorial scripts, rule reminder cards, and visual task analysis. Such interventions are reported to be effective in individuals with autism. These activities may be used for individuals with autism to learn activities of daily living skills, to foresee daily routine and to become independent from various environments
        
        Assistive Technology
        
        Research incorporating technology has consistently demonstrated good effects to daily living skills for children with autism.
        
        Sensory Strategies
        
        Creating sensory-friendly environments and implementing adaptive sensory strategies are important for effective ADL and IADL performance in children with sensory modulation problem.
      - Social skills training
        
        Children with autism experience difficulties in using non-verbal behavioural social skills such as eye-to-eye gaze, facial expression, body postures and gestures to regulate social interaction; failure interaction with peers, problems on sharing enjoyment, interests or achievements with other people and problems in social–emotional reciprocity and may require support as of early ages. Individuals with autism have difficulty in understanding nuances and informal rules, which are spontaneously used during communication. Such social interaction problems may lead to indifference, teasing or bullying.
      - Cognitive behavioral therapy
        
        Cognitive behavioural therapy is used primarily to help individuals with autism to regulate their emotions, develop impulse control, and improve their behaviour as a result. In addition, some individuals with autism struggle with fears and anxiety, or may become depressed. Cognitive behavioural therapy has been shown to be helpful for reducing anxious and depressed feelings and behaviour by making changes in thoughts and perceptions of situations through a change in cognition.
    - - Sensory Processing Difficulties
        
        Studies have found that 40% of children with ADHD also have Sensory Processing Disorder. Children with sensory processing disorder (SPD)may be over- or under-responsive to sensory information; they may not be accurately interpreting sensory information or may have a sensory based motor disorder. Occupational Therapists work with children with SPD to develop appropriate responses to sensation in active, purposeful and fun ways so the child can complete everyday activities at home and school. OT specialists provide strategies for parents to help manage their children’s behaviour at home, and for teachers to help manage a child’s behaviour in the classroom.
      - Developing Self-Regulation Skills
        
        Self-regulation means we are able to regulate our own feelings and behaviours. A child with poor self-regulation may have a meltdown over a small problem, like being told they have to stop playing with their favourite toy as the family are going out. Occupational Therapy specialists teach kids how to regulate their emotions and behaviour.
      - Fine and Gross Motor Skills
        
        Occupational Therapists help develop children’s handwriting skills, pencil grip, hand strength, eye-hand coordination, finger dexterity, and in-hand manipulative skills. Improvement in these areas might help a child to use cutlery, tie up their shoelaces or improve the legibility of their writing.
        Gross motor tasks involve the large muscles of the body. Occupational Therapists help children use both sides of their body together in a coordinated manner, develop core strength, cross the midline, improve their balance and general coordination skills. Improvement in these areas may help children to do activities like riding a bike, swimming independently or improving their soccer skills and team participation.
      - Organisation and Planning
        
        OT helps stop students with ADHD from feeling overwhelmed by the task and not knowing where to start. These could be simple tasks such as managing daily homework, doing an assignment or organising their timetables.
      - Developing Independence in Everyday Tasks
        
        Occupational Therapists work with kids so they can complete age-appropriate tasks. This could be getting themselves ready for school in the morning, making a snack or packing their school bag. Occupational Therapists use a range of different strategies to develop independence in children. These may include visual charts, checklists, repeating instructions and lots of repetition.