What is it about?
This article explores whether the materials speech-language pathologists (SLPs) use in school speech therapy could make a difference in students’ classroom success. Traditionally, many SLPs use special speech therapy games, flashcards, and worksheets that are designed only to practice speech sounds. These tools can help students improve their speech sound production. However, they are often not connected to what students are learning in class. This article focuses on the idea of using classroom materials like spelling lists, reading passages, and vocabulary words during speech therapy sessions. The article discusses how using these “academically integrated therapy materials” might help students improve their speech sound production skills while also strengthening their academic skills. Since students are eligible for school-based speech services when their speech sound disorder affects their education (under the Individuals With Disabilities Education Act), it is important to consider whether speech therapy can directly support classroom learning.
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Why is it important?
Speech sound disorders affect more than how a child speaks. They can also negatively impact reading, spelling, writing, classroom participation, and social confidence. Right now, schools are focused on helping students make the most of every learning opportunity. Integrating classroom materials into speech therapy is a practical way to support both speech and academic growth at the same time. Students benefit by missing less instruction, practicing real classroom content, and making stronger connections between therapy and school success. For speech-language pathologists, this approach also promotes collaboration with teachers and more efficient use of time. By thoughtfully choosing materials that link directly to classroom learning, therapy can have a broader, more meaningful impact on students’ overall educational outcomes.
Perspectives
As a school-based speech-language pathologist with many years of experience, I have seen how hard students work to improve their speech. I have also seen how speech difficulties can affect their confidence, participation, and academic performance. Over time, I began to question whether the traditional materials we often use in speech therapy truly support students in the classroom. If a child qualifies for speech services because their speech impacts their education, then our therapy should intentionally support their educational success. This article reflects my desire to bridge the gap between research and real school practice. I believe speech therapy in schools should not exist separately from the classroom, it should connect directly to it. My hope is that this work encourages school-based SLPs to think carefully about their material choices, collaborate more with teachers, and continue asking how we can best serve students in ways that improve both communication and academic outcomes.
Christina Bradburn
Butler University
Read the Original
This page is a summary of: Considerations for Using Academically Integrated Therapy Materials to Increase Collaboration and Support Varied Service Delivery for Treating Speech Sound Disorders in Schools, Language Speech and Hearing Services in Schools, February 2026, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2025_lshss-25-00156.
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