We did push in and pull out, best of both worlds IMO. Push in is especially great for social skills and social language. Pull out is great for those issues that really need repetition and lots of attention and where other kids would be a distraction.

My daughter had push in in private preschool. The SLP included oth er kids in games and such so she wasn't singled out or uncomfortable.

Anonymous wrote:

Anonymous wrote:I think push-in services are usually MORE effective.

Hmmm . . . my thought is for a child with any attention deficits, pull out is way more effective. But I'd like to hear more opinions on what (push in or pull out) is more effective for what issues.

A kid with attention deficits is likely to have trouble generalizing what they learn, making push in, and modeling for the adults in the classroom even more effective.

Anonymous wrote:No idea if the school is open to it, I guess that depends on a lot of factors. How does it actually work? I tried looking at some YouTube videos. One showed a woman teaching the whole class a lesson. Does she play a game with the whole class? Does she just get on the floor with him and play one on one with him? How does this normally work? For example the normally sit in a circle in the morning and talk about the weather. Is she like an interpreter, whispering in his ear, taking out photos of sun and clouds to emphasize the points the teacher is making?

I’m not worried about any stigma. She is young and fun and engaging and energetic. My child is very fond of her.

Ask the SLP how she does it. My son has had a private SLP push in since he was 4. He is 10 1/2 now. I can not express how completely awesome it has been! Unless the therapy is for something very mechanical/speech related (like articulation) being able to do it in the natural environment is preferable for generalization. Not only will he get to practice the skills in the environment in which he actually needs them, but she can consult on the fly with the teachers about any questions they have, and also they can see how she approaches supporting your son.

As for the poster who says it will make him stand out, I really don't think that is a concern, especially in preschool. My son's speech therapist was immediately accepted by all the kids as another teacher. Even now in 4th grade they call her his "tutor". She just joins in whatever the class is doing so if it is group work time she supports my son as he does that. She's fun and obviously not a disciplinarian of any sort so everyone likes for her to join their group. It's really been a non issue.

No idea if the school is open to it, I guess that depends on a lot of factors. How does it actually work? I tried looking at some YouTube videos. One showed a woman teaching the whole class a lesson. Does she play a game with the whole class? Does she just get on the floor with him and play one on one with him? How does this normally work? For example the normally sit in a circle in the morning and talk about the weather. Is she like an interpreter, whispering in his ear, taking out photos of sun and clouds to emphasize the points the teacher is making?

I’m not worried about any stigma. She is young and fun and engaging and energetic. My child is very fond of her.

Anonymous wrote:I think push-in services are usually MORE effective.

Hmmm . . . my thought is for a child with any attention deficits, pull out is way more effective. But I'd like to hear more opinions on what (push in or pull out) is more effective for what issues.

What seems weird to you about it?

I think push-in services are usually MORE effective.

I think you need both. If she doesn't have time, find someone else. I personally wouldn't want it in school as it makes him stand out more.

Hi sorry it’s primarily for receptive issues btw.

Research shows that push-in treatment is most effective (for most conditions). Treatment in natural settings aids generalization and no therapy would be complete without taking generalization into consideration. For something like articulation or stuttering, that would be less the case, but for overall language and definitely pragmatic language, push in treatment is ideal as it is very functional and also provides a model for the staff.

That can work, depending on what the goals are, and sometimes it's more effective (e.g. is your child working on pragmatic language or social skills).

Is the preschool open to having the SLP on site / in the classroom?

Private SLP proposed coming to DS’s TINY pre-school for push in speech therapy vs office bc we cannot find a time to schedule in office. This seems weird to me. Any thoughts on this mode of ST for 3 yo?