The #1language skill to teach your students to help them apply language skills across functional settings.
(Whether you're doing 1:1, small group, or classroom-based sessions)
If you're an SLP doing school-based language therapy...
You may have heard that a "pullout" therapy model isn't the most effective way to serve students.
In fact, you may have even gotten pressure "push-in" to classrooms or start co-teaching.
When I first started practicing, I experienced the same thing.
As a result, I always felt like my "pull-out" therapy sessions weren't meeting the needs of all of my students.
There were a group of students who were making great progress with pull-out therapy alone.
But there was another group of students who weren't showing good carryover...
I wasn't sure which service delivery model was most effective, and I kept second-guessing myself.
Was pull-out most effective for some students? Was "push-in" really the gold standard?
What I really wanted to know was, "How do I help my students apply the language skills I'm teaching them once they leave my therapy room?"
The truth was — whether I was "pushing-in" or "pulling-out", I had to find a way to help my students generalize.
This meant getting out of my comfort zone of only doing pull-out therapy.
But the thought of getting in front of a class and co-teaching used to give me a panic attack.
Sometimes scheduling logistics made it nearly impossible to co-plan with teachers to figure out the "co-teaching" thing. What skills were we going to address?
When I'd actually find time to get in to classrooms, my sessions felt watered-down and unfocused. Kids would sometimes mistake me for a teaching assistant.
I had no idea how to make it work...or IF "pushing-in" was the answer to begin with.
All I knew was that my students needed more support with generalization...and I needed a protocol for making that happen.
But as I did more research on language therapy, the more I realized that it doesn't always matter if you have the perfect service delivery model.
What REALLY matters is that you teach the RIGHT skills at the RIGHT time in the RIGHT way.
But before I share more about why that's true, let me take a quick second to introduce myself.
I'm Dr. Karen Dudek-Brannan...
I help pediatric SLPs leverage their time and streamline their language therapy so they can change their clients' lives without burning out.
I went back and got my doctorate and made language my area of expertise...
When I started practicing in the schools in 2004, I felt really unprepared to navigate all the different service delivery models.
I had no idea if I was supposed to be "pushing in", "pulling out", or something else. And I didn't know how to create true carryover in my students.
That's why I started digging in to the language therapy research to find the answer.
Here's what I discovered about helping students generalize:
#1: Effective collaboration trumps service-delivery model.
There's a myth that pull-out therapy isn't effective, but that assumption hasn't been backed by solid evidence. There's new research coming out all the time about service delivery models, but so far there isn't one clear winner (Cirrin, et al., 2010).
What HAS been shown to be a predictor of effectiveness is good collaboration between staff (Throneburg, 2000).
Of course, if you are co-planning with teachers because you've getting in to your classrooms, you have a great opportunity for collaboration; so I do recommend trying it for that reason. But success is more about being on the same page when it comes to the skills you're teaching.
#2: Sometimes, pull-out therapy is best.
If we make our therapy too rigid, we run the risk of our therapy being too decontextualized and too contrived. But if we aren’t structured enough, we aren’t ensuring that we’re giving our students the amount of intensity and repetition they need with specific tasks.
One of the biggest predictors of reading problems is vocabulary, and students need explicit instruction to build those skills. (Nagy & Scott, 2000). Sometimes, pull-out is the best way to ensure students get the intensity that they need with these tasks.
The goal is to build a good solid foundation of word and sentence-level linguistic skills before you start working on those more difficult tasks that require students to put it all together at once.
#3: Build the foundation, then tie it together
A good portion of students with language processing issues need intensive work at the word and sentence level (with semantics, syntax, etc.). Many students will generalize when you build these skills alone.
But other students may need some additional support with more challenging, high-level language skills to "tie it all together" and make the connections they need to generalize. If you are going to venture out to a co-teaching model, this is the ideal place to do it.
Not only are these "high-level cohesion" skills similar to what most teachers do in the classroom, they are the ideal way to help your students apply those more foundational language skills.
