Totally agree. I think some things are just not suited to push-IN therapy and act to not only limit, but in some cases, eliminate therapy progress.
certain levels of artic training (such as audiory bombardment and discrimination as pointed out above). How do you "climb the ladder" of progression from words to phrases to sentences, etc with one child in the class (Or even three or four children working on different sounds) without interrupting and side-tracking the class lesson and/or calling attention to those children on your caseload? How do you provide feedback without exposing them to the ridicule, or at least the attention, of their peers? This carefully selected and controlled hierarchy of progression exists for voice and fluency remediation as well. Basically, the successful push-in opportunities I've had have been all in the behavior/social/ language/ carryover of previously structured skills areas. Push-in seems to work best as a supplement to pull-out. Additionally, I find it to be awkward at best and unethical at the worst to REPLACE pull-out therapy with push-in therapy, which I know some SLP's are being pressured to do.