Description: Speech therapists meet with students individually or in small groups. During this support, the strategies used can include, language intervention activities, articulation therapy, and in some cases oral-motor therapy.

Language intervention activities with an SLP include stimuli to stimulate language development. That consists of using books, pictures, talking, objects, or events/role-play. SLP models correct vocabulary, grammar, and repetition of exercises to build language skills.

Articulation therapy with an SLP involves modeling correct phonemes/sounds, and syllables in words and sentences as sound exercises during play activities. These exercises are based on the level of appropriate practice for the student. The emphasis can be the placement and movement of the tongue.

Oral motor therapy with an SLP at a school consists of facial exercises to strengthen the muscles of the mouth and tongue.

Description: Oral motor exercises provide additional muscle-strengthening support for children with speech and language impairments. The goal of strengthening and coordinating oral muscles is to develop the tools that are needed to produce sound in language. Stronger muscles are able to engage in the shapes and movements of speech production. The exercises include movement that are common and uncommon. To incorporate oral exercise practices at home with your child can be done by playing, role-playing, using a mirror so the child can visually see what the movements they are doing are. As well as incorporating tools like puppets to interact with to bring awareness to how to produce sounds.

Rationale: Oral exercises prepare children to continue learning speech sounds and language by strengthening their tool and base of how sounds can be made by their mouth and its muscles. They will be able to make connections to the exercises they practiced such as lip poppers when they begin to work with the phoneme /p/.

Description: Parents should select books that are about their child's interest to read with them during moments that permit. Reading whenever it permits may look like reading during cuddling, play, and bedtime. Reading to and with your child during these moments promotes a positive association with the practice. During reading time have casual conversations about what they think about the plot points, what will happen next, and what they like about the story. Draw awareness of letter sounds by using the pictures in stories, such as asking them if they know what animal they are seeing, and if they know what sounds they make. This can progress with practice and skill development of letter sounds. When their skills progress ask more complex questions, and ask them what sound the objects in the images start with. Play sound games with the words in the story that your child is becoming phonemically aware of, and find other words in the story that rhyme, or begin with the same sounds.

Rationale: By making time to read with a child who has speech and language impairments parents can model sounds their child is working on at school and with their SLP. They will learn through modeling and practicing the sounds of words that they find interesting if the stories are related to their interests. Sharing what they like or notice in the story with their parent allows students to talk and work on developing their vocabulary and grammar the more they read and learn.

The 12 methods of eliciting language mostly consist of modeling an action, behavior, or speech for a child to learn and reproduce the same using their thoughts, and interests.

By modeling language and actions for children through narrating your day they will be exposed to vocabulary expansion and make connections to what objects and actions are called and referred to as. They will be able to apply these pieces to describe what they are doing in complete sentences.

To support the needs of students who are experiencing an articulation impairment it is pinpointed where in the hierarchical order the student is experiencing difficulties. Through therapy, goals will be set per tier, and once the tier they began with is mastered they will move down the tiers repeating the process of mastery once again.

Outside of therapy, the goal is for the student to accurately utilize their targeted sound, this is called generalization. For a student to reach and maintain their learned skills to be used in conversation there needs to be unstructured context practice and improvement in self-awareness and self-correction. Unstructured context practice can be regular conversations about interests, books, daily interactions with family, and friends, or through play. To maintain the learned skills in therapy generalization is key as well as to develop stronger automatic patterns.

Childhood Spoken Language Disorders

Your Child's Communication Development: Kindergarten Through Fifth Grade

Social Communication

https://connectedspeechpathology.com/blog/r-sound-speech-therapy#:~:text=The%20most%20common%20approach%20to,This%20includes%20%2Fr%2F.

_{"Speech is how we say sounds and words. Speech includes Articulation: How we make speech sounds using the mouth, lips, and tongue. Voice: How we use our vocal folds and breath to make sounds. Fluency: This is the rhythm of our speech.}

_{What is Language?}

_{Language refers to the words we use and how we use them to share ideas and get what we want." (American Speech-language-hearing association). Expressive Skills: The ability to put thoughts into words and sentences. Receptive Skills: The ability to understand what is being said to the child.}

SLPs are the main intervention support for SLI students. They are in charge of reviewing multiple caseloads with information about each student with an IEP. Based on the individual cases with IEP goals and services they will create an effective and efficient schedule to meet those goals. To make use of the time they are given to support students SLPs should review and organize their students in groups based on their areas of needs grade and class. As they form groups they need to have open and clear communication with teachers to schedule appropriate times to pull students for support. They will provide drafts of schedules to teachers and provide options if any conflicts arise but limit times to what works for the students and your schedule. In addition to intervention and schedule planning time block off testing, report writing, and IEP meeting times.

SLPs are in charge of supporting the needs of multiple studnets with IEPs as a parent or teacher it is crucial to work with and not against the work an SLP does with the children. It is as essential to communicate clearly and effectively to support the SLP when creating a plan and schedule for individual studnets to best support the student and planning.

It consists of group therapy organization as efficiently as possible for successful outcomes. Groups should be made with purpose and similarities to have similar needs groups but also in correlation with the available time slots in a teacher's schedule. Utilizing effective minimal prep therapy tools to spend more time targeting individual needs per session. These should be fun quick engaging and efficient. In addition to prep planning as an SLP it is your responsibility to get your studnets to the therapy room thus you need to prepare what that looks like, as well as how both students and teacher will remember session times.

