Large‐scale group genetic counseling: Evaluation of a novel service delivery model in a Canadian hereditary cancer clinic

2021 ◽  
Author(s):  
Zoe Lohn ◽  
Alexandra Fok ◽  
Matthew Richardson ◽  
Heather Derocher ◽  
Sze Wing Mung ◽  
...  
Keyword(s):  
Genetic Counseling ◽  
Service Delivery ◽  
Hereditary Cancer ◽  
Large Scale ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Hereditary Cancer Clinic ◽  
Cancer Clinic

Group genetic counseling: An alternate service delivery model in a high risk prenatal screening population

2017 ◽  
Vol 37 (11) ◽  
pp. 1112-1119 ◽  
Author(s):  
Mireille Cloutier ◽  
Lauren Gallagher ◽  
Claire Goldsmith ◽  
Salwa Akiki ◽  
Nick Barrowman ◽  
...  
Keyword(s):  
Genetic Counseling ◽  
High Risk ◽  
Service Delivery ◽  
Prenatal Screening ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Screening Population

Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model

2021 ◽  
pp. 1-16
Author(s):  
Erika M. Timpe ◽  
Jennifer Kent-Walsh ◽  
Cathy Binger ◽  
Debbie Hahs-Vaughn ◽  
Nancy Harrington ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Service Delivery ◽  
Service Delivery Model ◽  
Delivery Model

Coaching Co-Teachers: Increasing Specialized Instruction in Inclusive Settings

2021 ◽  
pp. 004005992199747
Author(s):  
Sara Cothren Cook ◽  
Lauren W. Collins ◽  
Jennifer Madigan ◽  
Kimberly McDuffie Landrum ◽  
Lysandra Cook
Keyword(s):  
Service Delivery ◽  
Students With Disabilities ◽  
Educational Outcomes ◽  
Service Delivery Model ◽  
Instructional Coaches ◽  
Delivery Model ◽  
Effective Professional Development ◽  
Inclusive Settings ◽  
Need Support ◽  
The Individual

Although the co-teaching service delivery model is the most commonly used service delivery model used to support co-teachers in the inclusive setting (Cook et al., 2017), research indicates that co-teachers may need support in order to increase the use of specialized instruction to meet the individual needs of students with disabilities (Scruggs et al., 2007). In this manuscript, we provide a process for instructional coaches to use to (a) develop and deliver effective professional development and (b) coach co-teachers. This process maximizes the potential of the co-teaching service delivery model in improving educational outcomes for students with disabilities.

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