Case Study Analysis of an Adaptive Academic School Service Delivery Model With Multiple Disabilities/Handicapped Students

2022 ◽  
pp. 599-607
Author(s):  
Pam L. Epler
Keyword(s):  
Service Delivery ◽  
School Setting ◽  
Multiple Disabilities ◽  
Service Delivery Model ◽  
Educational Placement ◽  
Eligibility Criteria ◽  
Delivery Model ◽  
Academic School ◽  
High School Setting

This chapter focuses on multiple disability (MD) or multiple handicapped (MH) students. Being considered equal to their grade- and age-level peers is essential for MD/MH students. Thus, in this chapter, use of the adaptive academic service delivery model with MD/MH students is examined through a case study within a junior and high school setting. This chapter includes a discussion about the causes and characteristics, the educational placement and instructional strategies, and the eligibility criteria for students with multiple disabilities or multiple handicaps. The chapter concludes with a discussion about future trends for MD/MH students and service providers.

Case Study Analysis of an Adaptive Academic School Service Delivery Model With Multiple Disabilities/Handicapped Students

2019 ◽  
pp. 353-364
Keyword(s):  
Service Delivery ◽  
School Setting ◽  
Multiple Disabilities ◽  
Service Delivery Model ◽  
Educational Placement ◽  
Eligibility Criteria ◽  
Delivery Model ◽  
Academic School ◽  
High School Setting

This chapter focuses on multiple disability (MD) or multiple handicapped (MH) students. Being considered equal to their grade- and age-level peers is essential for MD/MH students. Thus, in this chapter, use of the adaptive academic service delivery model with MD/MH students is examined through a case study within a junior and high school setting. This chapter includes a discussion about the causes and characteristics, the educational placement and instructional strategies, and the eligibility criteria for students with multiple disabilities or multiple handicaps. The chapter concludes with a discussion about future trends for MD/MH students and service providers.

Case Study Analysis of a Consultative Service Delivery Model With Students With Speech or Language Impairments

2019 ◽  
pp. 299-323
Keyword(s):  
Service Delivery ◽  
Language Impairment ◽  
Service Delivery Model ◽  
Educational Placement ◽  
Eligibility Criteria ◽  
Delivery Model ◽  
Case Study Analysis ◽  
Speech Language Pathologist ◽  
Consultative Service

This chapter examines the speech or language impairment (SLI) disability. SLI is a disability that can be serviced across settings with the support of both a speech-language pathologist and teachers from both regular and special education classrooms. The chapter also examines causes and characteristics, educational placement and interventions, and eligibility criteria for students with an SLI. The interventions presented are diverse and can be taught across the curriculum. Furthermore, the chapter examines two case studies at the elementary and middle school levels that highlight how the consultative service delivery model can be employed with speech and language students. The chapter concludes with a discussion about future trends in the consultative service delivery model with SLI students.

Case Study Analysis of a Consultative Service Delivery Model with Students with Speech or Language Impairments

2015 ◽  
pp. 191-206
Keyword(s):  
Service Delivery ◽  
Language Impairment ◽  
Service Delivery Model ◽  
Educational Placement ◽  
Eligibility Criteria ◽  
Delivery Model ◽  
Case Study Analysis ◽  
Speech Language Pathologist ◽  
Consultative Service

This chapter examines the Speech or Language Impairment (SLI) disability. SLI is a disability that can be serviced across settings with the support of both a speech-language pathologist and teachers from both regular and special education classrooms. The chapter also examines causes and characteristics, educational placement and interventions, and eligibility criteria for students with an SLI. The interventions presented are diverse and can be taught across the curriculum. Furthermore, the chapter examines two case studies at the elementary and middle school levels that highlight how the consultative service delivery model can be employed with speech and language students. The chapter concludes with a discussion about future trends in the consultative service delivery model with SLI students.

Case Study Analysis of a Social Skills Service Delivery Model With Intellectually Disabled Students

2019 ◽  
pp. 324-352
Keyword(s):  
Social Skills ◽  
Service Delivery ◽  
Intellectual Disabilities ◽  
School Setting ◽  
Service Delivery Model ◽  
Intellectually Disabled ◽  
Eligibility Criteria ◽  
Disabled Students ◽  
Delivery Model ◽  
Social Skills Instruction

This chapter focuses on students with intellectual disabilities (IDs). Social skills instruction is needed for any disability category, but more so with students that are diagnosed with intellectual disabilities. Thus, use of the social skills service delivery model with ID students is examined through two case studies, one in a middle school setting and another in a high school setting. This chapter concludes with a discussion about the causes and characteristics, the educational placement and instructional strategies, and the eligibility criteria for students with an intellectual disability. The chapter concludes with a discussion about future trends for intellectually disabled students and service providers.

