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WV AUTISM
TRAINING CENTER
Services
for Families
Lending
Library:
Books
Journals
DVDs
Community
Supports &
Resource
Database
Admission to
Special Topics
Workshops &
Guest Lecture
Series
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Behavior
Support
Intervention
Model
Family
Coaching
Sessions
Person &
Family-
Centered
Planning
Team
Building
PBS
Training
Family &
Educator
Coaching
Behavior
Support
Plan
2012
WV AUTISM TRAINING
CENTER
ADDITIONAL PROJECTS
AND PROGRAMS
WV Autism
Spectrum
Disorders (ASD)
Registry (The
incidence of ASDs in
WV)
State and
National
Presentations
The College Program
For Students with
Asperger Syndrome
Undergraduate and
Graduate Course Work
in Autism –
Marshall University
(Teacher Certification)
Collaboration
WV Department
of Education –
Office of Special
Programs
AUTISM
TEACHER
TRAINING
PROJECT
WV
Collaborative
Community of
Practice on
Autism
Autism
Society of
West Virginia
West
Virginia
Team Autism
Statewide
Autism
Mentor
Training
By definition, social skills are a set of rules people use
to interact and communicate with one another.
They are skills that assist a student in developing social
relationships.
Social skills are learned behaviors that allow an
individual interact in ways that result in positive
responses from others and avoid negative responses.
(Bellini, 2008)
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Turn-taking
Sharing
Offering/accepting help
Conversation skills
Play (allowing others to play, joining others and
inviting others)
Asking questions
Responding to questions
Staying on topic
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Recognizing facial expressions
Speaking with appropriate volume
Expressing feelings
Greeting others (initiating and responding)
Complimenting others
Considering the viewpoint of others
Commenting
Honoring personal space
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May include: An inability to interact with peers, leading to peer rejection, isolation and
anxiety.
Understanding social cues, including reading facial expressions and body language.
Sharing joint attention
Reciprocal imitation.
Social exchanges due to the lack of pragmatic language competence.
Even with adequate language skills, social skills may not be developed enough to use those language skills.
SOCIAL SKILL DEFICITS CAN INVOLVE DIFFICULTIES IN BOTH SOCIAL UNDERSTANDING AND SOCIAL SKILLS EXPRESSION.
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Individuals with autism have “poor” conversation skills.
Their conversations may be one sided, lacking reciprocity.
They may only talk about their interests. Shared interest is often absent.
Individuals with autism may lack knowledge of conversation rules such as turn-taking; starting/stopping; reading nonverbal cues.
Individuals with autism may lack eye contact. Or have unusual eye gaze.
They may have difficulty asking and answering questions.
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Children may have difficulty generalizing across
environments. (What is taught in isolation stays in
isolation!)
Individuals with autism may have difficulty honoring
personal space.
Loudness levels may be inappropriate for a given
setting.
Children with autism may have difficulty tolerating the
differences of others.
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Individuals with autism have difficulty with Theory of Mind.
* “Knowing what others’ know” * Recognizing that others can have different information and views from one’s own * Being able to accurately guess the thoughts, beliefs, emotional state and intentions of others
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Initiating an interaction, or doing so appropriately.
Responding to social initiations.
Beginning, maintaining, and ending conversations.
Communicating their emotions effectively.
Sharing a toy or game. Not accepting loss while
playing.
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**It is a myth that individuals with autism do not desire social interactions. Many do desire social interaction but lack the skills to interact effectively.
Children with autism exhibit significant social skill deficits which may lead to academic, behavioral and emotional difficulties.
In our social world we must interact with others in order to function in society: have a job, go to school, access community activities, etc.
Relationships can increase the quality of life for the child with autism.
Individuals with autism do not learn social skills through observation. Social skills must be taught!
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“Critical in supporting the individual, the environment, and the communication partner to maximize opportunities for interaction in order to overcome barriers that would lead to ever-decreasing opportunities and social isolation if left unmitigated”
FURTHERMORE: Individuals with ASD should be eligible for speech-language services regardless of age, cognitive abilities, or performance on standardized testing.
