PACs

1997 ◽  
Vol 28 (2) ◽  
pp. 99-107 ◽  
Author(s):  
Jean L. Blosser ◽  
Annette Kratcoski
Keyword(s):  
Decision Making ◽  
Service Delivery ◽  
Cost Effective ◽  
Communication Disorder ◽  
Speech Language Pathologists ◽  
Economic Trends ◽  
Team Decision ◽  
Delivery Options ◽  
Increasing Demand ◽  
Delivery Models

Changes in demographic and economic trends, as well as reforms in health care and education, have encouraged speech-language pathologists to expand the service delivery options they offer. Practitioners are searching for service delivery models that promote clients’ functional skills, are cost-effective, and reflect accountability and efficacy. There is increasing demand for models that incorporate team decision-making and participation. This article provides clinicians with a framework for decision-making and service delivery by encouraging speech-language pathologists and their colleagues to consider the unique combination of providers, activities, and contexts (PACs) necessary to meet the specific needs of each individual with a communication disorder.

scholarly journals A Framework for Designing and Evaluating Internet Interventions to Improve Tinnitus Care

2019 ◽  
pp. 121-160
Author(s):  
Eldré W. Beukes ◽  
Gerhard Andersson ◽  
Vinaya Manchaiah ◽  
Peter M. Allen ◽  
David M. Baguley
Keyword(s):  
Service Delivery ◽  
Intervention Development ◽  
Cost Effective ◽  
Evidence Based ◽  
Service Delivery Models ◽  
Internet Interventions ◽  
Intervention Models ◽  
Related Symptom ◽  
Delivery Models ◽  
Internet Based Intervention

Tinnitus can be a debilitating hearing-related symptom. Access to evidence-based tinnitus interventions remain limited. Tele-audiology can assist by providing a clinically and cost-effective tinnitus management route. This chapter highlights how this is made possible by focusing on one form of tele-audiology, namely an internet-based intervention. Guidelines are provided for the development of such interventions. A framework outlining the various processes involved in evaluating newly developed interventions is also provided. The chapter closes by discussing factors that may facilitate or hamper the dissemination of new interventions into existing service delivery models. This well-defined outline for intervention development and evaluation can be applied and used to guide innovative intervention models by stakeholders.

Enterprise and care

2016 ◽  
Author(s):  
Catherine Needham ◽  
Kerry Allen ◽  
Kelly Hall
Keyword(s):  
Service Delivery ◽  
Quantitative Research ◽  
Public Services ◽  
Cost Effective ◽  
Social Enterprises ◽  
For Profit ◽  
Not For Profit ◽  
The Social ◽  
Delivery Models ◽  
Micro Enterprises

This chapter focuses on enterprise and care considering the contribution that new delivery models such as social enterprises make within public services more broadly and care in particular. The chapter also considers the ambiguity of the social enterprise label and its capacity to be claimed by a range of governance types, including the for-profit as well as the not-for-profit. The chapter then draws together the evidence on micro-enterprises into four research hypotheses that are tested in later chapters of the book, through qualitative and quantitative research. These are derived from the policy claims that are made by proponents of micro forms of service delivery: that micro-enterprises are more personalised, innovative, cost-effective and outcomes-oriented than larger organisations.

scholarly journals An Exploratory Study of Speech and Language Therapy Intervention for Children Born With Cleft Palate ± Lip

2020 ◽  
pp. 105566562095473
Author(s):  
Caroline Williams ◽  
Sam Harding ◽  
Yvonne Wren
Keyword(s):  
Decision Making ◽  
United Kingdom ◽  
Service Delivery ◽  
Cleft Palate ◽  
Speech And Language ◽  
Language Therapy ◽  
Speech And Language Therapy ◽  
Service Delivery Models ◽  
The United Kingdom ◽  
Delivery Models

Introduction: Children born with a cleft palate ± lip are at risk of developing speech and language difficulties, which may require intervention from a speech and language therapist (SLT). To date, there is no strong evidence to support one approach to intervention over another, neither is it clear which approaches or methods of provision are commonly used. Objectives: To describe the range of speech and language therapy interventions being used with children born with cleft palate in the United Kingdom up to 5 years of age. To explore the different ways, interventions are being delivered. Design: A prospective study to conduct 9 semi-structured focus groups. Iterative content analysis was completed. Setting: Regional Cleft Lip and Palate Centers in the United Kingdom. Participants: Sixty-two speech and language therapy professionals from specialist cleft teams and community services. Results: Four main codes were identified: “intervention approaches,” “service delivery models,” “decision-making and rationale,” and “patient-centered care.” Participants frequently discussed how they adopt an eclectic style when delivering intervention, the importance of an individualized approach for each child and service delivery constraints, such as a lack of resources. Conclusion: Insight into the multitude of intervention approaches used by SLTs, aspects which influence their decision-making and the variability of service delivery models were gained. Uncertainty regarding which intervention approaches and methods for delivery are most effective provides rationale for future research, to improve the effectiveness of speech and language intervention for children with cleft palate ± lip.

Speech-Language Pathologists and Inclusive Service Delivery: What Are the First Steps?

