WELCOME
PLEASE TAKE THE HANDOUTS WE HAVE SEVERAL
PRESENTERS TONIGHT WE ARE GLAD YOU ARE HERE!
The Preschool Language Intervention Program (PLIP) WMU UNIFIED CLINICS SPEECH LANGUAGE PATHOLOGY AND AUDIOLOGY (SPPA) CARY K. CEKOLA, M.A., CCC-SLP PROGRAM COORDINATOR
PLIP Overview Program started in the early 1980s by SPPA faculty- one
clinical rotation for graduate SPPA students
Serves children with a variety of communication
challenges, ages 3-5 years
Tuesday/Thursday 9-11 AM
Fall-Summer Semesters
Small group of children receive group and individual
therapy in a preschool setting- typically 1:1 to 1:2 ratio
Parents observe and interact within each session
Current PLIP Curriculum A curriculum is an educational system that combines theory
with practice.
PLIP has a hybrid curriculum=
Naturalistic child-centered approaches blended with contentcentered (teacher directed) approaches. Overlap is frequently seen in early childhood programs and therapy approaches. WHY DO WE NEED BOTH? What type or types of curriculum or approaches are you using
and are you reaching all the children in your program?
See Lesson Plan handout for reference to daily PLIP structure
Curriculum Considerations Head Start Child Outcomes Framework http://www.michigan.gov/documents/Head_Start_Child_Outcomes_
Framework_Related_to_Standards_147122_7.PDF
Common Core Standards
http://www.corestandards.org/
National Association for the Education of Young
Children- Early Childhood Program Standards http://www.naeyc.org/files/academy/file/Overview Standards.pdf
Overview of NAEYC Early Childhood Program Standards Fosters positive relationships Curriculum supports social, emotional, physical
language, cognitive development Uses developmentally, culturally, linguistically, and effective teaching Assesses child progress throughout semester Promotes nutrition and health Uses supportive and qualified teaching staff (students) Fosters collaboration relationship with families Fosters community relationships and resourcefulness Demonstrates a safe and healthful environment Provides high quality experiences via leaders/supervisors
New Directions for PLIP Fostering interprofessional education and instruction at the
pre-professional level
Music Therapy and Occupational Therapy students
collaborate with Speech Language Pathology/Audiology students in PLIP
Supported by the World Health Organization (WHO) and
American Speech Language and Hearing Association (ASHA)
“Making collaborative learning a part of classrooms and on-
campus clinical environments equips clinicians to help improve the functional outcomes of those who receive rehabilitative services for communication disorders.”
(L. McNeilly, ASHA Leader, May 15, 2012, www.asha.org/leader)
Intervention Rationale in PLIP “Intervention should enhance students’ participation and learning in
important contexts, improve communicative functioning, facilitate the development of academic skills, and help students to maintain close social relationships and eventually attain gainful occupation.” N.W. Nelson. (1998). Childhood language disorders in context: Infancy through adolescence (2nd ed.). Boston, M.A: Allyn & Bacon. TOOLS:
Foster engagement and joint attention in every child Have moment to moment awareness of potential communication and
learning opportunities Seize these opportunities and tailor to fit to each child at their level to promote development
Some Examples of Intervention in PLIP
DIR therapy/Floor time approach
Milieu (Environmental) Communication Teaching: Environmental arrangement, mand-modeling, responsive interactions, expectant waiting, and time delay Responsivity Education/ Prelinguistic Milieu Teaching (RE/PMT) Enhanced Milieu Teaching *
Focused Stimulation approach *
Early Literacy- Reading and Writing
Visual Strategies/Context cues *
Music therapy and Sensorimotor Regulation techniques *
Speech sound awareness and stimulation , motor speech hierarchy approaches
Fluency therapy approaches- indirect to direct
Sequential Oral Sensory (SOS) Approach to Feeding by K. Toomey, PhD. (tolerate, interact, smell, touch, taste, eat)