Curriculum Based Language Intervention
Hannah Kemp
Chapter 12 discusses use of curriculum-based language intervention (CBLI) to support student’s language development in school-based intervention by speech-language pathologists (SLPs). CBLI is the use of school curriculum to measure a child’s language intervention needs. Curriculum is the context for intervention and generalization. This approach is guided by oral and written language skills required for the school curriculum, the child’s current oral and written language skills, future language skills that will be needed, and ways the curriculum can be modified to better suit each student’s specific needs. The literature on this topic focuses on use within Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). Van Horne et al. provide five steps for SLPs to follow for incorporating NGSS curriculum into treatment for grammar and vocabulary in intervention (2024). These steps include:
Understand the grade-level core curriculum objectives.
Tailor intervention targets to align with the curriculum.
Identify an evidence-based therapy approach that can be delivered effectively in conjunction with curricular goals.
Implement the approach within the curriculum in concert with the general education teacher.
Verify and refine implementation practices.
While this article used an example focused on early elementary science, the guidelines can be applied to other targets, grades, and subjects (Van Horne et al., 2024). It is also likely these guidelines could be applied to other curriculum standards. Various studies have established benefits of CBLI as well as barriers to its application. Benefits noted include potential for generalization in the natural setting, reaching at-risk students, allowing speech and language skills to be worked on in meaningful contexts, and ability for school personnel to work in collaboration (Bourque Meaux & Norris, 2018). The use of CBLI has been noted to improve the relevance of intervention to the child’s natural environments by focusing on classroom curriculum (Bourque Meaux & Norris, 2018). Therefore, considering the value in relevancy and salience to learning this should be highlighted as a critical advantage of CBLI. Additionally, the collaboration of professionals serves as a major benefit for students falling behind in language development. Having clear guidelines related to curriculum puts everyone on the same team and promotes focused intervention related to logical standards. The main barrier noted in various studies is time (Van Horne et al., 2024; Bourque Meaux & Norris, 2018). Therefore, SLPs should consider this while attempting to approach school language therapy in this manner and seek out methods that will increase efficiency and effectiveness simultaneously.
Bourque Meaux, A., & Norris, J. A. (2018). Curriculum-based language interventions: what, who, why, where, and how? Language, Speech & Hearing Services in Schools, 49(2), 165–175. https://doi.org/10.1044/2017_LSHSS-17-0057,
Van Horne, A. J. O., Curran, M., Weatherford, S., & McGregor, K. K. (2024). We have to talk about something: Why NOT talk about the curriculum? A guide to embedding language interventions in curricular content. Language, Speech & Hearing Services in Schools, 55(3), 648–660. https://doi.org/10.1044/2024_LSHSS-23-00177
The Role of the SLP Within the Classroom
Shiri Leitman
Owens 2020 describes that functional intervention in the classroom requires a coordination of intervention goals and schedules, which requires an SLP to interact daily with an assortment of people. Speech language pathologists assist classroom teachers by assessing and analyzing a child's level of functioning, examining the language requirements of different activities, and developing interventions in coordination with classroom teachers. SLPs and classroom teachers each bring a distinct expertise to the table, as SLPs specialize in language development and addressing speech and language challenges, and teachers have an in-depth understanding of their students. When it comes to planning, this should involve designing services that target foundational skills relevant to the curriculum, while intervention implementation should prioritize goals specific to the students on the SLPs caseload, rather than just general academic tasks. It is important to note that the role of the SLP is not to provide specific curriculum teaching or tutoring to the relieve the teacher of their responsibilities to teach the students, but rather to maintain a therapeutic focus.
Range of Responsibilities of SLPs in the classroom:
Prevention: SLPs actively contribute to school initiatives like Response to Intervention (RTI), utilizing evidence-based practices in prevention approaches.
Assessment: SLPs work collaboratively with other professionals to assess communication disorders, which helps inform instruction and intervention.
Intervention: SLPs provide age-appropriate, evidence-based interventions tailored to the specific learning needs of each student.
Program design: SLPs design schoolwide programs that offer a range of service delivery models, ensuring the least restrictive environment for students with disabilities.
Data Collection and Analysis: SLPs are responsible for tracking and interpreting data to assess the effectiveness of intervention and ensure accountability.
Compliance: SLPs are responsible for meeting state and federal mandates, as well as local policies in performing their duties.
Collaboration:
SLPs work closely with a variety of professionals to support students needs. These include:
With other school professionals
With universities
Within the community
With families
With students
American Speech-Language-Hearing Association. (1970, January 1). Roles and responsibilities of speech-language pathologists in schools. American Speech-Language-Hearing Association. https://www.asha.org/policy/pi2010-00317/?srsltid=AfmBOoqeNWygarvL-AKH_EkzVJzaq6l6m5eW1ESMd1bZrYfYGw5OnClV
Owens, R. E. (2024). Language disorders : a functional approach to assessment and intervention in children. Plural Publishing, Inc.
Response to Intervention
Jenny Olson
Owen states, “Response to intervention (RTI) is a multitiered, problem-solving approach to education that addresses the learning difficulties of all children, not just those with language disorders or other needs, incorporating both prevention and intervention. As such, RTI provides a structure within which educational teams can identify areas of concern and the need to provide appropriate levels of support for struggling children” (p. 498).