As I started to understand how language works, I found that creating generalization comes down to understanding two things:
MICROSTRUCTURE:
Linguistic skills at the sentence level, like syntax, semantics, and morphology.
MACROSTRUCTURE:
High-level structure and sequence of stories (e.g. story grammar elements).
Students need adequate knowledge of linguistic skills at the word and sentence level for high-level comprehension and cohesion to take place. (Scarborough, 2001).
Those foundational linguistic skills help us develop what's known as "microstructure".
This includes the linguistic skills we need in order to tell/retell stories and events, including using correct word choice, syntax, and grammar.
For MANY students, they can drastically improve their academic performance when given instruction on these elements.
But for other students, they need helping tying it all together so they can apply those microstructure elements.
We can help them make these connections that lead to application by teaching them "narrative macrostructure".
"Narrative macrostructure", refers to the overall organization of the story, how it's sequenced, and all it's necessary details (e.g., setting, character, resolution).
In other words, we're teaching them how to tell stories.
Working on narrative language can be the missing link for students who aren't generalizing.
It's not only backed by research (Gillam et al., 2016)...
It's also easy to work on across service delivery models (1:1, small group, or whole-class instruction).
This means you can use it to boost carryover, even if your schedule only allows you to do pull-out.
It also makes it the perfect skill to teach in a whole-class setting if you want to venture out of the therapy room and in to the classroom.
But the truth is, sifting through all of the "sequencing" and "storytelling" resources to find ones that are evidence-based takes a ton of time.
That's why I've done the work for you, and compiled the evidence-backed narrative language protocols in to an easy-to-follow set of tutorials.
It's called the Art and Science of Narrative Language.
The Art and Science of Narrative Language will help you:
EFFECTIVELY lead classroom-based lessons, without hours of co-planning, and without feeling like a teaching assistant.
Have a tried-and-true protocol that results in CONSISTENT CARRYOVER, whether your pushing-in or pulling out.
Feel 100% confident in the service delivery models you design for your students, and see your students thrive in their least restrictive environment.
"Dr. Karen has totally changed the way I think about broad language intervention for kids with LD and SLI. Would highly recommend if you are a school-based SLP with limited time and interest in evidence-based interventions.”
-SHANELL, MONTANA
What's inside the Art and Science of Narrative Language?
MODULE 1: Learn why narratives are the key to carryover
This online module will show you:
- How to use evidence-based strategies like scaffolding and shaping to help your students become confident in their communication skills across settings.
- The best time to do narrative intervention during language therapy so that it amplifies treatment outcomes and helps your students thrive.
- How to identify the students on your caseload in need of narrative intervention, — so you can confidently address the right skills at the right time.
MODULE 2: Discover essential components of story grammar and evaluation tools
This online module will show you:
- The two essential pieces of good storytelling skills — plus how to focus on the right skills in at the right time to maximize treatment results.
- How to use story grammar analysis to efficiently and accurately diagnose, plan treatment, and track progress in therapy.
- The best narrative language evaluation protocols and hierarchies you can use to ensure students are the right path.
MODULE 3: Building storytelling with research-based protocols
This online module will show you:
- A protocol that builds generalization, whether you're using a pull-out model, group therapy, 1:1, or doing whole-class classroom-based sessions.
- How to scaffold when your students struggle to apply language skills, so you can give them the assistance they need to generalize language skills.
- How to write easy-to-track goals for narrative language that take the stress out of data collection and progress monitoring.
In addition to the resources in the 3 online training modules, you also get access to supplemental course handouts.
BONUS #1: Narrative hierarchy handouts
Along with your first and second modules, you'll get a set of handouts designed to guide you through evaluation and treatment planning, including:
- Hallmark Characteristics handout to show you the exact symptoms to look for when identifying children who need support with generalization and story-telling.
- Microstructure and Macrostructure cheat sheet which outlines important narrative skills, so you have a go-to guide for explaining these concepts to colleagues.