Collaboration: families, individuals, other professionals, support staff, etc. ◦ Identify priorities and build consensus to
develop a service plan with functional outcomes.
Provide services that lead to increased active engagement and build independence in natural learning environments.
Facilitate peer-mediated learning Continuity of delivery across environments.
*Pull-out services only when repeated opportunities do not
occur in natural learning environments or to work on functional skills in more focused environments
ASHA’s position is that formal assessment may not accurately detect difficulties in social language skills.
We are charged with avoiding the use of “typical eligibility” criteria, such as discrepancies, diagnosis, or age.
We are further charged with using clinical judgment and informal, observational measures to determine the need for placement.
◦ Observe your student in natural social settings to determine their strengths and needs.
◦ Document positive and negative social behaviors.
◦ You can create a list of desirable social skills for the classroom and create your own assessment
◦ You can identify the behaviors that will be targeted for intervention.
◦ You should detail both strengths and weaknesses.
◦ Assessment is conducted in natural and structured environments.
◦ Assessment is conducted through observation, interview and completion of social skills rating forms.
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The child has the skill or
behavior but does not use it.
For example: Timmy often talks to
himself in a loud voice when he is sitting at his desk. He uses a whispered voice when asking a question in class.
The child does not know
how to perform the skill.
For example:
Timmy has not been
taught appropriate
loudness levels for
various situations.
Direct Observation (across environments)
Self Report, student Interviews
Peer, Teacher, Parent Interviews
“Super Skills Profile of Social Difficulty” – J. Coucouvanis ◦ Or similar checklists
Play skills checklists
Probe data
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Use probe data, taking occasional samples rather than using continuous collection. ◦ Check for the presence or absence of a skill as it
emerges
◦ Consider the variables that can be measured:
Number of conversational turns?
Addresses a relevant question to a peer?
Spontaneous offering of information?
Appropriate physical proximately?
Listening and responding appropriately to a peer?
Focus on an observable outcomes: ◦ We know Rebecca has difficulty engaging peers in
social conversations.
◦ We know that Andrew has difficulty keeping an appropriate distance from his peers
Describe the desired outcome:
We will know when Rebecca has improved her skills when she engages 3 separate peers in a social conversation.
We will know Andrew has demonstrated success when he converses with a peer for 5 minutes while maintaining an appropriate distance.
EVALUATE………
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Identify the Individual’s Strengths:
It is often easier to focus on deficits
Identifying social strengths allows you to build new
skills through those strengths
Identify and Prioritize the Individual’s Needs:
Pick social skills that are the most critical to the
individual (quality of life!)
Build momentum by also working on a few skills
that can be mastered quickly (leads to faster
reinforcement)
Continue to periodically track skills/behavior using similar data collection methods
Direct Observation, Interviews, Rating Scales, Super Skills Profile, etc.
ALWAYS CONSIDER:
Developmental level
Interests
Sensory Issues
Preferences
Learning styles
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Conversational Effectiveness Profile Name: ___________________________ Date: ________________________ Birth Date: ___________________________ C.A.: ________________________ Note: For all responses, use the following behavioral rating score: 1. Behavior is appropriate. 2. Behavior is somewhat inappropriate. 3. Behavior is extremely inappropriate. Social Interaction This section is designed to compare the individual’s ability to interact with others as well as the style of interaction the individual frequently employs. 1. Interaction with adults. ___ 2. Interaction with age-appropriate peers. ___ 3. Interaction with younger children. ___ 4. Ability to interact with many individuals simultaneously ___ 5. Ability to establish multiple friendships ___ 6. Participation in group activities. ___ 7. Passive tendencies ___ 8. Aggressive tendencies ___ 9. Responsiveness ___ 10. Ability to handle being “left out” ___ http://www.asha.org/Events/convention/handouts/2007/1368_Kowalski_Timothy/
________ will develop social understanding skills as measured by the benchmarks listed below. ◦ Engage in appropriate cooperative social play interactions
initiated by others.
◦ Engage in cooperative social play interactions by allowing others to make changes or alter the play routine.
◦ Engage in appropriate turn-taking skills by attending to peer’s turn and waiting for own turn.
