top of page


An Educational Model of Speech-Language Service Delivery

Presented Summer 2017 by Shelly Wier, MS, CCC-SLP




This Educational Model is defined as…. an evidence-informed approach to school-based speech-language service delivery that restructures the Speech-Language Pathologist’s (SLP) roles and responsibilities in order to provide more efficient and effective therapies, interventions and supports to students demonstrating, or at risk for, speech-language delays, difficulties, differences, and disorders.  Rather than thinking of it as “more,” SLPs should think of this model as an opportunity to innovate service delivery in the schools.

Changing legal mandates and an expanded scope of practice have prompted a redefinition of the SLP’s function in the schools.  Several professional practices may now be included as part of the SLP's workload that were not a typical part of their services prior to 2000, e.g. early intervening services (ASHA, 2010).  Current best practices in school-based speech-language pathology require that SLPs move away from disproportionate use of the traditional, clinical model of individual and small-group pullout services and instead provide more collaborative consultation, authentic assessment, curriculum-based intervention, and classroom-based services (ASHA, 2003).


SLPs offer expertise in the language basis of literacy and learning, experience with collaborative approaches to intervention and therapy, and an 

understanding of the use of student outcomes data when making instructional decisions.  To meet the needs of ALL students, the educational system should use its collective resources to intervene early and provide appropriate interventions and supports to prevent language, learning, and behavioral problems from becoming larger issues (Ehren et al., 2006).



Live Binders Link:
Access Code:  summer2017


LEA Academy 2019 handouts:

Prezi slides note pages

Implementation Tools 2019

Example Letters 2019

SLP Workload Data Sheet

Educational Model:  Selected References

Executive Functions:  Using Language to Think

Originally presented Spring-Summer 2008. 

Updated for Summer 2018 by Shelly Wier, MS, CCC-SLP


This workshop, based on training and text by Jill Fahy, CCC-SLP, was designed to explain Executive Function (EF) skills and the difficulties that can occur when development is delayed or when deficits are present as a result of language disorder and/or brain injury.  Topics presented included the underlying cognitive foundation for and components of executive functions, associated impairments, basic anatomy and physiology, normal development, the role of language as it mediates EF development and behaviors, formal and informal assessment options, intervention concepts, and treatment strategies that target specific areas of EF deficit.  This training is also appropriate for psychological examiners, special education teachers, and general education teachers.

Session handouts and supplemental materials:


Live Binders Link:

Access Code:  summer2018

What's the Difference?  Dynamic Assessment, Scaffolding, Progress Monitoring & RTI 

Presented Summer 2016 by Shelly Wier, MS, CCC-SLP


The interpretation of these terms within education is comparable, but each has an explicit definition, purpose and process.  This training for speech-language pathologists will focus on 1) defining the similarities and differences between dynamic assessment, scaffolding, progress monitoring and responsiveness to intervention, 2) describing their use specific to speech and language assessment and intervention, 3) listing their benefits and challenges, and 4) explaining how data collected can be used to support Evidence-Based Practice.

Session handouts and supplemental materials:


Live Binders Link:

Access Code:  summer2016

Grammar Bootcamp!  Syntactic Forms & Functions 

Presented Summer 2015 by Shelly Wier, MS, CCC-SLP


Professionals who provide educational and/or clinical services to students with language disorders require a sophisticated knowledge of syntax. Knowledge of syntax is required for assessing a student’s language abilities, for formulating short-term objectives and long-term goals, for monitoring progress, and for evaluating the outcomes of language intervention.  SLPs must be prepared to define, explain and illustrate syntactic terms to maximize acquisition and facilitate progress in the CCSS.  This workshop reviews elements of syntactic form and function, acquisition milestones, as well as includes application exercises which tie the material to the process of syntactic analysis and intervention planning.  Based on “The Syntax Handbook:  Everything You Learned About Syntax But Forgot!” by Laura Justice and Helen Ezell.  This workshop is for SLPs who work in schools with students who are attempting to meet the CCSS in ELA. General and special educators who address language in coordination with SLPs may also benefit.

Vocabulary Strategies for SLPs

Presented Spring-Summer 2014 by Shelly Wier, MS, CCC-SLP


Comprehending content-area information is critical for any student to achieve the Common Core State Standards (CCSS), and can be especially challenging for students with communication disabilities.  Vocabulary development is a key to a student’s ability to access the curriculum.  Based primarily on the work of Judy Montgomery and Isabel Beck, this workshop examined four types of vocabulary and their relationship to the CCSS, reviewed key attributes of “word learning,” demonstrated how to choose appropriate target vocabulary, and explained how to design efficient intervention strategies and measure student progress for direct vocabulary intervention.  Consultation and collaboration with classroom teachers, which is essential to providing more effective, integrated vocabulary instruction, was also discussed.

Session handouts and supplemental materials:

Live Binders Link:

Access Code:  summer2014

What'd You Say?  The Acoustic to Linguistic Continuum of Processing

Presented Fall-Winter 2009-2010 by Shelly Wier, MS, CCC-SLP


This workshop, designed for school-based speech-language pathologists (SLPs) and educational audiologists, is based primarily on the work and training of Gail Richard, PhD, CCC-SLP and Jeanane Ferre, PhD, CCC-A.  The neuropsychological Processing Continuum Model for understanding and differentiating among processing disorders was presented.  This model provides a clear, evidence-based structure to guide assessment practices and specify intervention strategies.  Content offered clarified terminology, the neurological perspective, behavioral characteristics, deficit profiles, a language processing hierarchy, compensatory strategies, and suggestions for remediating both auditory and language processing disorders.

Session handouts and supplemental materials:

Live Binders Link:

Access Code:  fall2009



Leadership Support Service
Certified Member

Arkansas Speech-Language Hearing Association



SLP Support    Personnel Program

Children and Youth with Sensory Impairments

State Personnel Development Grant

Traumatic Brain

Injury Services

bottom of page