I am still learning about response to intervention and the best way to implement it with the teachers and in the classroom. I was just talking to my Special Education (SPED) director about it yesterday. Several teachers fill out our form in a day and return it. We are planning to spend more time with teachers in educating them on how to correctly produce the sounds that the child is struggling with. Then we hope that they will implement it in the general education system to see how they respond to it. Once they have 4 weeks trying to teach the student the correct placement, we can meet and see what will be best for that student.
Maureen states, “Speech-language pathologists (SLPs) can play a number of important roles [PDF] in using RTI to identify children with disabilities and provide needed instruction to struggling students in general and special education settings. These roles include:
Assisting in the selection of screening measures
Assisting in the selection of scientifically based literacy interventions
Aiding general education teachers with universal screening
Conducting expanded speech sound error screenings for K-3 students to track students at risk and intervene with those who are highly stimulable and may respond to short-term interventions
Interpreting screening and progress assessment results to families
Consulting with teachers to meet the needs of students in initial RTI tiers with specific focus on the language underpinnings of learning and literacy
Collaborating with classroom teachers to provide services and supports for students with communication disabilities”
American Speech-Language-Hearing Association. (n.d.-b). Response to Intervention (RTI). https://www.asha.org/slp/schools/prof-consult/rtoi/?srsltid=AfmBOopUI_F_xLbDDzGF1XQiSW-xwIpJiUW7GnZV82tKHO027CfHttov
Maureen. (2022, December 6). The SLP and RTI: Part 1…The What. The Speech Bubble SLP. https://www.thespeechbubbleslp.com/2013/12/the-slp-and-rti-part-1-the-what.html
Owens, R. E. (2024). Language Disorders. A Functional Approach to Assessment and Intervention in Children. (7th ed.). Plural Publishing Inc.
LRE: An Intervention Environment
Rebecca Cottrell
Students with undiagnosed learning disabilities can often find themselves in trouble in the classroom. These students may prefer not to read aloud, work with peers, or answer questions in class. Schmitt et al. (2014) says that behavior is a good predictor of language. These issues can take a toll on the student's ability to keep up and retain the knowledge that his peers are learning. Their noncompliance can be categorized as bad behavior without a correct diagnosis. This is why early intervention is of such importance. The quicker a disability is caught, the less damage it will have on a child's academics and social life.
Every student has the right to be in their least restrictive environment. This is determined by the IEP team during the post-evaluation meeting after a proper diagnosis. The LRE can look different and is determine by deciding what environment each child can be in that is closest to the general education classroom while best supporting the child's academic needs. Classroom inclusion is considered as well. This looks like spending some time in the classroom and out of the classroom. The result of inclusion is a shift in focus from the deficits of a student to their abilities.
Speech language pathologists aid students with language disorders in communication about their needs. Speech therapy can take place in the classroom basing intervention on a classroom goal or activity. This is referred to as collaborative teaching. It is important however to avoid the "tutor trap" and focus on your objective as the SLP. Children need language abilities to progress through increasingly complex curriculums. Intervention can use role-playing, critical thinking, etc. The level of a child's language should be determined and reinforced.
Owens, R. E. (2024). Language Disorders. A Functional Approach to Assessment and Intervention in Children. (7th ed.). Plural Publishing Inc.
Schmitt, M. B., Justice, L. M., and O'Connell, A. (2014). Vocabulary gain among children with language disorders: contributions of children’s behavior regulation and emotionally supportive environments. American journal of speech and language pathology, 23(3), 373-384.
Tools for the Classroom
By Alexis Tavakoli
SLPs can provide students and teachers with strategies or tools for supporting their goals during the school day. This can be in the form of providing education on how to provide a child with the least restrictive environment that supports frequent opportunities to practice intervention strategies. This also envolves the type of environement in which these strategies are practiced. If the goal is fostering the least restrictive environment, it is important that the child has a variety of physical and social environments from which to practice speech or language skills. In an academic setting, this would look like using skills in various settings that a child would be involved in during a normal school day.
Strategies:
Setting flexibility
by working directly in the classroom with the child
Classroom Collaboration
with the teacher and classroom environment by setting up a station that a child can come to with support with activities that support their goals.
Team Teaching
collaborating with teachers and special education teachers when teaching strategies to students
collaboration with reading specialist, learning disabilities teacher, occupational therapist, and an educational assistant to teach all children in regular education and special education reading instruction
Resource Room
Students come to a resource room instead of a "study-hall" to learn curriculum-based intervention strategies while completing homework with the support of the SLP providing instruction that integrates their IEP goals.
ASHA. (2025). Strategies for Implementing Workload. Asha.org. https://www.asha.org/slp/schools/strategies-for-implementing-workload/?srsltid=AfmBOop2UrGTMAqILV0jQdISQ3IQpgMLeSp8MyPBDH0DJuSpwJZm0opa
Milewski, E. (2023). How an SLP Supports Students With Classroom-based Intervention. Default Digital Object Group. https://doi.org/10.1044/2023-0324-schools-slp-in-class-therapy
Working Memory Deficits
By Goretti Morales Alvarez
Cowan, N. (2013). Working memory underpins cognitive development, learning, and Education. Educational Psychology Review, 26(2), 197–223. https://doi.org/10.1007/s10648-013-9246-y
Holmes, J., Byrne, E. M., & Graham, A. J. (2022). Working memory and classroom learning. The Cambridge Handbook of Working Memory and Language, 835–858. https://doi.org/10.1017/9781108955638.044