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Insights from Implementing the ADDIE Model in Speech-Language Pathology

This narrative details my experience as a first-year speech-language pathologist using the ADDIE model to support two 7th-grade female students with significant expressive and receptive language delays. The students faced challenges in reading comprehension and demonstrated a below-average IQ and slow processing speeds. The IEP goal focused on improving their ability to identify main ideas and paraphrase curricular texts. My reflections on the lesson plans highlight both successes and the need for flexibility and adjustments in teaching strategies to better engage students in the learning process.

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Insights from Implementing the ADDIE Model in Speech-Language Pathology

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  1. The ADDIE Model My experience and impressions Lindsay Jones, M.S., SLP

  2. My Background • First year speech-language pathologist • Population • Typical sessions

  3. OVERVIEW: participants • Two 7th grade female students • Severe expressive/receptive language delays • Below average full-scale IQ • Slow processing speeds • Low verbal and reading comprehension • Difficulty comprehending oral/verbally presented directions • Around 2nd grade reading level • Interest Survey: dislike reading curricular material, do very well with visuals • IEP goals address: • Deficit in reading comprehension affecting ability to function in general education curriculum

  4. OVERVIEW: goal • Elaboration of student’s IEP Goal: • Within one year, [after reading a multi-paragraph curricular-themed passage] students will identify the main idea/supporting relevant details and will accurately paraphrase the material verbally. • Connection to the core: • Reading: Literature Standard 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text SOURCE: http://www.uen.org/core/core.do:courseNum=4270

  5. OVERVIEW: plan • Instruction was to take place in the speech-language classroom for one 45 minutes session/week in a group of two • Pre-Test: knowledge of terminology, ability to locate target items independently and paraphrase the material

  6. OVERVIEW: plan • Incorporation of various subject areas: • Language goal • Science and Social Studies Text • Calculate Percent correct towards goal • Sequence: • Train the terminology • Teach strategies • Practice identifying with choices from short material • Practice identifying without choices • Etc.

  7. IMPLEMENTATION: pilot • Pilot Test (BOMBED)… • What didn’t work • Modification of lessons

  8. IMPLEMENTATION: first session • Unusual circumstance (an additional group member) • How it went? {Let’s just say nothing ever goes as planned….] • Learner Likes • Learner Dislikes • Did not conform to lessons (way too overambitious)

  9. IMPLEMENTATION: second session • The new plan continues… • One thing at a time • How it went? • Some straying and tweaking were needed • Not a bad thing necessarily.. • Never enough time • Criterion: • In a field of 3 choices, able to ID the main idea with around 50% accuracy • Utilized strategy independently across activities!

  10. IMPRESSIONS • Learner likes • Participating in the learning process • Learner dislikes • Subject matter • reading • My likes • How thorough ADDIE is • Explicit framework/hierarchy for language goals • My dislikes • Time • Tedious process • Overall • Helpful, but not the most feasible…

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