Example | Vocabulary in a Mixed Group Therapy Setting

02/10/2022

When my students walk into the therapy room, I have my computer open and waiting, and four students sit down at my horseshoe table. They know when they sit down for therapy to open up their devices and get them ready to use. We talk about their weekends and I have already assigned each of them target goals through lesson planning for their varying IEP needs. Because of the robust library of vocabulary therapy materials, I can easily locate the targets necessary for each individual student without searching for physical materials or data collection materials. However, I can always pull in my traditional materials and manipulatives as needed to reinforcer what I’m teaching through the platform.

This is a group of 2nd graders. One is working on artic AND language (vocabulary), one is working on fluency and two are working on language (syntax and morphology related goals).

As I can set my playlist I created during lesson planning, I have pre-selected the vocabulary track for this student. This means that he will have multiple vocabulary activities lined up that are in order of vocabulary acquisition. It ensures that he is exposed to all different activities needed to robustly master vocabulary skills. He’s doing really well but is showing some weaknesses with learning prepositions expressively.

Since I have noticed the stagnation in my data, I pull out some manipulatives to reinforce the teaching of the prepositions and I work 1:1 with him, while my other students are focused on their self-practice activities. The other three students have been working on independent work for their particular goals (syntax/morphology and fluency), and now that I’m finished with my traditional preposition lesson, I’m going to hit some of those articulation targets for the same student. John is working on “TH” in the initial, medial and final position of words. I can filter through /1000s/ of targets specifically designed to address speech production. I can take the data in real-time and it is automatically saved in the student’s file by the computer. After we finish this, I set him up on his learning path, back to focusing on prepositions, and I move on to working directly with the other students.

Additionally, I like to take a language sample once a month. I give each student an open-ended expressive task “describe this scene” and this takes a snapshot of their current abilities once a month allowing me to monitor progress in expressive language across the school year.

That data is really helpful for me to write goals and develop present level of performance (PLOPs). I don’t need paper, because I am assigning accuracy through the platform and most of the work is done for me by the computer.

SLP computer open; students sit at the table and open their devices
Establish rapport and group social welcome
Daily targets are already assigned to students
Launch vocabulary track with vocabulary student
Trouble with prepositions; Utilize traditional therapy 1:1 with prepositions – work with manipulatives
Transition back to the platform and work on TH in artic with the same student
Take monthly language sample on “describe a scene task”
Data useful for IEP and PLOPS; no paper needed; work is done for me by computer
Re-launch learning path for vocabulary prepositions for this student
Transition to 1:1 work with another student
Increased intensity of students because we are making use of every minute through simultaneous goal practice among students
Can include remote learners; equitable materials and attention to all students

Dr. Teressa Chapman

Dr. Teressa Chapman is a special education leader with two decades of experience. Teressa has served as a special education teacher, grades K-8, and also has experience serving in administration in K-12. Dr. Chapman also has extensive knowledge with supporting pre-service and graduate-level teachers with best practices and individualized support through experience with her own nonprofit and higher education roles. Teressa has a passion for innovation and integrating technology into supporting students. Her doctoral dissertation research focused on blended learning interventions for vulnerable groups. Teressa is thrilled to be part of the innovation taking place at Amplio, and is excited to use her knowledge and expertise to support partners with individualized support utilizing effective interventions for their students.