The Speech-Language Therapy program serves Pre-Kindergarten through 12th grade students who need specialized intervention in order to communicate effectively in school settings.  A certified Speech-Language Pathologist (Speech Therapist) provides evaluation and treatment of students in the program.  Students receiving services may have difficulties in one or more of the following areas:

• Articulation/Phonology:  Some students have difficulty with the articulation, or “pronunciation” of specific sounds or groups of sounds.  Teachers and peers may have trouble understanding what the student is trying to say.

• Receptive Language:  Students with a receptive language delay or disorder have difficulty with comprehension (understanding) of spoken language.  They may have difficulty learning new vocabulary, understanding grammar rules, following oral directions, processing information presented by teachers, and other skills.

• Expressive Language:  Students with an expressive language delay or disorder have difficulty expressing their thoughts effectively.  They may have difficulty using or “finding” the appropriate vocabulary words, putting words together to formulate correct sentences, retelling stories, and participating in other speaking tasks.

• Fluency:  The most common fluency disorder is stuttering, in which the student is not able to speak smoothly.  His/her speech is characterized by repetitions, blocks, prolongations, and/or a rapid rate marked by unusual phrasing or breaks in the flow.  Secondary characteristics, such as facial grimacing, eye blinking, or excessive facial tension may or may not be present.

• Voice:  A student with a voice disorder demonstrates inappropriate loudness, pitch, and/or quality of voice for his/her age.  This could result in a hoarse, harsh, or breathy voice.  Voice disorders may be due to a vocal pathology.  The student MUST be seen by an Ear, Nose, and Throat Specialist to rule out a physiological cause of the disorder.

• Hearing:  Students with an identified hearing loss may benefit from auditory rehabilitation to improve their speaking and listening skills.

Screening:

The speech-language therapist provides routine speech and language screenings for all kindergarten students and all new RIS students in grades 1, 2, and 3.  Screenings of returning students or students in other grades are provided upon teacher request.  Parents will be notified if the screening reveals any potential concerns that may require further assessment.

Referral/Evaluation Process:

Referrals are typically made by teachers, but may also be made by parents, administrators, counselors, or other staff members.  Upon parent permission, the speech-language therapist thoroughly evaluates the speech and language skills of the student.  An evaluation may consist of standardized assessments, review of educational records, classroom observation, speech samples, teacher interviews, parent interviews, student interviews, informal assessment measures, or other tools deemed appropriate by the therapist.  Careful consideration is given when evaluating the speech and language abilities of students who are bilingual or learning English as a second language so that a student with limited English skills is not mistaken for a student with a speech-language disorder . 

If the evaluation shows that the student has a demonstrated need for speech-language therapy services, a team will meet to develop individualized goals for the student and to discuss other factors related to the initiation of therapy.  The team always consists of the speech-language therapist, classroom teacher(s), and the student’s parents.  When appropriate, the student or other individuals (administrator, counselor, ESL teacher, etc.) may be involved.  The information agreed upon by the team will be laid out in a written Individualized Education Plan (IEP).  The IEP may also include accommodations that need to be made by the classroom teachers so that the student can be successful in school.

Direct Intervention Services:

The frequency, location, and duration of services are determined on an individual basis and depend on various factors.  The severity of the speech-language disorder, the presence of related medical or developmental concerns, the motivation of the student, and the willingness of the parents to support speech-language goals at home all affect a student’s progression through his/her goals. Therapy is provided a minimum of one time per four day schedule cycle.  Students may receive speech-language services in a 1-on-1, small group, or classroom setting.  The speech-language therapist also collaborates with teachers in order to support the student’s speech-language needs throughout his/her day.

Additional Services:

Another component of the speech-language therapy program involves supporting the language development of all RIS students.  The speech-language therapist provides consultation and classroom-based support for teachers who see a need to develop specific communication skills in their classrooms.   The speech-language therapist may provide small group or whole class language lessons to address various language skills.  This model is used most frequently with our younger students as a way to stimulate early language development and assist in early identification of students with speech-language needs.

In some circumstances, the speech-language therapist may need to refer families to outside professionals for evaluation and/or treatment that cannot be adequately provided at RIS.  These may include referrals to Audiologists, Speech-Language Therapists who work in the child’s native language, Ear, Nose and Throat Specialists, and others.