Navigating Integrated Services in a Hybrid Model

Erin Riojas

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Materials

ASHA Course Number: ACEF0538
Course Credits: 0.3 ASHA CEUs (3 hours); Intermediate Level
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An Integrated Service delivery model provides an optimal platform for collaboration and support in the general education setting. This course will review the differences of Integrated Services from “Push In” services and how that looks for virtual therapy, and it will explore how to provide Speech-Language Therapy through an Integrated Services model. It will include discussion of the roles of the team, including facilitators and parents, in an integrated services model and how that looks in a classroom and/or virtual services. Strategies for collaboration will also be discussed.

Instructor Information

Dawn Dennis

Dawn M. Callahan Dennis, Ed.D. CCC-SLP is a Regional Director with EBS in the Kansas City area. Dawn has a long career that has spanned working in hospitals, private practice, schools, and universities. She received her B.S. and M.S. from Boston University (‘90 and ‘91) and completed her doctoral degree in Educational Leadership at Baker University in Baldwin City, KS (2012). Her passion is empowering others, which she fulfills through providing mentorship, guidance, and collaboration with EBS staff. She currently resides in the Kansas City area.

Financial Disclosure: Dawn Dennis is a paid employee of EBS Healthcare. She has no other relevant financial relationships to disclose.

Non-Financial Disclosure: Dawn Dennis has no other non-financial information to disclose.

Learner Objectives

Following instruction, participants will be able to:

  1. Review and explain ethical, cultural and overarching principles to be applied throughout this process.
  2. Define Integrated Services.
  3. Define how Integrated Services Differ from “Push In” services.
  4. Explain the benefits of Integrated Services over other service models.
  5. Explain how the alignment of IEP goals to Common Core Standards works best in an Integrated Services Model.
  6. Identify and describe roles of staff in an Integrated Services Model.
  7. Discuss how the behavioral needs of students are best met through an Integrated Services Model.
  8. Explain the need for collaboration with general education staff and how to find job embedded time to plan.
  9. Review specific “What Works” strategies based on Marzano’s research and how that information applies to both language therapy and the use of language in a classroom.
  10. Explain how this model best serves bilingual students and bilingual classroom instruction.

Agenda

  • 15 minutes: Welcome and overview of learner outcomes
  • 15 minutes: Define Integrated Services
  • 15 minutes: Review the differences of Integrated Services from “Push In” services and how that looks for virtual therapy
  • 15 minutes: Explain how alignment of IEP goals to the curriculum standards are best met in an integrated services model
  • 30 minutes: Identify the roles of staff in an integrated services model and how that looks in a classroom and/or virtual services, including “job duties” for each team member, sharing of teaching responsibilities and how students are managed/instructed in this framework
  • 15 minutes: Discuss benefits and challenges if your facilitator is the parent
  • 15 minutes: Discuss how Tier 1 supports for behavior and learning can be taught to and utilized by facilitator/parent
  • 15 minutes: Provide a framework for SLPs and general education teachers to not only schedule collaboration/planning time but a process by which to collaborate
  • 15 minutes: Review strategies from Marzano’s “What Works” research that applies to both the principles of language therapy and the language of the classroom
  • 15 minutes: Discuss the specific needs of bilingual students and how integrated services model will meet those needs
  • 15 minutes: Questions and Answers