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

1996 ◽  
Vol 16 (1) ◽  
pp. 23-44 ◽  
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.

The Five W's Meet the Three R's: The Who, What, When, Where, and Why of Telepractice Service Delivery for School-Based Speech-Language Therapy Services

2021 ◽  
Vol 42 (02) ◽  
pp. 162-176
Author(s):  
Sue Grogan-Johnson
Keyword(s):  
Service Delivery ◽  
School Setting ◽  
Service Delivery Model ◽  
Language Therapy ◽  
Delivery Model ◽  
Service Delivery Models ◽  
School Based ◽  
Therapy Services ◽  
Why Questions ◽  
Delivery Models

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.

scholarly journals A Comparison of Service Delivery Models: Effects on Curricular Vocabulary Skills in the School Setting

2000 ◽  
Vol 9 (1) ◽  
pp. 10-20 ◽  
Author(s):  
Rebecca N. Throneburg ◽  
Lynn K. Calvert ◽  
Jennifer J. Sturm ◽  
Alexis A. Paramboukas ◽  
Pamela J. Paul
Keyword(s):  
Service Delivery ◽  
School Setting ◽  
Classroom Teachers ◽  
Collaborative Approach ◽  
Collaborative Model ◽  
Language Services ◽  
Service Delivery Models ◽  
Pull Out ◽  
Vocabulary Skills ◽  
Delivery Models

The present study evaluated the effectiveness of three service delivery models in the elementary school setting. Differences were investigated between (a) a collaborative approach, (b) a classroom-based intervention model with the speech-language pathologist (SLP) and classroom teachers working independently, and (c) a traditional pull-out model for children in kindergarten through third grade who qualified for speech or language services. The same curricular vocabulary targets and materials were used in all conditions. This study also examined the vocabulary skills of regular education children who participated in the collaborative approach, the independent classroom-based model, or received instruction from only classroom teachers, without the SLP’s involvement. Results indicated the collaborative model was more effective for teaching curricular vocabulary to students who qualified for speech or language services than a classroom-based model (teacher-SLP independent) or a traditional pull-out model. The findings for students who were not enrolled in speech or language services indicated the collaborative and classroom-based models increased vocabulary skills to a significantly greater degree than receiving only regular instruction from the classroom teacher. The results are congruent with the theoretical advantages of the collaborative model reported in the literature and support the use of integrated service delivery models for intervention in the school setting.

Service Delivery Models Used With Adolescents: A Pilot Study

2012 ◽  
Vol 13 (4) ◽  
pp. 97-110
Author(s):  
Shannon Wade Salley
Keyword(s):  
Public School ◽  
Service Delivery ◽  
School System ◽  
Survey Methodology ◽  
Public School System ◽  
The Public ◽  
Service Delivery Models ◽  
Adolescent Population ◽  
Pull Out ◽  
Delivery Models

Purpose: I surveyed ASHA-certified speech-language pathologists (SLPs) working in Virginia public schools to determine current practices used to treat the adolescent population. Method: I used survey methodology to gather data. The survey was researcher-developed and focused on service delivery models used by SLPs working in the public school system in the state of Virginia. Results: Results from this study revealed that SLPs who work in the public school system in Virginia continue to predominantly use traditional methods when serving adolescents. Conclusions: Traditional models have proven less effective, and therefore, the development of different service delivery models—collaborative models, integrated models, and peer models—to help teach and reinforce content area material has been necessary. Implementing these new models has proved challenging. Therefore, the traditional pull-out model appears to be the service delivery model that SLPs continue to use when working with the adolescent population.

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.

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.

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

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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