Speech Syllabus

STUDENT DESCRIPTION

My caseload consists of about 60 kids in grades 4K to 5th grade with mild to severe speech-language disorders. Each student has an Individualized Education Plan developed by a team that included the student’s parent(s), teachers, LEA Representative, and an SLP. Frequency and duration of therapy sessions are specified in each student’s IEP. My caseload consists of students with articulation or phonological deficits, students with language deficits, students with fluency disorders, and students who have combinations of these deficits.

SCREENINGS

Speech-Language Screenings are conducted as needed throughout the school year, following parent or school faculty referral. Screening results are maintained on a screening log by the therapist. If a child shows difficulty during the speech-language screening, further evaluation may be recommended. Parent permission is required for evaluation.

EVALUATIONS

Speech evaluation results will indicate area(s) of weakness that will be addressed on each student’s Individualized Education Plan (IEP). A variety of instructional approaches will be utilized to accommodate students. Each speech student is encouraged to meet the objectives described in the IEP. The students’ area(s) of weakness may include articulation, phonology, language, fluency, voice and/or auditory processing. Improvement in these areas has a potential impact on the students’ language processing, reading and/or spelling skills as well as their ability to communicate with peers and teachers in the academic setting. The primary goal of speech/language therapy is to enable the student to be an effective communicator. IEP goals and objectives for Speech-Language Therapy may be written in the following areas: Articulation, Oral Motor, Phonology, Phonemic Awareness/Auditory Discrimination, Fluency and Voice. Goals for the area of Language may be written in the following categories: Receptive and expressive development, Semantics/Vocabulary, Verbal expression, Listening comprehension, Processing/strategies, Syntax and Pragmatics (Social Communication).

SPEECH-LANGUAGE GOALS

A. Speech Objectives

Students typically begin working on tongue placement and auditory discrimination skills when learning the production of a target sound. After placement and auditory discrimination tasks are mastered, students work on the production of the sound in isolation, syllables, words, phrases, structured sentences and spontaneous sentences. When the student has mastered the production of target sounds at the sentence level, we begin working on correct speech during reading, language tasks and conversations.

B. Language Objectives

Students in speech for language disorders typically work on skills in the following areas: semantics, expressive language, receptive language/listening, and social communication/pragmatics. The following is a list of common objectives for these language areas.

Semantics/Word Meaning: Basic Concept Vocabulary (spatial words, quantity concepts, quality words, time concepts) and Curriculum Vocabulary (grade level vocabulary, test-taking words, stems, prefixes, suffixes), Synonyms, Antonyms, Multiple Meanings of words

Expressive Language: formulating sentences correctly with target words, using 3-4 sentences to describe a picture scene, answering “wh” questions in complete sentences, describing objects with attributes (function, size, shape, category, parts, location)

Listening/Receptive Language: identifying the main idea of oral information, recalling details of information presented aloud, identifying the number of steps in directions, following directions, sequencing stories

Reasoning and Critical Thinking Skills - identifying the similarities and differences of objects, analogies, figurative language, predicting outcomes of stories, identifying word relationships, making inferences

Pragmatics: initiating and maintaining conversations, turn-taking, greetings, appreciation, introductions, requests to repeat, asking for permission, favors, etc.

INSTRUCTIONAL MATERIALS

A. GAMES AND ACTIVITIES

A variety of activities are used within the speech room. We utilize turn taking games, cooperative learning games, articulation drill card decks, IPAD apps, books and accompanying activities, instructional videos, etc. We also use many speech and language specific games to target certain speech and language skills.

B. CHILDREN’S BOOKS/ THEMES

Books are chosen that highlight certain skills we are working on. I will also create books relating to themes we are learning about as well.

ASSESSMENT PROCEDURES/EVALUATION OF STUDENT PROGRESS

A. ASSESSMENT

The students who are served in the Speech-Language Program have been evaluated by a Speech Therapist and have qualified for placement based eligibility criteria determined by district, state, and federal guidelines. Local guidelines are available through the SLP assigned to each school. Formal and informal assessments are used to develop annual IEPs with appropriate goals and objectives. An individual criterion for mastery of each objective is included in the IEP as are methods by which mastery will be assessed.

Weekly and daily data sheets will be used to track progress. Criterion-Referenced Tests may be administered periodically to measure progress. This progress will be reported to parents at the end of each quarter and through interim progress reports. Goals and objectives of the IEP will be updated quarterly and the results of students’ progress will be provided to the parents.

B. EVALUATION OF STUDENT PROGRESS

Evaluations to measure progress will include criterion-referenced tests, standardized tests, teacher observations, Classroom Communication Checklists, therapist observations and therapy data documented in daily logs. Interim and Quarterly Student Progress Reports will be issued to all students based on progress towards objectives, criterion tests and therapy logs. A Reevaluation / Review Plan will be conducted at least once every three years to determine if further testing is recommended.

C. HOMEWORK

Extra practice is assigned on an individual basis, as needed. Students may be given extra practice after introduction of new skills or if the student is experiencing difficulty with retention of skills. Parents may be asked to help the student practice and sign the practice paper to indicate that they helped the student.

A. ATTENDANCE AND TARDY POLICIES

Students are required to attend each therapy session on time unless the student’s class is involved in a test or a special assembly or activity. I will keep attendance records, and report quarterly to parents if there is a problem. Students are typically provided class time to make up any classroom work missed while attending therapy.

B. EXPECTATIONS FOR STUDENT BEHAVIOR

All students are expected to follow the school expectations while coming to, leaving, and during Speech-Language therapy sessions. In addition, the SLP outlines expectations for participation in therapy groups. All rules are designed to acknowledge and reinforce positive behavior.

C. REWARD SYSTEMS

Stickers and a prize box are used by the SLP to encourage interaction, participation, and good behaviors in therapy as deemed appropriate.

D. NON-INSTRUCTIONAL ACTIVITIES

BATHROOM: Students must ask permission to use the restroom. Students are encouraged to use to restroom prior to the speech session. School procedures are followed.

LEAVING SPEECH AND RETURNING TO CLASS: Students clean up, leave and return to class without distracting other students.

DRILLS: Students follow school procedures. If students are with the SLP, all drills are followed and students are accounted for by administration.

COMMUNICATION WITH PARENTS

Communication with parents about speech progress will be made through quarterly progress reports. Parents will be contacted throughout the year for annual review conferences and are encouraged to call the school or send a note if a concern arises. My email address is bhuffman@greenville.k21.sc.us My phone number is 864-355-4463.