◦ Will appropriately acknowledge an interaction initiated by others by giving an appropriate response, either verbal or non-verbal.
◦ Will refrain from interrupting others by exhibiting appropriate social interaction skills.
________ will increase social-emotional skills as
measured by the benchmarks listed below.
◦ Identify various emotional states in themselves and others
◦ Will state why a person might be feeling a particular emotion.
◦ Will identify various simple emotional states in self.
◦ Will state why he/she might be feeling a particular emotion.
◦ Will identify an appropriate response to a particular emotional
state.
◦ Will respond to emotional cues of others.
_____ will increase social communication skills as
measured by the benchmarks listed below.
◦ initiate communicative interactions with others
◦ initiate varied appropriate topics with others
◦ initiate communicative interactions with others by asking
questions
◦ engage in conversational turn-taking with others across 3-4
conversational turns (topics initiated by self /others).
◦ call attention to communicative partner prior to communicating
◦ ask questions of others regarding topics initiated by self or others to sustain conversation for conversational turn-taking
Teach the skills first in a structured setting with
numerous opportunities for practice.
◦ Some skills, such as joint attention, are best taught with one
partner at a time.
After the skill is mastered in a structured setting, work
to generalize the skills across environments as quickly
as possible.
This will require pull-out as well as inclusive service
deliveries.
Jason is a fifth grader with a diagnosis of Autism. He is verbal, but has
difficulty in the area of social communication and expressive language.
Jason receives instruction in the resource classroom, with speech therapy
support. His regular education classes include: Math, PE, lunch, music.
and health.
He appears to have no friends, spends a great deal of time alone (in class,
at lunch, and during free time).
He loves SpongeBob, and will talk incessantly about the characters when
conversing with peers. Jason often corrects peers openly when he feels they
are in error. When he does interact with others, he does not honor personal
space conventions or read non-verbal communication signals.
Jason enjoys the company of familiar adults but when he meets a new
person he looks down and refuses to speak. However, Jason appears to
want to have friends at school and in the neighborhood.
When Jason returns home, he does not relate any of the day’s school
experiences to his parents or siblings.
Jason will improve his social communication and
expressive language skills by:
• Introducing himself to unfamiliar adults and peers by
establishing and maintaining eye contact and saying, “Hi, my
name is Jason.”
• Speaking to peers about 2 or more different topics, changing
the topic based on the peer’s reaction.
• Maintaining a conversation with a peer for a minimum of three
conversational turns in structured and unstructured
opportunities.
• Commenting on actions in games or activities.
Jason will develop social understanding skills by:
◦ Engaging in appropriate turn-taking skills by attending to
peer’s turn and waiting for own turn
◦ Appropriately acknowledging an interaction initiated by
others by giving an appropriate response, either verbal or
non-verbal.
◦ Understanding the need to change language according to the
needs of the listener (ie: baby, classroom/playground, peers,
adults, giving background information).
◦ Using specific scenarios, identifying where communication
broke down and how to repair the situation.
◦ Exploring topics of interest expressed by peers.
Jason will increase social communication skills by: • initiating communicative interactions with others
• engaging in conversational turn-taking with others across 3-4 conversational turns
• calling attention to communicative partner prior to communicating
• spontaneously seeking assistance/ asking for help/ seeking additional information given visual prompts.
• introducing topics of conversation to a peer.
• Using appropriate voice level or tone of voice.
Identifying and describing the meaning of 8 non-verbal communication behaviors (smiling, frowning, turning away, rolling eyes, crossing arms, etc.)
Can state likes/dislikes to others.
Can answer questions related or unrelated to specific interests.
Asking 3 appropriate questions during communicative interactions with peers.
Suggesting 3 or more ways to start an interaction with another person.
Relating 3-5 events that took place during the school day.
• Teach the difference in and appropriate times for introductions or greetings.
• Teach a variety of types of greetings and practice what type of greeting is appropriate in what setting and with whom (classrooms, lunch, recess, play group, etc.)
Have Jason role play and practice with peers in a structured setting and then generalize it to other settings (arrival at school in the morning, during unstructured time in his classroom, greeting peers in the lunch room or at recess, etc.).
