5 Minute Therapy - CDs

The 5 Minute Kids program is a creative, effective service delivery model for students working on articulation skills. The drill-based program is structured to allow individual students to practice intensively on their individual goals.

ITEM#	PRODUCT NAME	AVAILABILITY
74499	5 Minute Kids Manual	In Stock
1002641	5 Minute Therapy Volumes 1 - 6 CD Bundle	In Stock
1002642	5 Minute Therapy Volume 1 - R CD	In Stock
1002643	5 Minute Therapy Volume 2 - S/Z CD	In Stock
1002647	5 Minute Therapy Volume 6 - F/V/TH CD	In Stock

Product Description

5 Minute Therapy also available in workbooks. Include games in your therapy with 5 Minute Games CD.

A necessary component of articulation therapy is the opportunity to practice speech sounds as many times as possible to achieve success. The 5 Minute Therapy program is clear, step-by-step program developed by a speech language pathologist to help children with speech sound disorders. The intent of this program is to minimize the amount of time that a child spends out of the classroom and to improve the quality of time that the child spends working on individual speech sounds in therapy.

The 5 minute individual session allows a child to practice speech sounds at least 50 to 100 times, in comparison with 20 to 30 time in traditional speech therapy. In addition to the increased time spent in the classroom, other advantages have been documented using this program. The speech pathologist has more opportunities to make up missed sessions because of the flexible schedule. Parents have stated that they are pleased because their child misses a minimal amount of classroom time. Teachers are pleased with the flexibility of the schedule and the minimal impact on classroom instruction.

5 Minute Kids Manual An Individual, Drill-Based Program for Students with Speech Sound Disorders explains the program and gives you everything you need It includes step by step instructions, a variety of data collection sheets, baseline testing forms, baseline pictures, attendance calendars, lesson plan templates, and homework log, plus information on scheduling options and IEP wording for service delivery based on degree of need. Also included are a description of a typical therapy session, great organizational suggestions, time-effective activities to motivate and engage students, and a sample of a student folder that includes a year-at-a-glance attendance calendar, goal/data page, and homework record. Use the manual with 5 Minute Therapy or with your own materials.

The 5 Minute Therapy Series focuses on short, 5 minute drill session which require little planning by the professional and little out-of-classroom time for the student. The series allows you to give children hallway-based therapy sessions based on individual needs.

A student enrolled in the 5 Minute Kids program receives individual therapy for five to seven minute sessions, two to four times per week. The child practices targeted speech sounds by repeating words, naming pictures, reading, and conversation.

The books provide a variety of activities designed for drill practice in the therapy setting and a way for the speech-language pathologist to collect data efficiently. Each sound specific book contains lists of words, phrases, and sentences for drill practice, simple games and activities, homework materials, data collections sheets, and charts to calculate percentages of correct production.

Materials Included:

Data sheets of words
Phrases and sentences
Lists of words for drill practice
Suggestions for games and activities
Simple games included Materials for homework
Charts to calculate percentage of correct production

SLPs will appreciate the materials provided for data collection and progress monitoring, including:

Quick and easy baseline data forms which measure baseline data on common error phonemes at the initial, medial, and final positions in words and in solund-loaded sentences
Various data froms for recording session notes
Homework log and sticker page
Lesson plan forms
Attendance calendars

Comparative data collected during the four-year pilot implementation of this program shows that in the traditional group therapy model, students spent an average of 14 months and 49 hours in speech/language therapy (4-8 30 minute sessions monthly), while students in the 5 Minute Kids program spent 11 months and only 6 hours in therapy (5 - 9 five minute sessions monthly). Students participating in the 5 Minute Kids program were discharged 42 hours sooner than the students receiving traditional group therapy.

The success of this program was measured by determining the average number of months enrolled in speech therapy. This time was calculated by using the initial and exit dates of the child’s Individual Education Plan (IEP). Read the research article under the Documents tab.

Speech Program	Total months in therapy	Minutes per month based on average number of sessions	Total minutes in therapy until exit IEP	Equivalent number of hours in therapy
Traditional Program¹	15	210	3150	53
5 Minute Kid's Program²	9.5	35	150	6

¹ Traditional program was based on an average of seven 30 minute sessions per month (IEP written as four to eight, 30 minute sessions monthly)

² The Five Minute Kids™ program was based on an average of seven 5 minute sessions per month (IEP written as five to nine, 5 minute sessions monthly)

Specifications

Assembly Required	No

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Documents

Documents	Research article: An Alternative Service Delivery Model for Speech Sound Disorders

An Alternative Service Delivery Model for Speech Sound Disorders

Tips

Tips	FREE Games! Walk the Dog Cheese Game Instructions for Assembling the Games Copy the game two or more times on card stock, or copy and paste on construction paper. Cut the cards apart and store in a 4 X 6 manila envelope. The directions for each game can be cut and pasted to the front of the envelope. If desired, laminate the game cards and envelope to limit wear and tear. The responses for the envelope games can be at the word, phrase or sentence level. For instance, when playing the Cheese game the responses can be as follows: WORD: “Cheese” PHRASE: “a cheese sandwich” SENTENCE: “I like cheese on my pizza.” Students also enjoy creating their own sentences, often the sillier the better!