- Hierarchy of Pre-episodic and Episodic Sequences handout which guides you through developmental stages of narrative language, so you know how to progress in therapy.
BONUS #2: Treatment protocols and scaffolding handouts
These supplemental handouts included in module 3 will guide you through evidence-based techniques for building storytelling skills, including:
- The step-by-step research-based CLI protocol for narrative language lessons, that works for 1:1, group, and whole-class sessions.
- My cohesive devices handout, to guide you through the important skills your students need to apply vocabulary, grammar, and syntax skills to story-telling.
- The story-grammar scaffolding system to help you determine when/how to prompt your students during therapy sessions to facilitate language growth.
BONUS #3: Members' Q & A section
In your member's area, you can leave a comment below any of the videos and get answers to your questions about course content.
Get the Art and Science of Narrative Language today and help your students build the skills they need to apply language across settings.
- MODULE 1: Science of narratives training to guide you through identifying students in need of support ($97 value)
- MODULE 2: Story grammar and evaluation tools to show you developmental hierarchies and assessment ($97 value)
- MODULE 3: Building narratives with EBP which guides through how-to design and implement treatment($97 value)
- BONUS #1 Narrative hierarchy handouts explaining development stages ($47 value)
- BONUS #2: Protocols and scaffolding handouts To walk through facilitating language growth ($47 value)
- BONUS #3: Members' Q & A section To answer your questions about course content($497 value)
You can sign up for the Art and Science of Narrative Language risk-free.
If you still don’t feel confident and focused with your language intervention…
… Then all you need to do is email me within 60 days your purchase at talktome@drkarenspeech.com and show me that you’ve made a reasonable attempt to use the toolkit, and I’ll give you a full refund — no hassle.
FAQs you might have about the Art and Science of Narrative Language...
How does this program work?
The Art and Science of Narrative Language is an online course for SLPs who work with school-aged children that are affected by language processing difficulties and disorders.
The program will walk you through the complete system for taking the language skills you've been addressing in pull-out sessions and helping your students apply those skills.
And it's possible to implement these strategies whether you're doing "pull-out" or "push-in"; but it's designed to help you make that transition to classroom-based therapy for those who need it.
It's 100% online with self-led video trainings with printable therapy tools, and a comments area where you can ask questions.
When you join the program, you get a login to an online members area where you can log in and watch the trainings and download course materials.
You'll have lifetime access to all of the trainings. That means if you get behind, you can always catch up later. You'll also be able to go back and re-watch trainings as many times as you want.
How do I know if The Art and Science of Narrative Language is right for me?
The Art and Science of Narrative Language IS for K-12 students who have mild-moderate language disorders, or a history of "language processing" issues. It's designed for students who've had focused vocabulary interventions, but need that final push to help them generalize their skills across settings.
The strategies and framework you'll find inside the program can be applied with students identified as having language difficulties due to the following conditions (but not limited to):
Developmental language delay or specific language impairment, central auditory processing disorder, emotional disorders, other health impairments, genetic syndromes or disorders, mild intellectual disorders, autism, attention deficit/hyperactivity disorder, dyslexia, dysgraphia, specific learning disabilities, sensory processing disorder. (Not an exhaustive list).
This is for you if you've been working through strategies to boost academic vocabulary with your students (such as the strategies I cover in some of my other programs like Language Therapy Advance Foundations), and you're ready to add that extra edge to help your students generalize; or if you have students who seem to need that extra "boost" to carry skills over across settings.
It's also for you if you want to get more comfortable with doing language intervention in the classroom; but you've hesitated on getting started because you aren't sure where to start.
If you still have questions about whether this program makes sense for you to join, please don't hesitate to email me: talktome@drkarenspeech.com.
How do I access the program materials?
As soon as you enroll, you’ll receive access to the first training module and you'll be able to get started and work through the course at your own pace.
You’ll have lifetime access to the modules and you can start or revisit them at any time..