Teach and practice the parameters of personal space. Teach the importance of nonverbal signals during
conversations.
To address and expand on these goals in a structured setting:
• Generate a list of questions Jason can ask a peer (e.g. “What do you
like to do? Where do you go to school? Do you like sports? What TV
shows do you like?”)
• Script what Jason should say (consider using a Social StoryTM, or a
written script).
• Practice listening to Jason’s response and then respond with an
appropriate/related response. Discuss ways in which his response
could be changed.
• Pretend to talk to different people in different situations. Practice
explaining as particular task (ie: playing a game, washing your
hands, etc) to a variety of “pretend” listeners.
Teach spontaneous initiation of conversation with
peers, demonstrating appropriate attention getting
strategies, eye contact, and body positioning.
Teach the skill to wait and listen to a peer’s response
and provide a relevant comment/question.
Talk about what peers might be discussing at the time (playing
baseball, the newest video game, etc). Role play, research, add
related topics, etc.
Social Stories
Social Scripting
Video-tapes/role playing
Lunch/Recess Club
Visual directions
Visual cues and prompts
Power cards
Comic strip Conversations
Social Stories are short stories written for the person with
autism that give the what, when, who and why aspects of
social situations.
They provide information on what people in a given situation
are doing, thinking or feeling, the sequence of events, the
identification of significant social cues and their meaning, and
the script of what to do or say.
Social Stories were developed by Carol Gray, a special
educator, through her work with students with autism.
Social Stories can provide social information to teach
appropriate social behavior that is governed by unwritten and
unspoken rules and nonverbal cues.
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Think about and picture the goal of the Social Story
Gather information about the topic
Tailor the text
Teach with the title
* The main goal of social stories is to teach social cues
and rules. Be accurate, personal, brief, and at the
individual’s functional level!
There are many ways to greet someone at school. When I see someone I know, I will try to smile and say “hi” or “hello”. They may say “hi” or “hello” back to me. I can ask someone “How are you today?” They may stop to talk with me.
In the morning, I will try to say “good morning!” to someone. At dismissal time, I will try to say “good-bye” or “see you tomorrow!”
Sometimes, if I am just passing someone I know, I can smile, wave, or just nod my head. Most people like it when I smile at them. Smiling can make people feel good.
When I say “hi” or “good-bye” to someone, it makes them happy. People like to feel happy.
http://www.child-autism-parent-cafe.com/How-To-Greet-Someone-At-School.html
Playing a Game
My name is Jason. I am in the Fifth grade.
I like to play a game! It can be fun to play games with other children.
I can ask other children to play. I can say “Do you want to play a game?”
Or, someone might ask me to play a game. They can say “Do you
want to play a game?” .
Sometimes I win the game Sometimes I lose the game.
Video modeling involves demonstrating desired behaviors through active video representation of the behaviors.
A video modeling intervention typically involves an individual watching a video demonstration and then imitating the behavior of the model.
Video self-modeling (VSM) is a specific application of video modeling, where the individual learns by watching her own behavior.
Video modeling and VSM effectively promote skill acquisition.
Uses video recording and display technology
Provides a visual model of the Target Behavior or Skill
4 General Types of Video Modeling
Basic Video Modeling
Video Self-Modeling
Point-of-View Video Modeling
Video Prompting
The National Professional Development Center on Autism Spectrum Disorders
(http://autismpdc.fpg.unc.edu/content/video-modeling)
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The student with autism might choose 2-3 friends to participate.
If he is unable to choose, observe and approach several empathetic peers.
Students sit in a designated area away from too may distractions.
While the students eat, the facilitator promotes conversation
around a specific topic which targets a chosen social skill objective.
Role-playing is an effective and fun way to teach appropriate
social behavior.
A particular social activity can be targeted and students take
‘parts’ or ‘roles’ to play.
For example, students could role-play what would happen at a
school dance, going out to eat in a restaurant, going to the
Mall, going to get a haircut, etc.
