Problems with the School Psychology Consultative Service Delivery Model that Affect the Implementation of School-Based Intervention Programs

1996 ◽  
Vol 17 (2) ◽  
pp. 149-158 ◽  
Author(s):  
Thomas J. Kehle ◽  
Melissa A. Bray ◽  
Bonnie K. Nastasi
Keyword(s):  
School Psychology ◽  
Service Delivery ◽  
Intervention Programs ◽  
Service Delivery Model ◽  
Delivery Model ◽  
School Based Intervention ◽  
School Based ◽  
Consultative Service

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.

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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