During sessions, you must lay out a schedule and be consistent to develop a routine. Manage behavioral needs, and prepare responsive actions/ strategies but work towards preventative actions to avoid having to use go-to strategies for behaviors. In addition to therapy prep, prepare activities to keep students engaged when it isn't their turn. To track the progression of the plan created for students data must be taken and stored to reflect, make changes, and continue progressing. Post-session documenting and note-taking are responsive to the effectiveness, or not of the practices and how they can be different. Those notes are important for post-session preparation for the next.

Resource: Speech Therapy Software Application

Description: This is a speech therapy application across platforms that can be used in individual and group interventions. The app targets consonants and vowels from the isolation level through the conversation level.

The categories are accessible to be used as appropriate with a student's levels, as well as customizable to relate the practices to the students. The following is a description of the seven categories in the application.

Sounds in isolation with cues to enhance teaching and learning sound. They are hand cues to represent facial association with sound. Interactive Picture Cues show an image related to the sound they are working with, and they can press the image to represent the sound in action. E.g. a piece of cheese to work on /E/ sound, when the image is clicked the cheese strikes a pose like what someone is cued to say when their picture is taken. Letter cues are letters that when tapped play the sound that corresponds to it.

Sounds in syllables practice with sliders or spinners with a customizable target initial or final sound. Sliders show an image card with syllables beneath it and images that correspond with the sounds the first image consists of and what way it needs to be blended. Spinner single or multi-syllable practice shows an image with one highlighted syllable the student is to focus on. By pressing the spin button other sets of cards with the same syllable are presented one at a time to emphasize the same sound.

The rest of the practices include sound in word cards (minimal pairs, flashcards, matching activities). Sound in phrases (rotating phrases, unique phrases). Sounds in sentences (fixed and mixed rotating sentences, unique sentences). Sound in stories (level 1 simple, level 2 complex). Conversation scenes for students to explore the image of the scene and record their speech and language abilities which can be used to progress monitor for students and SLPs. They can come back and record again after speech and language practice. Conversational questions are available by interacting with the conversational scene objects. Elicit student speech and language by answering questions as storytelling from their experience.

Tools in app

Throughout the categories, one can audio record students' practice to play back to them to monitor their speech. Scoring is available to summarize student performance on targeted practice topics. As well as data management to track recordings and scores. The data stored is shareable with teachers, and parents.

Rationale: The application supports speech therapy/ intervention through language intervention activities and articulation levels that are customizable for each student's needs. Using the application on an iPad can promote student engagement because it is game-like and it scaffolds their technological skills with their speech therapy time.

Description: Working at home utilizing practices your child is doing in speech therapy supports learning new language skills, the development of their articulation in their everyday lives, as well as developing their speech and language skills in socialization with others.

This consists of as a parent ensuring that you communicate with your child with clear, straightforward language and vocabulary. Learning practice through play. Integrating speech exercises into the daily routine of the household. Communicate with Ad-Hoc and teachers to collaborate with the work they are doing, and through what practices to support the connectivity across all support. The practices include having conversations out loud and transparently about everyday life, activities, routines and positively encouraging your child to respond, and praising them when they do. It involves giving your child agency in what practices they want to do, and what resources they use for these practices to engage them in their own learning. Most importantly to support your child at home you need to stay consistent with practice therapy exercises to support their progression.

Rationale: Children with Speech and Language Impairment can practice and learn in their safe spaces. Their learning and practices are connected to what they know from speech therapy but can have more agency in what they do their practice with and with who. When parents show an interest and active participation with their children they will encourage and make their children feel capable and determined.

Description: To accommodate a student who has a stuttering SLI they should be given extra time for oral projects. During oral responses, the student has the opportunity to share if they choose to by raising their hand. Depending on the student and their specific needs they shall not be called on to perform an oral response. The student is permitted additional uninterrupted time if they choose to share, as well as other methods of responding such as using thinking maps to organize their thoughts to share with others, and if they wish they can receive support in reading their description from someone. Alternatives to sharing the whole class the student can share in smaller groups, with their elbow partner, or individually with the teacher. In addition to extra time to share they are allowed the opportunity to practice before a presentation. They are allowed to ask the teacher questions away from the whole class. The goal is to support our student[s] in reaching the same standards as their peers and to do so by working with them in ways they are comfortable and confident with.

Rationale: Supporting a student with accommodations for oral presentation reduces the pressure they may face performing in front of the whole class. It supports their learning by offering them alternative methods to share their thinking and learning. This promotes their active learning because they are expected to meet learning standards with reduced anxiety that their learning will be judged on performance expectations.

They can be used in therapy exercises to work on phrase-building by completing sentence frames based on what they see. During the practice of oral motor exercises, the use of a mirror is a great tool to encourage specific movements as they can see what they are doing and if it looks like what the goals are. Activities as such this encourage them to become more self-aware and self-monitor their actions.

In addition, it can be used to make connections to their emotional awareness by playing games they have to match their emotions. Through practice and the support of self-monitoring with a mirror, children are capable of making connections and retaining speech and language abilities.

Rationale: This method of movement in phonics supports Speech and Language Impairments as they are active and engaging in student collaboration. They do this by maintaining an active strategy to produce from their active memory, regulating themselves to focus on only how they are saying chants and what movements their mouths need to follow to produce specific sounds, sentence structures, and specific phrases to support the choral chanting remain in unison.