What is your refund and cancellation policy?
When you sign up for the course, you get access to all trainings and materials. Then, you have 60 days to implement the material.
If you aren't satisfied after making an honest effort to use the techniques, I'll just have a form for you to fill out where you can show me the 60-days worth of work you've put in, and I'll give you a full refund.
This sounds great but I'm super busy right now. How much time will this take?
My ultimate mission isn’t just to help you get better results with your students — I want to save you time as well!
Many SLPs find that as they work through the program and implement the strategies, they win back several hours a week and even cut their planning time in half; especially when it comes to planning co-teaching sessions with teachers.
You'll be amazed how much time you'll save with a go-to protocol!
This is an investment that will keep paying for itself, week after week, with all of the time you’ll save in the long run.
When you enroll, you have lifetime access to the modules and materials, which means that you can work through the entire program from the comfort of home, at your own pace. All you'll need to do is dedicate a few hours of your time within the next month to go through the program modules, and you'll be on your way!
But, if you don’t have that much time right now, it’s OK to go a little slower or take a break. Once you’ve enrolled, the program will always be there for you whenever you’re ready.
Each training module is pre-recorded, so it’s easy to jump back in if you fall behind and need to catch up.
Can I earn CEUs for this program?
You will earn certification maintenance hours (CMHs), which are similar to CEUs. This is what your professional development hours are called if you earn them from an organization not directly sponsored by ASHA.
ASHA will accept CMHs as professional development hours “non-ASHA” sponsored organizations such as mine, and there is information about the translation from CMHs to CEUs here, as well as what you’d need to do in order to track them. I will provide certificates you can use to document your hours in the case you are ever audited.
State licensing boards vary as far as whether they accept CMHs or CEUs — if you’re not sure, check the requirements for your specific state.
You will earn a total of 3.5 CMHs for completing the Art and Science of Narrative Language coursework.
Still have questions?
Just send me a note by emailing talktome@drkarenspeech.com and I'll be happy to answer.
I used to feel inadequate if I wasn't "pushing in" for the majority of my language cases.
People kept telling me that "co-teaching" was the best way to serve students. I'd assumed they were right.
It wasn't until I learned what I'll show you in the program that I was able to confidently make decisions about what model to use, what skills to target, and when/how to do it.
I want to show you how to do the same.
"Dr. Karen leaves out the fluff and gets straight to the facts...She brings a much-needed element of simplicity to an otherwise very broad area of language therapy.”
-RACHEL SMITH, UTAH
The truth is that "classroom-based" interventions won't work if you're not teaching the right skills.
Once I finally discovered the role of narrative language in getting to generalization...
...I stopped second-guessing the service-delivery models I designed for my students...
...I was able to teach in front of bigger groups, without feeling like an impostor...
...I started seeing students apply skills in the classroom (and the teachers did too)...
...I finally had a process for collaborating with teachers and "co-teaching" when it was a good fit for students.
I know how frustrating it can be to feel limited in the way you serve your students, but I promise it's possible to make breakthroughs with the right protocol.
That's what I'll walk you through in the Art and Science of Narrative Language.
Get the Art and Science of Narrative Language today and build the storytelling skills your students need to thrive.
- MODULE 1: Science of narratives training to guide you through identifying students in need of support ($97 value)
- MODULE 2: Story grammar and evaluation tools to show you developmental hierarchies and assessment ($97 value))
- MODULE 3: Building narratives with EBP which guides through how-to design and implement treatment($97 value)
- BONUS #1 Narrative hierarchy handouts explaining development stages ($47 value)
- BONUS #2: Protocols and scaffolding handouts To walk through facilitating language growth ($47 value)
- BONUS #3: Members' Q & A section To answer your questions about course content($497 value)
Here's more feedback about Dr. Karen's work:
©2021 Dr. Karen, LLC. All rights reserved. Privacy Policy | Terms and Disclaimer
Created with Leadpages