Today, I'm pleased to welcome my friend Maureen Wilson from The Speech Bubble SLP! This is the latest post in the recurring series, "Stepping Outside Your SLP Comfort Zone." - Natalie
I started out with baby steps. I talked with teachers that I knew well. Many of them had my kids in the past, so we already had relationships. It was easier to talk about pushing into their classroom when they already knew the expectations of speech students. We would plan at least one day a week where I would be integrated into the students literacy stations so I would 'blend' into the classroom better. I would use books the corresponded to the topics that they were addressing in class and use those to target their goals. Using books made going into the classroom easier since I didn't have to worry about bring games and pieces, probably forgetting something, and then figuring out how to make it work. I started using rubrics to take data for the goals I was pushing-in for. It was too hard to take data on language goals in the classroom. There were little friends who wanted to know what I was doing and what it was for. I didn't want to single out my kids or embarrass them. I found filling out a rubric in office when we were done was just as effective and eliminated a lot of questions.
I took a big, huge jump out of my comfort zone and a WHOLE CLASS lesson around Christmas time. I had a student who was working on describing and the teacher stated there were other students who needed help too in that area too. I had seen other kids become more interested in what my students were doing with me so I thought a whole class activity would be good thing. I used my Snow Globe activity paired with the EET. It took two, 30 minutes whole class lessons for the kids to go through the EET ( which they thought was pretty cool ) and complete the activity. The results were pretty cute, if I do say so myself!
If you are looking do to more push-in therapy I recommend doing a few things:
1. Look at your caseload and determine which students and which goals and realistically be targeted in the classroom.
2. Talk to the teachers before you decide to push into their room. Ask them about good times or subjects for you to push-in.
3. Find a push-in model that fits your style of therapy. There are quite a few out there. You may also find that tweaking a model way work as well. Also, there will be some trial and error.
4. Make time to talk with the teacher each week to check student progress, classroom topics you may want to incorporate etc.
5. Take a deep breath. You are a highly educated, well-trained professional. Change happens. You've got this!