Question
Are there guidelines for or questions an IFSP (Individualized Family Service Plan) team should ask themselves when deciding whether an infant or toddler with developmental delays or disabilities, under the age of 3, needs direct speech therapy or whether
Answer
This has been a "hot" question for as long as I have worked in early intervention. Sometimes it is fueled by a shortage of speech-language pathologists or a limited understanding of what speech and language services look like in the birth to age three population, instead of addressing what services best meet the needs of the child. In a "best practice" scenario, the team would use a transdisciplinary model. This model is based on the theory that a child does not perform skills in isolation but that multiple needs are interrelated. Use of this model requires a sharing of information and skills across discipline-specific boundaries. With this model it is possible that one discipline will be the primary family contact and the others will serve as consultants. (Visit www.ericdigests.org/pre-9213/early.htm for descriptions of the three team models of intervention.)
There are few programs that exercise a true transdisciplinary model in assessment and intervention. It requires a group of professionals who are accustomed to working together as a team. It requires professionals to surrender discipline-specific boundaries and to have a working knowledge of the other disciplines. So your question as stated above does not have a simple answer. The IFSP team should include an SLP who has evaluated the child if this question is even to be asked. The age, medical diagnosis and prognosis, risk for future delays, current delays, disabilities, and general function of the child all need to be discussed and considered in answering this question. Other important questions are: What are the skills of the developmental therapist? What will "support" from an SLP look like in practice? If SLP support is recommended, describing the support services should be detailed in the IFSP. There should be frequent reexamination of this support role and modifications made as needed. Changes in frequency of support visits, communication between the SLP and the developmental therapist, and change to direct SLP services should be considered periodically.
Cheryl Stewart has been a speech-language pathologist for 15 years. She is the Clinic Coordinator for the Speech & Hearing Clinic at Miami University in Oxford, Ohio. She worked for four years as part of a transdisciplinary team in a NICU and NICU-to-home program in New York City.
Cheryl Stewart, M.A.,CCC-SLP
Related Courses
1https://www.speechpathology.com/slp-ceus/course/adverse-childhood-experiences-effects-on-8929Adverse Childhood Experiences: Effects on Brain, Behavior and Clinical PracticeThis course provides a brief review of conventional and expanded adverse childhood experiences and discuss their implications. Specifically, the impact of Adverse Childhood Experiences (ACEs) on brain and behavior and the importance of this information to clinical practice for speech-language pathologists are described. This course is presented in partnership with the American Board of Child Language and Language Disorders (ABCLLD).auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comAdverse Childhood Experiences: Effects on Brain, Behavior and Clinical PracticeThis course provides a brief review of conventional and expanded adverse childhood experiences and discuss their implications. Specifically, the impact of Adverse Childhood Experiences (ACEs) on brain and behavior and the importance of this information to clinical practice for speech-language pathologists are described. This course is presented in partnership with the American Board of Child Language and Language Disorders (ABCLLD).8929OnlinePT60M
This course provides a brief review of conventional and expanded adverse childhood experiences and discuss their implications. Specifically, the impact of Adverse Childhood Experiences (ACEs) on brain and behavior and the importance of this information to clinical practice for speech-language pathologists are described. This course is presented in partnership with the American Board of Child Language and Language Disorders (ABCLLD).
2https://www.speechpathology.com/slp-ceus/course/apparently-this-not-going-well-9726ApPARENTly This Is Not Going Well: Difficult Conversations with ParentsThis course explores emotional intelligence (EQ) and how to "plug in" and use it in situations that go awry with parents of clients. Specific strategies for handling difficult situations and de-escalating arguments are discussed.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comApPARENTly This Is Not Going Well: Difficult Conversations with ParentsThis course explores emotional intelligence (EQ) and how to "plug in" and use it in situations that go awry with parents of clients. Specific strategies for handling difficult situations and de-escalating arguments are discussed.9726OnlinePT60M
This course explores emotional intelligence (EQ) and how to "plug in" and use it in situations that go awry with parents of clients. Specific strategies for handling difficult situations and de-escalating arguments are discussed.
3https://www.speechpathology.com/slp-ceus/course/facilitating-first-verbs-through-shared-9735Facilitating First Verbs through Shared Book ReadingThis course discusses early verb acquisition, choosing first verb targets, and a variety of strategies to facilitate verb learning using children’s picture books as a therapy context.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comFacilitating First Verbs through Shared Book ReadingThis course discusses early verb acquisition, choosing first verb targets, and a variety of strategies to facilitate verb learning using children’s picture books as a therapy context.9735OnlinePT60M
This course discusses early verb acquisition, choosing first verb targets, and a variety of strategies to facilitate verb learning using children’s picture books as a therapy context.
4https://www.speechpathology.com/slp-ceus/course/dyslexia-and-developmental-language-disorder-11016Dyslexia and Developmental Language Disorder: School-Based Screenings, Assessments, Interventions, and Implementation ScienceDevelopmental language disorder (DLD) – a neurodiversity that occurs in 10% of the population and that makes learning vocabulary and grammar difficult - is the most commonly co-occurring learning disability associated with dyslexia, a word reading difficulty. DLD and dyslexia are described in this course with a focus on how they are the same and different. Actionable, practice solutions for improving educational outcomes for those with DLD and dyslexia through response to intervention and implementation science are discussed.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comDyslexia and Developmental Language Disorder: School-Based Screenings, Assessments, Interventions, and Implementation ScienceDevelopmental language disorder (DLD) – a neurodiversity that occurs in 10% of the population and that makes learning vocabulary and grammar difficult - is the most commonly co-occurring learning disability associated with dyslexia, a word reading difficulty. DLD and dyslexia are described in this course with a focus on how they are the same and different. Actionable, practice solutions for improving educational outcomes for those with DLD and dyslexia through response to intervention and implementation science are discussed.11016OnlinePT60M
Developmental language disorder (DLD) – a neurodiversity that occurs in 10% of the population and that makes learning vocabulary and grammar difficult - is the most commonly co-occurring learning disability associated with dyslexia, a word reading difficulty. DLD and dyslexia are described in this course with a focus on how they are the same and different. Actionable, practice solutions for improving educational outcomes for those with DLD and dyslexia through response to intervention and implementation science are discussed.
5https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-foundational-10763Reading Comprehension and the SLP: Foundational UnderstandingThis is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.auditory129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comReading Comprehension and the SLP: Foundational UnderstandingThis is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.10763OnlinePT60M
'Great course presentation and info-lots of meat to it! I wish there were a "slow down rate" button bc I was overwhelmed with all of the information and it just kept coming!'Read Reviews
AG Bell - LSLS/1.0 Domain 3, Domain 8, Domain 9; ASHA/0.1 Intermediate, Professional; Calif SLPAB/1.0; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.