Page 6 - Curriculum Based Intervention Volume 2 Digital Version

 Increases parent involvement

 Can be used in a variety of settings
 Full-day, half-day, classroom inclusion, group therapy, individual therapy

 Takes into consideration second-language influence and low socio-economic status

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 Children spend the majority of their time with teachers and parents and only a small fraction of
their time with speech-language pathologists.

 The value that your student places on what you are teaching dramatically increases when the same
words are used by their primary communicative partners.

 Frequency and consistency are two important principles that are achieved when parents, teachers,
and SLPs focus on the same topic.

 Teacher buy-in and opportunities for them to work on your student’s goals are greatly enhanced
when you align therapy to the school curriculum.

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 Parents are the most consistent language models in their children’s lives.

 Parents’ use of language-based strategies leads to greater receptive vocabulary at 12 years of age
(Beckwith & Cohen, 1989).

 Mothers’ use of labeling and increased periods of interaction leads to increases in receptive
vocabulary and greater expansion of expression in older children (Tomasello & Farrar, 1986).

 Participation by fathers in early childhood programs is beneficial to the child, father and other
family members (Frey, Fewell, & Vadasy, 1989; Krauss, 1993).

 Empowerment leads to self-efficacy, or the belief that parents can make a difference in their child’s
development (Dempsey & Dunst, 2004).
 When families are involved in the intervention process, language enrichment is ongoing rather than
during “therapy” only (Rosetti, 2006).

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These lesson plans were developed by a group of bilingual speech-language pathologists who provide
therapy services to young children and their families through home- and school-based programs. The
goal of many young classrooms is to provide early intervention in order to reduce the need for future
services and improve academic outcomes later on. In this model, it is not uncommon for the speech-
language pathologist to see a student in individual or group settings using therapy materials chosen
solely with the child’s goals in mind. While this paradigm works well for a handful of students, we
found that greater gains can be made when therapy aligns to the curriculum and when parents can
interact with a child based on what they bring home from school.

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