FREE Games!
Walk the Dog
Cheese Game

Instructions for Assembling the Games

Copy the game two or more times on card stock, or copy and paste on construction paper.
Cut the cards apart and store in a 4 X 6 manila envelope.
The directions for each game can be cut and pasted to the front of the envelope.
If desired, laminate the game cards and envelope to limit wear and tear.

The responses for the envelope games can be at the word, phrase or sentence level. For instance, when playing the Cheese game the responses can be as follows:

WORD: “Cheese”
PHRASE: “a cheese sandwich”
SENTENCE: “I like cheese on my pizza.”

Students also enjoy creating their own sentences, often the sillier the better!

Faq

Faq	What does a session “look like”? The speech pathologist has all materials on a cart. Speech is conducted “in the hallway” on chairs borrowed from a nearby classroom. The speech pathologist reviews the previous session with the child, selects a goal for the day, drills on the sounds with the child, assigns a homework sheet, and the child returns to class. What does a session “sound like”? “Hello! We have been working on S in the beginning of words, and you got 95% correct last time. Let's try S at the end of words today. Ready? ...... That was great. You said 70% of those words correctly. Please practice this list of words with your family. See you tomorrow!" How can I begin to implement this program? Try starting with just one group. Take each child individually during the time you would normally see the group. Then let the program “grow” from there. So, what can you DO in 5 minutes? You can: Name 117 pictures Repeat 157 words Repeat 125 phrases Create 35 sentences How can I provide “5 minute therapy” when I service more than one building each week? The data collected on this program documents success when a child is scheduled only a few times per week. The number of sessions is based on the student’s needs. If you are assigned to a building 2 days a week, the student could be serviced in the morning AND the afternoon, resulting in 16 sessions per month. What if I have students with articulation AND language goals? The IEP could be written as “x number of 30 minute sessions per week, AND X number of 5-10 minute individual sessions per week” OR “X number of 30-40 sessions per week”, with the language goals addressed in a group session, and the child staying afterwards to address articulation goals. What do parents say about this program? The parents in my school district LOVE this program and are pleased that their child only misses a few minutes out of the classroom. When I enroll a new child into speech, the parents first concern seems to be: “What will my child be missing when they come to speech?” It is wonderful to answer that question with “They will not be missing anything!” What do you say to parents at the IEP meeting? One example: “We started a new program a few years ago, and we have had wonderful success. Instead of Diane being scheduled for two, 30 minute group sessions, I will be seeing her for 5-10 minutes individually several times a week. Diane will have the opportunity to practice her sounds more than she would in a group session. I will have her practice saying her sounds on an average of 100 times in a 5 minute session. Also, all of my time is devoted to Diane, instead of having her waiting for her turn as I work with someone else. I have kept data on this program, and I am finding that I am dismissing children from speech approximately 4 months sooner than traditional therapy."

What does a session “look like”?

The speech pathologist has all materials on a cart. Speech is conducted “in the hallway” on chairs borrowed from a nearby classroom. The speech pathologist reviews the previous session with the child, selects a goal for the day, drills on the sounds with the child, assigns a homework sheet, and the child returns to class.
What does a session “sound like”?

How can I begin to implement this program?

Try starting with just one group. Take each child individually during the time you would normally see the group. Then let the program “grow” from there.
So, what can you DO in 5 minutes?

Name 117 pictures
Repeat 157 words
Repeat 125 phrases
Create 35 sentences

How can I provide “5 minute therapy” when I service more than one building each week?

The data collected on this program documents success when a child is scheduled only a few times per week. The number of sessions is based on the student’s needs. If you are assigned to a building 2 days a week, the student could be serviced in the morning AND the afternoon, resulting in 16 sessions per month.
What if I have students with articulation AND language goals?

The IEP could be written as “x number of 30 minute sessions per week, AND X number of 5-10 minute individual sessions per week” OR “X number of 30-40 sessions per week”, with the language goals addressed in a group session, and the child staying afterwards to address articulation goals.
What do parents say about this program?

The parents in my school district LOVE this program and are pleased that their child only misses a few minutes out of the classroom. When I enroll a new child into speech, the parents first concern seems to be: “What will my child be missing when they come to speech?” It is wonderful to answer that question with “They will not be missing anything!”
What do you say to parents at the IEP meeting?

One example: “We started a new program a few years ago, and we have had wonderful success. Instead of Diane being scheduled for two, 30 minute group sessions, I will be seeing her for 5-10 minutes individually several times a week. Diane will have the opportunity to practice her sounds more than she would in a group session. I will have her practice saying her sounds on an average of 100 times in a 5 minute session. Also, all of my time is devoted to Diane, instead of having her waiting for her turn as I work with someone else. I have kept data on this program, and I am finding that I am dismissing children from speech approximately 4 months sooner than traditional therapy."

Warnings