PLAN for SKILLED INTERVENTION / PLAN of CARE

SPEECH – LANGUAGE PATHOLOGY

PLAN FOR SKILLED INTERVENTION / PLAN of CARE

Student Name: ______DOB: _____

IEP Dates: Start ______End______*Plan Dates Same as IEP

See IEP for goals and service delivery location, frequency and duration.

Signature and credentials of Service Provider:______

Continue POC as written for IEP dates: ______to ______Initials: ______

Continue POC as written for IEP dates: ______to ______Initials: ______

Intervention Approaches: ____ Create/Promote ____ Establish/Restore ____ Modify/Adapt ____Prevent

Intervention Types: _____Consultation/education of team members _____One-on-One

_____Environmental Adaptation _____Program/Routine Development _____Group

_____ Collaboration (agencies, parents, teachers, other professionals) _____Whole Class

Outcome measures include meeting IEP Goals and/or WNL re-evaluation results, improved quality of life

at school, increased competence in student role and prevention of further difficulties.

Plan: Improve communication skills (language, voice, fluency, articulation, pragmatics).

Discharge Planning: Student will be discharged when communication skills are demonstrated to be

within normal limits, when IEP goals are met and/or when communication skills are functional

for educational goals.

A hierarchy of therapy will be developed ranging from minimum to maximum cues using verbal

scaffolding. Skilled Interventions may include, but are not limited to, the following:

_____ Augmentative Communication Strategies: picture symbols, switches, sign language, writing, visual

schedules, visual/verbal prompts and cues, techniques for eye contact, communication boards

_____ Fluency: airflow management, easy onset, fluency reinforcement, gradual increase of length and

complexity, delayed feedback, pacing strategies, maintenance programs, fluency shaping techniques

_____ Language Therapy: visual/verbal cues, naming, describing, modeling, repetitions, problem solving,

hierarchy of auditory comprehension, sequencing, developing questions, sentence construction,

associations, expansion, repetition, concept development, narrative development, topic maintenance

_____ Articulation/Phonological Techniques: phonetic, phonological or phonemic approach, contrast and

minimal pairs, cycles approach, sensory motor approach, auditory discrim training, controlled or

guided practice, generalization, sound evoking techniques, self-monitoring strategies, multiple

phoneme approach, co-articulation, prompts for placement, distinctive features approach

_____ Social Communication/Pragmatics: video feedback, social stories, Partner Focused Questions,

perspective training, rating scales, non- verbal language training, conversational etiquette,

figurative and non-literal language, eye contact, emotional recognition, turn taking

_____ Voice Therapy: vocal hygiene, effortful closure, whisper phonation, self-monitoring, yawn sigh