Co Teaching and Push in Therapy Models Handout

Co-Teaching/Push-In Therapy Models
Compiled By: Carrie Clark, CCC-SLP

www.SpeechAndLanguageKids.com
Therapist-Led Lessons Co-Teaching with Co-Planning Therapist Takes a Station/
Center
 Therapist plans a lesson to  Therapist and teacher plan
give to the whole class lesson together and choose  While whole class is doing
 Teach something that will appropriate targets for stu- centers or rotating through
benefit the whole class dents stations, therapist works at
(including the child with  Therapist suggest specific one station
special needs), like social language or teaching strate-  Therapist does an activity
skills gies that will benefit IEP stu- at her station that has to do
 Or, demonstrate a language dents with the IEP students’ goals
or teaching strategy for the  Teacher teaches the lesson, but incorporates non-IEP
teacher to use with the therapist is nearby, adds or students as well
whole class elaborates as necessary  IEP student gets to practice
 Teacher assists with any  Class breaks into groups, the target skill in reg. ed.
students who need help IEP students are in the half setting with peers.
during the lesson with the therapist, therapist
(e.g. behaviors) and teacher help the students Example of Stations/Centers
practice and master the new
During literacy stations, speech
Example of a Therapist-Led skills
therapist takes one station and
Lesson
sets up a language activity that
Example of Co-Teaching
Speech therapist teaches a will practice target skills from
lesson about how to share Speech therapist and teacher IEPs (like a file folder activity).
materils in the classroom. The plan a lesson about the water Kids are divided with one IEP
IEP student has a goal for this cycle. Therapist and teacher se- student per group. As each
but the whole class is struggling. lect 10 top vocabulary words to group comes to the station, the
Therapist reads a social story teach for the lesson. Therapist therapist demonstrates the
about sharing and then role suggests writing these words on language skill and then has each
plays sharing toys with different the board and talking about child practice as he does the
pairs of students. IEP student them before lesson. Also sug- activity. IEP students are given
watches and participates in the gests drawing attention to them additional turns and instruction
role-playing. Therapist asks when the come up in the lesson as needed to complete the task
comprehension questions to and drawing a pic of each one with their peers.
students at the end to ensure next to the word. During lesson,
comprehension (including IEP therapist walks around and
student) and posts visual aid for helps IEP students focus. After
sharing in the classroom near lesson, both take half of the class
the play area. (therapist takes IEPs) and thera-
pist checks for comprehension
and reviews/practices.
Therapist Leads Routine Therapist Leads Unique Therapist Adapts Materials
Activity Activity and Supplements
 Therapist takes control of  Therapist designs a new  Teacher plans her lessons
classroom for one activity activity that is built into the as normal and gives
that is part of the normal students’ day materials to therapist in
routine, such as snack time,  New activity will become part advance
group time, circle time, etc. of the daily routine but will  Therapist adapts materials
 Therapist leads activity just enhance some part of their to suit the children with
as the regular teacher would education IEPs (adding visuals,
do but uses additional strate-  May be an enrichment time simplifying text, etc.)
gies and instructional meth- when a new skill is practiced  Therapist pre-teaches the
ods that are helpful to the (outside of typical instruction skills before the lesson
IEP students time) occurs in the classroom
 Therapist targets goals of IEP  Or may be a “getting ready to  After lesson, therapist
students and models teach- learn” activity that will put reviews materials and
ing strategies to teacher children in the right mindset provides children with
 Teacher assists with stu- to benefit more fully from the additional instruction as
dents as needed upcoming lesson needed and time to practice
(e.g. behaviors)
Example of a Therapist-Led
Examples of Therapist-Led Example of Adapting Materials
Unique Activity
Routine Activities and Supplementing
Speech therapist implements a
Speech therapist leads circle Teacher plans a lesson about the
“sensorimotor” time at the
time or story time in a preschool water cycle and gives lessons to
beginning of each day. As
classroom. Speech therapist speech therapist. Therapist
students come in (or once
demonstrates asking creates flashcards and visuals
everyone has arrived), therapist
developmentally-appropriate for the top vocabulary words
sets up a small obstacle course
questions to each child (varying and pre-teaches those words in
(a few objects) and gives the
difficulty of questions for each a therapy session prior to the
directions to the children of how
student) and models thinking lesson. After the lesson, the
to go through it. Each child
out loud for improvements in therapist checks for
takes a turn doing the actions
predicting and comprehension. comprehension and re-teaches
(or all at once). Therapist helps
Speech therapist leads snack any missed vocabulary words in
children remember steps
time and models giving each a different way. Children then
(auditory recall), follow multi-
child just a few pieces of snack practice vocabulary words
step directions, and learn new
and then having the child re- during therapy sessions.
vocab for the objects and
quest more pieces using his actions. This sensory activity
words or designated alternative gets the children ready to learn.
communication system.
Therapist Assists 1+ Student Therapist Assists 1+ Student Pull-Aside Therapy in the
with Routine Activity with Unique Activity Classroom
 Teacher leads routine  During a non-routine activity,  Therapist comes into class-
activity as normal and such as a specials class or a room and does therapy
therapist sits behind one or fieldtrip, therapist assist one with one or more children
more student(s) to assist as or more students within the room
needed demonstrate skills from IEP  Children are pulled to the
 Therapist helps students goals by providing necessary side or to a quieter part of
demonstrate skills from IEP supports and fading supports the room
goals by providing necessary when possible  Therapist works on skills as
supports and fading  Allows therapist to work on she would in the therapy
supports when possible generalizing learned skills to room but within the natural
 Therapist uses this time to new settings, like following environment
demonstrate strategies to directions or using complete  Peers and other children
the teachers and/or aides in sentences are pulled into the group
the classroom  No lesson plan used, just  Serves as a nice transition
offer support when an between doing a skill in the
Examples of Therapist Assisting opportunity for a skill arises therapy room and in the
with Routine Activity classroom
Example of Therapist Assisting
Speech therapist sits behind two Example of Pull-Aside Therapy
with Unique Activity
students during snack time. One
During work time (free play),
is minimally verbal with an AAC Speech therapist joins class for
speech therapist pulls one
device and the other is working fieldtrip to the farm and is
student to a quiet part of the
on producing sentences. responsible for watching 2
play area with some blocks and
Whenever one of the children children (IEP). Therapist helps
a peer who has been told ahead
needs more snack, the therapist children pay attention to and
of time what to do. Peer is given
gives prompts to help the child follow group-given directions.
all of the blocks. When student
ask. For the child w/AAC, Therapist also asks
tries to forcefully take blocks
therapist says “use your talker” developmentally appropriate
from peer, peer holds on and
and points to the correct button. questions to the children
therapist prompts the child to
As the child does better, she throughout the trip to ensure
use his words to ask for some
stops pointing and just uses the comprehension and recall. After
blocks. Peer gives the student
verbal reminder. For the other the trip, therapist asks questions
blocks when he uses his words.
student, therapist says “use all about the trip (recall and
(This would be a skill that the
of your words” when the child sentence formulation) and helps
child has previously worked on
asks for snack with only one children remember what
in the therapy room with an
word. Then, she points to a happened by showing pictures
adult)
sentences strip on the table. of the trip.

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Co-Teaching/Push-In Therapy Models

Compiled By: Carrie Clark, CCC-SLP

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