Working with high school students isn't for everyone, and not all SLPs are interested in working with this age group.
I’ve been an SLP for over 16 years and at the high school for 10 years, working with several students in the class support program (ICS) and learning/language disability (LLD) program who often have behavioral challenges, managing a caseload of 70-85 students each school year. A common issue with these students is their refusal to attend speech sessions. Over the years, I've tried several strategies, and in this article, I have highlight two approaches that can be helpful in such situations:
Identifying the cause of refusal
To address any issue, it's important to first identify its underlying cause in order to implement the most effective strategy. For students refusing to attend speech sessions, strategies such as having a one-on-one conversation to understand the reasons behind their refusal can be extremely helpful for both treatment planning and scheduling. It's also important to discuss their IEP goals and reassure them that if they perform well in speech and classes, they could be discharged from speech. Also, consider factors like peer pressure—are they being teased by classmates when they come to speech? Are they ok with you pulling them out from their class like English, math, history or science or they have any preference? Are they comfortable with working with kids who are in their group, or do they want to work one-on-one or perhaps at a different time/period? Additionally, how do they want you to call them for speech? Do they prefer, calling their classroom or texting via REMIND app because some students may feel embarrassed when you call their classroom or go to their classroom to get them due to potential teasing by their teasing. Just as we’re advised to “Follow the child’s lead” when they’re younger, it’s just as crucial for older children too, especially those with behavioral issues to be given the same consideration. Flexibility is Key!
Collaborating with the case manager, parents and teachers
If none of your strategies are working, it can be helpful to consult with your case manager, parents, and teachers. Sometimes, the case manager can step in to help address the situation. Reaching out to the parents is also crucial. While they may know their child is receiving speech-language services, they might not fully understand why or the reasons they’re still receiving speech therapy at high school. Hence before calling parents, it's important to be well-prepared and having the IEP and relevant assessment reports on hand can help address any questions they may have. In my experience, teachers have also been a great support in encouraging students to attend speech. So, keeping them in the loop is also essential. This collaborative approach can often help move things up in the right direction.
Author: Arpana Bagchi, MASLP, CCC-SLP | Senior SLP & Former Consultant Audiologist