Transforming Student Support with Virtual Speech, OT, and School Psychology Services

Success Stories

Many parents and educators believe that our students with significant needs cannot be served appropriately via teletherapy. These success stories demonstrate the significant progress made by students with alternative and augmentative communication (AAC) when paired with our highly skilled speech therapists, tailored to meet their individual needs.

Raina, Speech-Language Pathologist
Early in the school year, a new student was added to my caseload. He is a high school aged student with autism who is minimally verbal and uses AAC to communicate. He also has anxiety around large crowds, so he has been attending virtual school and services for several years. I wasn’t sure how therapy was going to work since he was logging in from home. When he first joined the session, it took a few minutes for him to interact with me. I quickly realized that he is a total communicator, using a combination of verbalizations, gestures, and his AAC device. His family is always with him during his sessions, prompting him and engaging in the activities with him.

When he quickly met the original goals we were working on, his father and I discussed what was working during our sessions, and he had ideas for activities and functional goals for his son. We are currently working on using complete sentences (using a combination of his voice and his AAC device), responding to multiple choice questions, and using core word vocabulary. He is making significant progress, and his special education teacher recently reached out to me to let me know that he is independently using 5 or more words in a sentence. Teletherapy can be successful and rewarding with a team who has the best interests of the student as a top priority. With input from family members and other service providers, it was easy to individualize therapeutic strategies for this young man. I am so proud to be a part of helping him become a successful communicator!

Kimberly, Speech-Language Pathologist
While supporting a self-contained class, I had some minimally verbal students who would benefit from AAC, but no system was yet in place in the district to acquire it. As a team, we collaborated and I successfully obtained high tech devices for 3 students, with 2 more in progress, at no cost to the district or families. I have also done parent and staff trainings to ensure smooth implementation. The students are thriving!

Suri, Speech-Language Pathologist:
“D”, a homebound student, began virtual speech therapy in the winter of 2024, with his parents present, using the LAMP Words for Life program on an iPad. Music was chosen (specifically a well-loved fish song) for the first activity. As the SLP, I would put the music on and off, and his mother or father used the device to say one of a few phrases (put it on, ready set go, let’s do more) with no expectation for D to sit and participate. At first, D wandered over when he heard the music and then wandered away. Within a few minutes, D was leaning over his father’s shoulder to watch his father using the device.

At the next session, he hung over his father’s shoulder and repeatedly reached for the device. His father assisted him in finding the right buttons. Following that we incorporated favorite shows and read alouds into his sessions. He enjoyed these activities but was never as engaged as when music was utilized. D watched his parents use the device, occasionally wandering over to watch or press icons on the device himself.

During the last session before spring break, his parents requested reading a book. A few minutes in, D wandered over, took the device from his father’s hands, and pressed “fish” and then “song”, then looked towards the provider on the zoom. He had never been shown where to find those words; however, his mother did say that during the week it appeared as if he pressed buttons to memorize where they were. We put the song on for a few seconds to reinforce the use of the device, and then went back to the book. D came back and pressed, “fish” and “song” again. As soon as the music was put on, he ran to the screen jumping up and down and swaying to the music. His parents were encouraged to continue using the device to narrate what D was doing during the day, with no expectation for him to use it. At one point during the week, his sister walked into the living room to practice her guitar. D saw this and independently found “guitar” and “music” on his device.

Dee, Speech-Language Pathologist
The parent of Dee’s 3-year old student was initially hesitant about virtual therapy, but decided to give it a try. Dee provided reassurance and shared research with the parent to alleviate concerns. Over the course of several sessions, the student’s mom witnessed remarkable progress, prompting a shift in her perspective on virtual therapy. Initially considering Extended School Year (ESY) services for her child, she now feels confident that the progress made renders ESY unnecessary. Through Dee's guidance and the effectiveness of virtual therapy, this student and her mom’s journey takes a positive turn, showcasing the transformative impact of tailored interventions.

Serving Students in Remote Communities

Our Hybrid Speech-Language Pathologists (SLPs) and school psychologist make the journey from various corners of the United States to our district in Alaska, where they engage with students in person for a few weeks over the school year. Despite navigating through challenging weather conditions, these dedicated professionals persevere, driven by their commitment to serving our students. In addition to their resilience, they also enjoy the rewards of working in one of the most breathtaking and picturesque regions on the planet, amplifying their sense of fulfillment in their roles.