4 Reasons to Use Curriculum-Based Intervention

Not using curriculum-based intervention?  You may be working too hard. As a young speech-language pathologist, I was confronted with a large and staggeringly diverse caseload. It nearly brought an immediate end to my early career. I worked across two campuses with 65 Spanish-speaking students and conducted evaluations on another five campuses. Nearly half of my students were 3-year-olds in a half-day program, and many of them had multiple disabilities. I wasn’t alone. Educators in my district also taught students from a range of cultural and linguistic backgrounds. Working with students from diverse backgrounds poses some of the greatest benefits and the biggest challenges. On one hand, we’re exposed to unique and interesting cultures and can make massive positive change in their education. On the other hand, a child might struggle academically because they lack exposure to a topic, must work harder in a second language, or actually have communication impairments. I worked nights and weekends to keep up with paperwork and plan sessions. My reward that spring was covering for another SLP on maternity leave at another campus. As bleak (and common!) as this situation felt, it forced me to find a powerful solution. Changing my intervention approach—to one that bases activities on the curriculum—helps me spend less time planning, helps students learn skills they can use in class, and helps me work efficiently in groups with various disorders. Reduced planning School-based...
Source: American Speech-Language-Hearing Association (ASHA) Press Releases - Category: Speech-Language Pathology Authors: Tags: Private Practice Schools Slider Speech-Language Pathology Early Intervention Language Disorders Speech Disorders Source Type: blogs