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Who Practices Communication Skills More?

1
Day

Traditional Pull Out Model

Minutes

Morning Social Group:


Opportunities to practice asking and answering questions
with peers and teachers and answering questions about the school day
(20
minutes)
FCS/Gym:
Opportunities to follow directions in context, expectation to advocate
for self if needed, opportunities to make requests and make choices in the
context of ongoing activities
(30 minutes)
Language Arts:
Opportunities to build sentences related to content/curriculum,
opportunities to ask and answer questions about content, opportunities to focus
on curriculum specific vocabulary and use vocabulary in context
(40 minutes)
Math:
Opportunities to practice vocabulary concepts related to math content
(more, less, all, some, least, most, etc.)
(15 minutes)
Lunch:
Opportunities to socialize and interact with peers, opportunities to ask
and answer questions, opportunities to practice communication skills that would
translate to the community (purchasing food, interacting with cafeteria workers
to order food)
(30 minutes)
Leisure:
Opportunities to practice turn-taking communication skills,
opportunities to make requests about how to spend time, opportunities to
interact with peers, opportunities to communicate preferences
(15 minutes)
Transition Skills and Vocational Skills:
Opportunities to practice vocabulary
relevant to work sites and community, opportunities to practice following
functional directions in context related to job tasks, opportunities to practice
self-advocacy skills necessary for work
(30 minutes)

Monday

Tuesday

Minutes
180 minutes

Continued practice of predictable and expected speech/language routines within the


context of ongoing daily routines and activities outlined from Monday.

180 minutes

Continued practice of predictable and expected speech/language routines within the


context of ongoing daily routines and activities outlined from Monday.

180 minutes

Thursday

Continued practice of predictable and expected speech/language routines within the


context of ongoing daily routines and activities outlined from Monday.

180 minutes

Friday

Continued practice of predictable and expected speech/language routines within the


context of ongoing daily routines and activities outlined from Monday.

180 minutes

Wednesday

Total Time

Integrated Model of Service Delivery

Works on speech drills and works


on worksheets related to targeted
language skills

30 minutes

30 minutes

Based Upon the work of Family Guided Routines Based Intervention of Florida State University, Adapted by Erica Roberts, MS, CCC-SLP

900 minutes
(or 15 hours)

Integrating Therapy into the Classroom


10 Really Good Reasons Why Therapies Should Be Integrated2
1. So that children learn the skills they need in the places they will use them.
2. So that children have increased practice opportunities.
3. So that childrens social relationships are fostered.
4. So that a child does not miss out on any classroom activities.
5. So that teachers can see what therapists do to help kids and expand their skills.
6. So that therapists can see whether or not the strategies they develop are feasible.
7. So that teachers and therapists focus on skills that will be immediately useful for a child.
8. So that therapists can work with teachers to address problems as they arise.
9. So that assessment can be done across a variety of routines.
10. Because its the right thing to do!
2

R.A. William and Stacy Scott, Individualizing Inclusion in ChildCare, November 2001