Sean Sweeney's List: Arlington Presentation 5.13

The purpose of this investigation was to conduct an evidence-based systematic review (EBSR) of peer-reviewed articles from the last 30 years about the effect of different service delivery models on speech-language intervention outcomes for elementary school–age students.

When speech-language pathologists in the Portland (OR) Public Schools embarked on a mission in 2001 to reshape their service delivery model, they hoped to create a better working environment, increase consultative time with teachers and parents, and ultimately enhance services to students. They now have a service delivery model that meets all those goals and more-it also makes the Portland Public Schools a very attractive place to work.

Other information about 3:1 Model, Workload Management and Collaborative Service Delivery (including a PPT about 3:1 model reporting on research survey)

Presentation from 2009 ASHA Convention

ASHA Self-Study Course may be of interest

If the primary role of the speech pathologist were to shift from direct service provider to consultant, the responsibilities of the speech therapist would change accordingly to more of a professional development position. The educators who provide direct instruction for students the majority of the time, such as general education and special education teachers, would become trained by the speech language pathologist in therapeutic techniques. 

Although speech-language pathologists in the schools are being encouraged to provide services more inclusively, they often express concern that they are becoming like classroom teachers and are "watering down" the therapy they should be providing to students on their caseloads. This article explores these concerns and offers solutions to the role confusion and dissatisfaction of many speech-language pathologists who provide in-classroom speech-language services

Model parent/teacher communication regarding service delivery

Another example of communication regarding service delivery