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Small Talk: play the roles of students at a lunch table, practice making chit chat about common age-appropriate topics
Social Stress: role play a mock scenario where a person becomes stressed in a social situation. What do they do? Who do they tell? Where do they go? Switch roles and let other kids model too!
Asking for Help: role play scenarios of difficulty where the student has to practice effectively asking for help
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Brainstorm a list of questions or conversation starters
that will help students when they are talking with
others.
Write them down.
Some things on your list may be general questions to
ask everyone.
Other conversation starters may be for specific people.
Keep a list.
Carry it in a pocket.
Practice.
Power Cards are visual aids that incorporate your
student’s special interest/hero in teaching social skills.
Power cards can be done on a single sheet of paper or
in booklet form.
A scenario is written in first person describing how the
“hero” solved a problem.
http://www.vcu.edu/ttac/autism/power_card_examples.shtml
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Think before you say anything. Say it in your head first before you say it out loud.
If you can’t think of something nice to say then don’t say anything.
You do not have to say every thought out loud that you think.
Comic strip conversations are simple drawings
that depict a conversation.
They identify what people say and do and
emphasize what people may be thinking.
They can be child or adult constructed.
They can be drawn or developed using real
pictures.
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Social Emotional Observational Record (Mc Graw Hill)
Social Skills Rating System (AGS)
http://www.yearforchange.com/social-skills-checklist.html
The Autism Social skills Profile (Bellini, 2006)
The Social Skills checklist (Quill, 2000)
Skill Streaming (Research Press)
Walker Social Skills Curriculum (Pro-Ed)
http://lakesideautism.com/wp-
content/uploads/2010/05/TAG_SocialSkillsChecklist.pdf
http://www.am.dodea.edu/campbell/mahaffey/Classpages/HT1
15b/documents/ProfileofSocialDifficulty.pdf
TOPL (Test of Pragmatic Language)
CELF-4 now has a checklist for Pragmatics
PLAI (Pragmatic Language Inventory)
OWLS (Oral and Written Language Scales) have
pragmatic questions embedded within the test
Super Duper –SEE (Social Emotional Eval)
American Speech-Language-Hearing Association.
Bellini, S. (2003). Making (and keeping) friends: A model
for social skills interaction. The Reporter, 8 (3), 1-10.
Steps to Independence, Fourth Edition. Copyright 2004 by
Paul H. Brookes Publishing Co.
Coucouvanis, J. (2005). Super Skills Profile of Social
Difficulty
Hanzlick, H., Petersen, L., Rogers L. Moving Toward
Functional Social Competence. Minnesota Region 10 Low
Incidence Autism Spectrum Disorder (ASD) project.
Lakeside Center for Autism. www.lakesideautism.com
Hogdon, L. (2007). Six tips for Teaching conversation
Skills with Visual Strategies. Working with Autism
Spectrum Disorders & Related Communication &
Social Challenges.
Osisek, R. (2011). Social Language Deficits in
Children with Autism Spectrum Disorders: Assessment
and Remediation. Advance Magazine Webinar.
Quill, K. (2000). DO-WATCH-LISTEN-SAY: Social and
communication intervention for children with autism.
Baltimore, MD. Brookes Publishing.
Speech-Language Pathology: Services in WV Schools
(2011). Office of Special Programs, West Virginia
Department of Education.
The ASHA Leader. (January 17, 2012) Vol.17, No. 1
American Speech Language Hearing Association.
http://region10projects.org/wp-
content/uploads/2011/07/Social_Skills_Checklist.pdf
Social Skills Difficulty Possible effects on Literacy and
Comprehension/Related Difficulties
Social experiences Literal comprehension ( due to limited world knowledge
and word knowledge)
Inference, including the meaning of an unknown word
from context
Understanding of narratives including plot, action and
cause and effect
Social understanding Hard to relate to characters and situations in stories,
integrate or connect the story with personal experience
and understand the appropriateness of character actions
and reactions (which are normally based on knowledge
of the social world, personal experience, social
interactions and social judgment)
Perspective taking Understanding of a character’s thoughts, feelings,
behaviors and motivation, as well as interactions
between characters
Iland, E. (2011). Drawing a Blank: Improving Comprehension for Readers on the Autism Spectrum. Kansas:
Autism Asperger Publications
RLA.O.5.1.05 select defining characteristics, construct background knowledge and develop reading skills to understand a variety of literary passages and informational texts by West Virginia, national and international authors: • myth
• fantasies
• biographies
• autobiographies
• science fiction
• tall tales
• supernatural tales
• historical fiction
RLA.O.5.3.01 exhibit effective oral communication skills (e.g., rate, audience, etiquette, standard English) through the presentation of • readers theater
• choral reading
• personal narratives
• recitations (poetry, historical documents)
• dramatizations
RLA.O.5.3.02 compare and contrast personal experiences to oral/visual information.
