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INTENSIVE
Speech-LanguageTherapy Model:
How Am I GoingTo DoThat?
Phuong Lien Palafox, MS CCC-SLP
Texas Speech-Language Hearing Association
Conference
February 28, 2014
IDEA 2004
•Free and Appropriate Public 
Education
IEP
•Access to the General 
Curriculum
SLP Services
•Least Restrictive 
Environment
Working Across All 
Levels 
Serving a Range of 
Disorders 
Ensuring 
Educational 
Relevance 
Providing Unique 
Contributions to 
Curriculum 
Highlighting 
Language/Literacy 
Providing Culturally 
Competent 
Services 
Providing Unique Contributions to Curriculum 
SLPs provide a distinct set of roles based on their focused expertise 
in language. They offer assistance in addressing the linguistic and 
metalinguistic foundations of curriculum learning for students with 
disabilities, as well as other learners who are at risk for school 
failure, or those who struggle in school settings.
Highlighting Language/Literacy 
Current research supports the interrelationships across the 
language processes of listening, speaking, reading, and writing. 
SLPs contribute significantly to the literacy achievement of 
students with communication disorders, as well as other learners 
who are at risk for school failure, or those who struggle in school 
settings
Do you need Continuing Education or want 
to listen to this course live?
Click here to visit 
the online courses.
Impact of Shortage 
of Job Seekers
Increased 
caseloads/workload
77%
Decreased opportunities 
for appropriate service 
delivery
55%
Decreased quality of 
service 
52%
Decrease in job 
satisfaction
48%
All of the documents and charts in this presentation 
can be downloaded from our Free Resource Library.
Click here to visit the Resource Library
Biggest 
Problems
Plan
Collaborate
Meet
Caseload 
Numbers
Pattern of Service 
Delivery
71% Pull‐Out 
21% Classroom/Curriculum
I see twice-a-week-for-30
minutes pullout therapy
models as very expensive.
We have not shown efficacy
or efficiency in moving
students through their
course of treatment using
the traditional pullout
model.
Barbara Moore
Gillam et al. (2010) found significant gains in 
language skills when intervention was 
provided every weekday for six weeks for an 
100 minutes daily.  www.usu.edu
www.oconnellrobertson.com
Jarrell Elementary School
Jarrell, Texas
Special Education 
Director
8:05‐8:35  3rd and 4th graders (4)
8:50‐9:35  1st grader (1)
9:45‐10:30 Pre‐K (3)
10:40‐11:10 4th graders (2)
2:05‐2:50  Kindergarten (1)
Effect Size
.00 or less:  Negative Effect
.00 ‐.20: Negligible, Unclear Effect
.20 ‐.40:  Small‐moderate Effects
.40 ‐.60:  Very Strong Effects
.60 ‐ 2.00:  Extreme Effects
CAMPING TROUBLE – Version 1
By Hanna
The dogs are gonna go camp.  
Right in the middle of the way, there is a bear.  
Then the bear woke up and then the dogs ran.  
They ran up a tree.  
Then they were hiding from the bear.
Then the bear was right in front of the tree.
Then they made a plan.  They slid down and they kept on going.
They roasted marshmallows.
CAMPING TROUBLE – Version 2
By Hanna
Matt and Jerry were going to camp.  It looks like it will be sunny.
Then they ran into a bear and his name is Grizzly on the way to go camping.  They started to 
get scared.  Then they made a plan.
The plan was to try to walk around and to get back on the trail.  Then, Grizzly woke up.
Then Jerry runs up the tree and you can barely see his feet because he was so fast.
Then they hid in the tree and the bear started sniffing the ground.
Then the Grizzly lay down and go to sleep.  “How are they going to get down,” said Grizzly.
The dogs sneak down the tree nice and quiet and the bear didn’t hear them.
They got to the camp and roasted marshmallows.  
Writing is our 
last frontier. 
SKILL
Supporting Knowledge in Language and Literacy
2nd Edition
www.usuworks.usu.edu
PHASE 1
Teaching Story Grammar Elements
Phase 1:  Timeline
Pre‐K to 
1st
2nd – 5thPhase I Phase I ‐ III
Lesson 1:  Camping Trouble with Dogs 
Lessons 2‐10 : Specific Icons
Lesson 11:  Tell Story As a Group
Ask Questions
Prior to Group Retell
Lesson 12:  Story Element 
Identification in Retelling
The bear did not 
see them!
Lesson 13:  Make Up Our Own Story
As a Group
I want to use a 
cat for the 
character!
Use Icons in 
Group Retell
Take Away Icons
Now, I  made my 
own Mary Jo 
version.
Audiotape Story Retell
The bear got closer to 
the tree!
Compare Story Retell 
to Pictures in Book
Lesson 16‐17        Mushroom in 
the Rain
L
Lessons 16‐18
Introduce Vocabulary
Caught Wonder
Huddled Barely
Clearing
Lesson 13, 14  & 15Before & After
Identify & Define All Icons
Create a Story
Answer Comprehension Questions
Phase 2
Elaboration:  Making Stories 
SPARKLE
Comparing Critical Elements Chart
Story 1 Story 2
Character Hamster, girl, dog, cat Snoopy, Jenn, Jack, Fluffy; 
Added dialogue “ouch!”
Feelings Happy, sad Angry, shocked, surprised,
afraid, disappointed
Wrap‐Up Happy hamster home Snoopy was home, and they
decided to lock his cage.
Elaborate on Character
Name:  Harry Connick, Jr.
Dialogue:  “Speech‐Language 
Pathology is such an 
important field.  Your IEPs 
are so well‐written, Phuong.”
Personality:  Talented, kind and funny.
Physical
Features
Weekly
Lesson Plans
Spelling
Tests
Thinking
Maps
Poetry & Nursery
Rhymes
Phonological
Skills
Technology
Click to visit www.bilinguistics.com
Difference or Disorder? 
Understanding Speech and Language 
Patterns in Culturally and Linguistically 
Diverse Students
Rapidly identify speech‐language 
patterns related to second language 
acquisition to 
distinguish difference from disorder.

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