Identification of Genetic Counseling Service Delivery Models in Practice: A Report from the NSGC Service Delivery Model Task Force

AbstractSchool-based speech-language pathologists (SLPs) are implementing telecommunication technologies for service provision. Telepractice is one among an array of service delivery models that can be successfully implemented in the public-school setting. While many school-based SLPs have been plunged into telepractice with the recent pandemic, this temporary shift to emergency instruction is not the same as fully implementing a telepractice service delivery model. SLPs who recognize the potential application of telecommunications would profit from additional training and experience to take advantage of the benefits of this service delivery model. The purpose of this article is to explore the concept of telepractice as a service delivery model, and to answer the who, what, when, where, and why questions of school-based telepractice. Telepractice is one of several service delivery models that school-based SLPs can confidently utilize to provide effective speech and language therapy services to school-age students.

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Patient/Client Service Delivery Models Task Force Members

Rehabilitation Oncology ◽

10.1097/01893697-199412020-00010 ◽

1994 ◽

Vol 12 (2) ◽

pp. 8

Keyword(s):

Service Delivery ◽

Task Force ◽

Service Delivery Models ◽

Delivery Models

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Alternate Service Delivery Models in Cancer Genetic Counseling: A Mini-Review

Frontiers in Oncology ◽

10.3389/fonc.2016.00120 ◽

2016 ◽

Vol 6 ◽

Cited By ~ 48

Author(s):

Adam Hudson Buchanan ◽

Alanna Kulchak Rahm ◽

Janter L. Williams

Keyword(s):

Genetic Counseling ◽

Service Delivery ◽

Cancer Genetic Counseling ◽

Cancer Genetic ◽

Service Delivery Models ◽

Delivery Models

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Feasibility of a Supplemental Phonological Awareness Intervention via Telepractice for Children with Hearing Loss: A Preliminary Study

International Journal of Telerehabilitation ◽

10.5195/ijt.2017.6216 ◽

2017 ◽

Vol 9 (1) ◽

pp. 23-38 ◽

Cited By ~ 5

Author(s):

Sue Ann S. Lee ◽

Brittany Hall ◽

Sherry Sancibrian

Keyword(s):

Hearing Loss ◽

Service Delivery ◽

Phonological Awareness ◽

Age Groups ◽

Second Grade ◽

Service Delivery Model ◽

Delivery Model ◽

Post Test ◽

Children With Hearing Loss ◽

Delivery Models

The goal of the current study was to examine the feasibility of a telepractice intervention to improve phonological awareness skills in children with hearing loss as compared to a conventional in-person intervention. Twenty children with hearing loss participated in this study. Two groups of ten children each received a supplemental phonological awareness intervention either via telepractice or an in-person service delivery model. Within each of the two groups, five children were enrolled in preschool or kindergarten and five children were enrolled in first or second grade. The two groups of children demonstrated similar phonological awareness, non-verbal IQ, and vocabulary skills during pre-tests. After a 12-week intervention children with hearing loss showed improved phonological awareness skills as measured by a standardized post-test. No significant differences were found between the performance of the telepractice group and in-person group. Nor was a significant interaction found between the two age groups (PreK/K vs. 1st /2nd grade) and the two types of service delivery models (in-person vs. telepractice). The results suggest that a telepractice service delivery model is feasible for young children with hearing loss, and that telepractice may be as effective as in-person intervention in improving phonological awareness skills.

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Comparing Patients’ Experiences in Three Differentiated Service Delivery Models for HIV Treatment in South Africa

Qualitative Health Research ◽

10.1177/10497323211050371 ◽

2021 ◽

pp. 104973232110503

Author(s):

Ferdinand C. Mukumbang ◽

Sibusiso Ndlovu ◽

Brian van Wyk

Keyword(s):

Service Delivery ◽

Hiv Treatment ◽

Self Management ◽

People Living With Hiv ◽

Service Delivery Model ◽

Differentiated Service ◽

Descriptive Phenomenology ◽

Service Delivery Models ◽

Living With Hiv ◽

Delivery Models

Differentiated service delivery for HIV treatment seeks to enhance medication adherence while respecting the preferences of people living with HIV. Nevertheless, patients’ experiences of using these differentiated service delivery models or approaches have not been qualitatively compared. Underpinned by the tenets of descriptive phenomenology, we explored and compared the experiences of patients in three differentiated service delivery models using the National Health Services’ Patient Experience Framework. Data were collected from 68 purposively selected people living with HIV receiving care in facility adherence clubs, community adherence clubs, and quick pharmacy pick-up. Using the constant comparative thematic analysis approach, we compared themes identified across the different participant groups. Compared to facility adherence clubs and community adherence clubs, patients in the quick pharmacy pick-up model experienced less information sharing; communication and education; and emotional/psychological support. Patients’ positive experience with a differentiated service delivery model is based on how well the model fits into their HIV disease self-management goals.

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Perceptions of Occupational Therapists regarding Service Delivery Models in School-Based Practice

The Occupational Therapy Journal of Research ◽

10.1177/153944929601600102 ◽

1996 ◽

Vol 16 (1) ◽

pp. 23-44 ◽

Cited By ~ 19

Author(s):

Jane Case-Smith ◽

Judy Cable

Keyword(s):

Service Delivery ◽

Occupational Therapists ◽

Teaching Staff ◽

Service Delivery Model ◽

Service Delivery Models ◽

School Based ◽

Pull Out ◽

School Day ◽

Delivery Models ◽

Models Of Service Delivery

School-based occupational therapists provide direct services, with the child removed from the classroom and integrated, and consultative services within the classroom, involving the teacher and members of the teaching staff. The purpose of this study was to determine the percentage of time that school-based therapists spend using direct/pull-out and integrative/consultative models of service delivery, to explore the attitudes of occupational therapists toward direct/pull-out and integrative/consultative services, and to identify variables associated with attitudes toward each. Written forced choice surveys were mailed to 321 school-based occupational therapists, and data analysis included 216 (67% of the sample). Therapists spent 47% of the time providing pull-out services and 53% of the time in the classroom and in consultation. Although the respondents indicated that they enjoyed one-on-one interaction with students, they disagreed that children with disabilities were best served when pulled out of the classroom. Attitudes toward consultation were positive; therapists enjoyed sharing their expertise and believed that therapy should be integrated throughout the school day. Time spent using pull-out services and consultation was highly related to attitude toward that service delivery model; therapists who provided primarily consultation were significantly lower in their ratings of the importance of direct, pull-out services. Therapists who were contracted by the school used pull-out services more than did those employed in the school (58% compared with 44%). School-based therapists appear to use a variety of service delivery models and have blended direct services with integrative/consultative services. They identified advantages to the use of both models and seem to believe that children are best served when direct services are combined with those that integrate therapy into the classroom and involve consultation with teachers.

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