Delivering Speech & Language Therapy Intervention

speech language therapy intervention

Delivering cost effective Speech Language Therapy Intervention intervention can be difficult with the increasing restrictions on school budgets and large caseload numbers Teachers and Speech Therapists face. However, there are 3 recognized working models of intervention, which have been shown to be effective for delivering speech and language therapy intervention.

Speech Language Therapy Intervention: Universal Level

  • General SLT training e.g. Inclusion Development Programme, School Talk, identifying speech, language and communication needs
  • Accredited training e.g. ELKLAN, online inset
  • Developing communication friendly environments across the school
  • Working with senior management in school – advising on SEN policy, communication policy, behaviour policy

Speech Language Therapy Intervention: Targeted Level

  • Input to IEPs for children on caseload
  • Attendance at multidisciplinary meetings to discuss school concerns
  • Using videos to analyse adult-child interaction/ professional development/ reflective practice
  • Suggestions at IEP meetings/ provision mapping
  • Setting up and supporting school staff to run interventions (e.g. reception language groups, transition to secondary group)
  • Working with class teachers to support differentiation during planning
  • After school clubs e.g., interactive story telling, language enrichment

Speech Language Therapy Intervention: Specialist Level

  • Initial assessments
  • Assessment and reports for statementing
  • Dynamic assessment to measure response to therapy
  • In-class support/ training/ consultancy re differentiating the curriculum
  • Bespoke consultation/ training e.g. ASD (SCERTS), behaviour management, preventing exclusion, goal setting – how to write, monitor and evaluate them
  • Direct therapy as identified by SLT
  • Modelling, monitoring and review of SLT programmes

At whichever level is decided as the most effective route for the students to be working at, these following speech language intervention models can be implemented to support learning skills and maximize participation within the National Curriculum. They can support:

Developing pupils understanding and use of language skills including:

  • Semantics
  • Syntax
  • Morphology
  • Narrative Skills:- content, sufficient detail, organisation and relevance (including written and verbal language)
  • Higher Level Language Skills:- inference, deduction, verbal reasoning, problem solving & non-literal language

Developing pragmatic language abilities including:

  • Structured conversation skills development including verbal and non-verbal skills
  • Develop metacognition and metalinguistic skills- self-awareness based activities including video feedback and success attributes programme
  • Encounter a range of situations, audiences and activities designed to develop competence, accuracy and confidence in communication and to appreciate different contexts may require different linguistic

Develop Functional Language Skills through:

  • Self-awareness- developing pupils awareness of their own strengths and difficulties and of strategies to support
  • Life preparation skills- specific support to develop functional language skills related to real life contexts (activities of daily living).
  • Experiential tasks- off-school premises practical life
  • Problem solving tasks- using language to persuade, negotiate, ask for help related to practical ‘real life’
  • Exploring passive/aggressive language and challenging behaviour
  • To develop pupils functional language, problem solving and verbal reasoning skills in the wider context including delivering a specific travel training programme and a work experience package tailor made to the specific needs of the individual pupil.

Support Pupils ability to access the National Curriculum including:

  • Develop meta cognition and meta linguistic skills-awareness of own language difficulties and of the impact these have on
  • Developing strategies to support their access to the curriculum including auditory memory strategies and specific study Skills
  • Specific support sessions addressing specific curriculum related areas in relation to pupils’ specific language
  • Develop a full understanding of curriculum based concepts through practical experience, focusing on the variety of ways the language of concepts can be used.
  • Strategies for asking for
  • Support in the speaking and listening aspects of the literacy curriculum where appropriate.

For further reading around the National Curriculum and our universal projects

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