Empowering Parents One Child at a Time
I’ve been in working in speech-language pathology since 2004 and I’m thrilled to be your guide throughout this Execution Plan.
While working in a hospital setting, schools, and private practice I’ve worked with children with all sorts of disorders, syndromes, and delays.
I have worked with speech implementors the past ten years and have developed our systems in such a way that folks without any background in communication disorders, special education, or even regular education can implement our plan and achieve successful outcomes with students.
Use what you learn in this Execution Plan to plan to have high-quality therapy sessions, effective communication with other IEP team members, and feel confident about your ability to help your students.
Let’s get started!
Ozark Therapy Institute, LLC
Here’s how to get the most out of the content in this Execution Plan,
Lastly, here’s how to use the Execution Plan interface.
View the example Execution Plan below…
As a speech Implementor, you have an important job. You assist the speech-language pathologist in the implementation IEPs. You will be involved with the documentation of student progress, and you may be asked to helping with speech, language, and hearing screenings.
As a Speech Implementer, you are also prohibited from certain activities. You should not attempt to conduct evaluations or determine a child’s eligibility for services. In addition, speech implementors are prohibited from writing, developing or modifying IEPs.
Speech is the verbal means of communicating. Speech consists of the following:
When a person is unable to produce speech sounds correctly or fluently, or has problems with his or her voice, then he or she has a speech disorder.
If a child has has a speech disorder that makes him hard to understand. If his lips, tongue, and mouth are not moved at the right time, then what he says will not sound right. Children who stutter, and people whose voices sound hoarse or nasal have speech problems as well.
There is a lot of great information on the web regarding normal developmental milestones for speech. Here are a few that we use most often.
In the Ozark Therapy System for teaching phonemes, all the consonants have a nickname, and coincides with how the mouth is positions or describes the sound that is produced. The chart below illustrates each of the nicknames we use.
The simple definition of phonology is the system of using sounds to create intelligible speech.
When a child has a sound system that is not developing correctly, their speech becomes difficult to understand and they are said to have a sound system disorder (SSD).
Disordered systems are fairly common. The chart below depicts some of the more prevalent patterns of error. This chart was developed by Heidi Hanks of mommyspeechtherapy.com:
Check out Heidi’s post and download the chart here.
A phonological disorder is a pattern of error. Once the Speech Therapist pinpoints the pattern, therapy should become laser focused on that pattern.
If a child demonstrates Final Consonant Deletion (FCD), the child should only be presented with words that have a final consonant.
If the child demonstrates the pattern of Fronting, he should be presented with stimulus items with /k/ and /g/.
If the child demonstrates the pattern of stopping, the child should be presented with sounds that can be prolonged (i.e. /f/, /s/, /z/, /v/).