Pull Out Model Intervention

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Dwight (2015) cites several models of intervention typically incorporated into the therapeutic process, they are the pull-out model, the collaborative model, the consultative model, the pull-in model, and the language and speech classroom model.
Pull-Out Model
The pull-out model is used to isolate clients, or a client, by removing them from their regular environment, such as a classroom, and putting them in an area specifically designated to the speech development process (Dwight, 2015, p.168-169). This model can be beneficial because it allows the individuals, or individual, to focus in a new environment, away from distractions that could be found in a classroom setting (ASHA, n.d.). This model can be used individually or with a small group …show more content…

In the collaborative model, the client does not lose out on the classroom education, as he or she may have with the pull-out model. While this model does require some altering of the general classroom schedule, it can be beneficial for all parties involved (Vicker, 2009). The collaborative model allows for a more in-depth type of therapy that utilizes the abilities of the SLP and teacher to communicate, along with both of their abilities to communicate with the clients or students. Furthermore, collaborative models, and other classroom-based models, allow individuals with speech disabilities to establish normal order in relation to class routine, communication, and socialization (ASHA, …show more content…

However, in contrast to the previous models, the SLP using the consultative model does not have direct contact with the client (Dwight, p.169). Instead, the SLP focuses on contact with teachers and parents to assist the client with their needs. This can be beneficial when the client is in need of more time than the SLP can provide and must be instructed at home and in the classroom. For example, if a client has behavioral issues, he or she may not particularly benefit from one-on-one time with the SLP. Instead, the SLP may consult with teachers and parents to help with behavioral adjustments (Vicker, 2009). Using the consultative model, the family of the client may feel more in control and comfortable with the therapy. Furthermore, the SLP may instruct other professionals and help them to understand problem areas that a client may need to focus on that are out of the SLPs expertise.
Pull-In Model The pull-in model is essentially a combination of the collaborative model and the pull-out model; the pull-in model works using one-on-one time, or focused small group time, between the client, or clients, and the SLP within the classroom, instead of moving to a new environment (Dwight, p.169). This can be beneficial because it allows the client to stay in a place they are comfortable and because the client is not completely removed from the learning

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