One of the things I get asked a lot is whether 5-minute speech and traditional therapy groups can actually coexist on the same caseload.

The answer? Absolutely. I’ve done it. I still do it.

Some weeks I’m running half my sessions using the 5-minute model, and the other half in traditional small groups… and it works. You don’t have to be “all in” on one model or the other. You can do both. And you can do it without losing your mind.

Here’s how I manage both and what I’ve learned from mixing these two models on the same schedule.

When I use 5-minute speech

5-minute speech is my go-to for:

Articulation students with 1-2 target sounds or using the cycles approach
Students who are stimulable
Kids who benefit from short, focused bursts of practice
Students who struggle to stay on track in longer sessions
Those who need help with carryover into connected speech

These are the kids who don't necessarily need 30 minutes in a group. They just need consistent, targeted practice in a distraction-free setting.

When I stick with traditional groups

I keep traditional therapy sessions for:

Language goals
More complex needs
Students who aren’t stimulable for their target sounds yet
Kids working on multi-step skills that require more teaching time and interaction

Some students need the space for discussion, modeling, and guided practice that just doesn’t fit into a 5-minute session. And that’s totally fine. The goal is progress, not forcing every student into the same mold.

How I schedule both without losing my grip

The secret is blocking time.

I don’t sprinkle 5-minute students between groups or randomly throughout the day. I give them their own dedicated block, back-to-back, in the same hallway if I can. That way I’m not jumping back and forth between therapy models or rushing between rooms all day.

Then I run my traditional groups during the rest of the day, just like I always have. Separating them helps keep me organized and keeps the structure clear in my head.

Switching students between models

Yes, I’ve definitely transitioned students from traditional groups into 5-minute speech. It usually happens when I realize they’re:

Ready for more frequent practice
Not staying focused in longer sessions
Hitting a wall with carryover

Once a student is stimulable and just needs reps, moving to the 5-minute model often speeds up their progress and reduces the “fluff” in our sessions.

I haven’t really had to move students the other way (from 5-minute back to traditional), but I’d be open to it if someone wasn’t progressing.

If you’re hesitant to try both…

I get it. It sounds like a lot to manage, two service delivery models on one schedule? But honestly? It’s easier than you think.

Once you block out your 5-minute kids and stop trying to squeeze them in between everything else, it just becomes part of your routine. The bonus? More students meet their goals faster and exit, meaning fewer students on your caseload overall.

So yes, there’s a learning curve. But it pays off.