January 14th, 2011
Presenters: MetroESCU
This was a six hour presentation on several different service delivery models focused on embedded instruction for students, teachers, parents and speech language pathologists (SLPs). A students plan of service and service delivery change together, based on how the student is progressing. The following four service delivery models were discussed, and all are evidence based.
1. Classroom-Based
This type of service delivery is individual, small group or whole group. It occurs in the student's natural environment and uses curriculum-based interventions while serving students where they learn the curriculum with curriculum materials. Classroom-based service delivery requires planning with the classroom teacher and other teachers.
2. Self Contained Class/Course
This type of service delivery model uses direct services as a "period or block" of the student's school day. An example of this may be the speech room or the classroom. The student attends typically everyday for one "period." The intervention is usually very intense, sometimes treated like a class, student may be graded, but is considered a restrictive placement. This type of service delivery model should be related to some type of curriculum skills.
3. Community Based
This type of service delivery model may have direct or indirect services. Usually individual students work on specific situational skills, and the number and length of sessions depends on the need of generalization of the skill(s) to the environment. It will focus on functional skills and carryover in a natural environment--targeting improvement in functional communication.
4. Indirect/consultative/collaborative/on behalf of the student
This type of service delivery model is indirect service. It involves, teachers, parents, assistants and other students. This model promotes the Least Restrictive Environment and implies a great deal of collaboration among team members.
After I attended this presentation, I took time to think about they different types of services delivery models I am currently using with my students in an elementary setting. I came to the conclusion that I need to begin trying articulation therapy as a quick pull-out, multiple repetition drill session. Due to the high number of students my caseload, I thought it would be beneficial to try a new type of service delivery model with our articulation students beginning next school year. Instead of pulling small groups of students who need articulation drill practice out of the classroom and in to the speech room, we will be meeting the student's outside of their general education classroom, individually, to very quickly (but accurately) drill them on their speech sounds. It will be interesting to see the rate of progress these students will make with this type of intervention model verses the pull-out model we use this year.
This is an interesting topic for me, especially. Before coming to Shakopee, I worked in various charter schools through a contract with a staffing company. One of the charter schools decided that the service delivery model for all students receiving speech therapy should be "classroom based". This meant that I must now provide ALL services within the classroom environment. The decision came directly from the principal, without any consultation from myself or the other SLP. We, of course, had many issues with being forced into this delivery model, and ultimately this led to my decision to find another job. The service delivery model should be a team decision. There are appropriate situations for classroom-based, but it is not always appropriate.
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