SS.O.05.02.02
◦ assume a role in a mock trial proceeding to demonstrate the
trial by jury process.
SS.O.05.03.01
◦ explain the roles of consumers and suppliers in the United
States economy and apply the concepts of sales, expenses and
profits to a real life event (e.g., bake sale as a fund raiser,
sports events, concession stand, snack machines)
SC.O.5.1.05
◦ cooperate and collaborate to ask questions, design and conduct
investigations to find answers and solve problems.
SC.O.5.3.07
◦ explore the connections between science, technology, society
and career opportunities.
The SLP may serve as a related service provider providing
specialized instruction and support as deemed appropriate
by the IEP team after reviewing assessment results,
observations, and other information.
Specialized instruction may be direct, indirect or a
combination of these based upon the communication needs
of the identified student.
The SLP can function as an important liaison among
teacher(s), classroom support personnel, parents, and others
in determining and implementing the most appropriate
communication system within the school setting.
Therapy services provided in an individual or small
group setting, with intensive specialized instruction in
specific skills or strategies focusing on remediation of
articulation, language, voice, fluency or swallowing
deficits.
The nature and severity of the speech-language impairment
may necessitate service delivery in a pull-out situation. A
pull-out service delivery model may be provided for short
lengths of time to focus on the acquisition of a specific skill
or in conjunction with an integrated or indirect model as
determined by student need.
Individualized service provided in a less restrictive
setting and does not remove the student from the
general or special education classroom
The student receives direct speech therapy while
continuing to receive classroom instruction. The
teacher becomes an integral part of the process
learning to reinforce speech-language goals, assess
student progress, and specific techniques that will
benefit the student as well as other students in the
classroom.
The SLP has exposure to classroom communication including: levels of adult and child communication, daily routines, the language of the curriculum, vocabulary demands, and the student’s coping strategies. The general or special education teacher and SLP jointly plan, teach, and assess the student’s progress within the classroom setting. The teacher employs strategies learned, uses prompts or cues the SLP has demonstrated, or monitors students for use of a particular skill. This information is especially helpful in determining the educational impact of a speech or language impairment
Instruction for students with disabilities facilitates the
development of skills that are required for success in
life.
Opportunities are provided to practice daily living or work
skills during community trips with monitoring and support
provided by teachers and other staff. The SLP may
participate in these outings if the functional setting provides
opportunities to monitor the generalization of skills or
provides opportunities for structured practice. The SLP may
also provide consultation services to the teachers who are providing community-based instruction.
Indirect services or consultative services are necessary
when a student’s IEP indicates that support is needed for
school personnel on behalf of the student as part of
accommodations, modifications or supplemental support
services. Services may include providing information and
demonstrating effective instructional and facilitation
procedures as well as analyzing, adapting, or modifying
instructional materials and assistive technology for targeted
students. While providing consultative services on behalf of
a child, the SLP will monitor the student’s progress.
.
This model is appropriate for students who are nearing
dismissal from speech-language services, students with
severe disabilities or students whose teachers require
additional support to create materials, implement
specific communication strategies, or modify
augmentative/alternative communication (AAC)
equipment. The classroom teachers may request
assistance as they plan, monitor student progress or
make decisions regarding the presentation or selection
of materials.
Consultative services may be provided to family
members and may include information on speech-
language development, home programs, recommended
environmental changes or parent support groups.
Information, home programs, and demonstration that
can positively impact communication development or
maintenance skills may be offered