PLEASE TAKE THE HANDOUTS WE HAVE SEVERAL PRESENTERS TONIGHT WE ARE GLAD YOU ARE HERE!

WELCOME  PLEASE TAKE THE HANDOUTS  WE HAVE SEVERAL PRESENTERS TONIGHT  WE ARE GLAD YOU ARE HERE! The Preschool Language Intervention Program (P...
Author: Derek Walton
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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)