Page 35 - Literacy Based Speech Language Therapy Activities Digital Version

How to Use Storybooks in Speech Language Intervention

One Teaches ‐ One Assists
The One Teaches – One Assists model is successful in one-on-one cases and is most prevalent with

assistant teachers helping out in the classroom. We can see directly where the child is struggling and
supply support to successfully complete lessons.

Parallel Teach
In Parallel Teach, we don’t split the content but we split the class in half. This allows you to interact
with the children who need more attention. This is also an opportunity to observe typically-
developing children and get wowed by how well they use language.

Station Teaching
In Station Teaching, you DO split the content. The teacher and SLP both do different things and

then rotate through the students.

Alternative Teaching

Alternative Teaching is what we see most often with special education assistants. The teacher is
teaching the main group and you pull a small group aside that needs specific instruction.

Team Teaching
The ultimate of all of these co-teaching models is Team Teaching. The SLP and teacher go back and
forth. Each adds something to the lesson as it is presented. This works great when the SLP is

presenting a language rich book or lesson, and the teacher, who knows the students, can differentiate
the expectations of each child’s response and work.

Start at the level that is most comfortable for you, and move up the spectrum. Co-teaching and

specifically team-teaching, give us the opportunity to influence writing, influence language and
narrative development, pronunciation, and address the general education curriculum. The better we
are able to understand the requirements being put upon our students, the better we can help them
excel.

Planning for a Diverse Caseload
Pre-planning is essential if you are working with students with multiple disabilities. It is one thing to

adapt a session for students who are not communicating verbally. But what about the students who
can’t see or hear? Or what about students with mobility restrictions? We want to think about the

book and activities from their point of view and identify ways that they can participate. The
modifications table on the following page provides suggestions for modifying intervention for
students with a variety of physical and behavioral impairments as well as ways to modify for varying
levels of communication.

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