Case Study Analysis of a Social Skills Service Delivery Model with Intellectually Disabled Students

2015 ◽  
pp. 207-225
Keyword(s):  
Social Skills ◽  
Service Delivery ◽  
Intellectual Disabilities ◽  
School Setting ◽  
Service Delivery Model ◽  
Intellectually Disabled ◽  
Eligibility Criteria ◽  
Disabled Students ◽  
Delivery Model ◽  
Social Skills Instruction

This chapter focuses on students with Intellectual Disabilities (ID). Social skills instruction is needed for any disability category, but more so with students who are diagnosed with intellectual disabilities. Thus, use of the social skills service delivery model with ID students is examined through two case studies, one in a middle school setting and another in a high school setting. This chapter also discusses the causes and characteristics, the educational placement and instructional strategies, and the eligibility criteria for students with an intellectual disability. The chapter concludes with a discussion about future trends for intellectually disabled students and service providers.

Facilitating Cohesive Service Delivery Through Collaboration

2014 ◽  
Vol 15 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Marva Mount
Keyword(s):  
Service Delivery ◽  
School Setting ◽  
Educational Environment ◽  
Service Delivery Model ◽  
Educational Impact ◽  
Speech Language Pathologists ◽  
Severity Level ◽  
Delivery Model ◽  
P 16 ◽  
The Many

The purpose of this article is to explore the many benefits of collaboration within the school setting. In a recent study, Brandel and Loeb (2011) found that there was “little variability across disabilities and severity level with respect to program intensity and service delivery model” (Brandel & Loeb, 2011, p. 16). This suggests that when determining what service delivery model works best, we may be choosing one based on what is “best” for us as speech-language pathologists rather than what is “best” for our students. With the specific needs of students in mind, collaboration drives a team of professionals to seek appropriate strategies, methodologies, modifications, and accommodations through which the most educational impact can be seen; in the educational environment where our students must perform.

Case Study Analysis of a Junior/High School Service Delivery Model

2019 ◽  
pp. 365-372
Keyword(s):  
High School ◽  
Service Delivery ◽  
Junior High School ◽  
Junior High ◽  
Service Delivery Model ◽  
Study Analysis ◽  
Delivery Model ◽  
Case Study Analysis ◽  
Education Act

This chapter presents a case study analysis of a junior/high school service delivery model that services identified students with a variety of disability categories under the Individuals with Disabilities Education Act. This model is unique because it is rare for a school to have such a variety of different placement options for students with exceptionalities. Typically, school districts have several options, but not to the extent presented here. This chapter explains the different support options within the service delivery model. The chapter concludes with a discussion about future trends for service delivery models.

LinKS: Preparing Graduate Students in Telepractice

2017 ◽  
Vol 2 (18) ◽  
pp. 49-54
Author(s):  
J. Joneen Lowman
Keyword(s):  
Graduate Students ◽  
Service Delivery ◽  
School Environment ◽  
School Setting ◽  
Communication Disorders ◽  
Rural School ◽  
Service Delivery Model ◽  
Speech Language Pathologists ◽  
Delivery Model ◽  
Job Openings

Rural school districts report high rates of job openings for speech-language pathologists (SLPs). Telepractice is a viable service delivery model for addressing personnel shortages in rural schools. Yet, SLPs are graduating with minimal training in this technology-driven service delivery model. In response to the lack of personnel preparation, Linking Kids to the Speech-Language Pathologists (LinKS) program was developed. LinKS trains eight graduate students a year to use telepractice within the context of the school setting. Participating graduate students complete two didactic courses, two telepractice experiences, and one externship in a rural school setting in addition to the requirements of an accredited master's program in Communication Sciences and Disorders (CSD). In Year 1 of LinKS, program completers collectively accrued 180 hours of experience using telepractice including delivery of speech-language services to children presenting with a variety of communication disorders located in the home and school environment. A digital library housing therapy plans and materials is described. Recommendations for CSD programs seeking to develop a similar model are provided.

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.

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