2014 ◽  
Vol 15 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Lyndsey Pollack Zurawski
Keyword(s):  
Service Delivery ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
Speech Language Pathologists ◽  
Roles And Responsibilities ◽  
Service Delivery Models ◽  
School Based ◽  
Delivery Models

Changing service delivery models can be difficult for a variety of reasons. The expanding roles and responsibilities of school-based speech-language pathologists (SLPs) along with the implementation of Common Core State Standards (CCSS) only create more pressure. Implementation of the CCSS does not have to be an anxiety driven task. School-based SLPs can accept the challenge of providing inclusive-based services to meet the diverse needs of the SLPs caseload while providing educationally relevant services.

scholarly journals A Framework for Designing and Evaluating Internet Interventions to Improve Tinnitus Care

2021 ◽  
pp. 104-134
Author(s):  
Eldré W. Beukes ◽  
Gerhard Andersson ◽  
Vinaya Manchaiah ◽  
Peter M. Allen ◽  
David M. Baguley
Keyword(s):  
Service Delivery ◽  
Intervention Development ◽  
Cost Effective ◽  
Evidence Based ◽  
Service Delivery Models ◽  
Internet Interventions ◽  
Intervention Models ◽  
Related Symptom ◽  
Delivery Models ◽  
Internet Based Intervention

Tinnitus can be a debilitating hearing-related symptom. Access to evidence-based tinnitus interventions remain limited. Tele-audiology can assist by providing a clinically and cost-effective tinnitus management route. This chapter highlights how this is made possible by focusing on one form of tele-audiology, namely an internet-based intervention. Guidelines are provided for the development of such interventions. A framework outlining the various processes involved in evaluating newly developed interventions is also provided. The chapter closes by discussing factors that may facilitate or hamper the dissemination of new interventions into existing service delivery models. This well-defined outline for intervention development and evaluation can be applied and used to guide innovative intervention models by stakeholders.

Predictors of Service-Delivery Models in Center-Based Early Intervention

1994 ◽  
Vol 61 (1) ◽  
pp. 56-71 ◽  
Author(s):  
R. A. McWilliam ◽  
Donald B. Bailey
Keyword(s):  
Service Delivery ◽  
Special Educators ◽  
Physical Therapists ◽  
Mail Survey ◽  
Occupational Therapists ◽  
Speech Language Pathologists ◽  
Service Delivery Models ◽  
Special Services ◽  
Childhood Intervention ◽  
Delivery Models

This study examined the perceptions of early childhood intervention professionals toward the integration of special services into regular classrooms, rather than through segregated, pullout approaches. A mail survey of occupational therapists, physical therapists, special educators, and speech-language pathologists asked (a) what practitioners perceived as their typical and ideal practices and (b) what influenced their choices of service-delivery models. Multiple-regression analyses were used to determine how choice of models for different situations predicted the extent to which respondents used integrated practices. Results showed that special educators were most likely to use and favor integrated services, followed by occupational therapists, speech-language pathologists, and physical therapists.

Out-of-Class Versus In-Class Service Delivery in Language Intervention

1995 ◽  
Vol 4 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Joanne E. Roberts ◽  
Barry Prizant ◽  
R. A. McWilliam
Keyword(s):  
Service Delivery ◽  
Language Intervention ◽  
Class Versus ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Special Services ◽  
Childcare Center ◽  
Delivery Models ◽  
Class Models ◽  
Selection Of

The interactions of young children and their speech-language pathologist during out-of-class and in-class language intervention were compared for 15 children with disabilities attending a mainstreamed childcare center. Children were pair matched and randomly assigned to either in-class or out-of-class special services. After 3 months, treatment sessions were videotaped. The results indicated that some, but not all, aspects of both speech-language pathologists' and children's interactions differed during in-class versus out-of-class treatment sessions. During out-of-class sessions, speech-language pathologists took more turns than during in-class sessions. Children complied more with requests during out-of-class sessions and responded less to requests during in-class sessions. The results suggest that because in-class and out-of-class models have differential effects only on some aspects of clinician and child behavior, selection of service delivery models must be determined by a myriad of factors. Furthermore, these findings suggest that, in the absence of more conclusive data, it is premature to equate a particular mode of service delivery with a higher degree of treatment efficacy.

Unleashing Your SUPERvision powers

2014 ◽  
Vol 15 (3) ◽  
pp. 107-114
Author(s):  
Virginia Kelly
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Limited Resources ◽  
Special Education Services ◽  
Speech Language Pathologists ◽  
Education Services ◽  
Delivery Options

In a time of limited resources and increased accountability, speech-language pathologists (SLPs) are asked to broaden their roles resulting in efforts to continually redefine and refine service delivery options. SLPs in schools have to be creative as we manage and shift toward a more formidable role in prevention, while still providing educationally relevant services to students who receive special education services. This article shares benefits for one SLP who embraces supervision of SLP assistants as one method for increasing service delivery options.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

2020 ◽  
Vol 5 (6) ◽  
pp. 1666-1682
Author(s):  
Lena G. Caesar ◽  
Merertu Kitila
Keyword(s):  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
The United States ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Confidence Levels ◽  
Graduate School Preparation ◽  
Graduate Preparation ◽  
Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

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