LKN Speech Language Pathology
WHEN SCHOOL THERAPY IS NOT ENOUGH
WHEN SCHOOL THERAPY IS NOT ENOUGH
All certified speech-language pathologists must have a Master’s degree in Speech-Language Pathology, be licensed, and meet the requirements of the American Speech-Language & Hearing Association (ASHA. So, whether your child receives care at school, a private setting or both, he or she will receive professional care. Thus, many parents ask, “Why should we consider private, medically based speech-language pathology (SLP) instead of free services offered at school? The answer really depends on your child’s individual speech-language needs and parent preferences. Here’s a quick look at the major differences.
All certified speech-language pathologists must have a Master’s degree in Speech-Language Pathology, be licensed, and meet the requirements of the American Speech-Language & Hearing Association (ASHA. So, whether your child receives care at school, a private setting or both, he or she will receive professional care. Thus, many parents ask, “Why should we consider private, medically based speech-language pathology (SLP) instead of free services offered at school? The answer really depends on your child’s individual speech-language needs and parent preferences. Here’s a quick look at the major differences.
| CRITERIA | SCHOOL THERAPY SETTING | PRIVATE THERAPY SETTING |
|---|---|---|
| SLP Qualification | Strict guidelines dictate that a speech and language disability affect academic and social well-being. The student demonstrates the need for services based on state test scores, teacher observation, and parent/student consultations. The student must score at least 1.5-2 standard deviations below the mean on at least two standardized, norm-referenced tests. | Student shows deficits in speech, language, cognitive, or social skills that cause them to struggle even though it is not severe enough to meet the school criteria to qualify for therapy. Language includes reading and writing (literacy) and the child experiences challenges that prevent them from succeeding in the classroom that may or not be dyslexic. The student shows the need for therapy with gaps in standardized test scores and test scores are below average in some or all areas. Private-based therapy focuses on achieving optimal potential in all areas of speech, language, and communication skills in all areas of life. |
| Documentation | Initial evaluation with progress reports at each grading period; reevaluation every three years | Initial evaluation with progress reports provided at least every three months with reevaluation every 6-12 months |
| Parent Meetings | Usually, reviews are conducted every 12 months, and parents can discuss progress during scheduled conferences | Reviews are usually held at the end of each session to summarize progress and the focus of the next visit. Communication and education is provided at each visit when the parents are present. |
| Personalization | Sessions vary based on the availability of the therapist, student needs, and school schedule; some individual sessions as well as group sessions | Sessions are conducted one-on-one with social group interaction if warranted |
| Sessions | Usually 1-3 times per week in a group for 15-30 minutes per session; students usually pulled out of class | Clinician and parents determine most appropriate duration and intensity based on the child’s needs, but typically 1-3 times per week, 30-60 minutes per session; therapy is usually conducted in the therapy office, at the child’s home, or another setting that benefits the child |
| Availability | Only during the school year; not available during school holidays or summer; may qualify for extended summer if available and child demonstrates need. | Available as needed 12 months a year, 5 days a week |
| Cost | Free in public schools | Fee-for-service; sessions may be fully or partially covered by insurance, health care flex spending accounts, grants, or scholarships. |
