Clinical Forum  |   October 2009
Making Decisions About Service Delivery in Early Childhood Programs
Author Affiliations & Notes
  • Jane Case-Smith
    The Ohio State University, Columbus
  • Terri Holland
    Dublin City Schools, Dublin, OH
  • Contact author: Jane Case-Smith, Division of Occupational Therapy, School of Allied Medical Professions, The Ohio State University, 406 Atwell Hall, 453 West 10th Avenue, Columbus, OH 43210. E-mail: Jane.Case-Smith@osumc.edu.
School-Based Settings / Professional Issues & Training / Clinical Forum
Clinical Forum   |   October 2009
Making Decisions About Service Delivery in Early Childhood Programs
Language, Speech, and Hearing Services in Schools October 2009, Vol.40, 416-423. doi:10.1044/0161-1461(2009/08-0023)
History: Accepted 22 Jan 2009 , Received 01 Mar 2008 , Revised 27 Oct 2008
Language, Speech, and Hearing Services in Schools October 2009, Vol.40, 416-423. doi:10.1044/0161-1461(2009/08-0023)
History: Accepted 22 Jan 2009 , Received 01 Mar 2008 , Revised 27 Oct 2008

Purpose: This article presents a rationale for specialized services personnel to use fluid models of service delivery and explains how specialized services personnel make decisions about the blend of service delivery methods that will best serve a child.

Method: The literature on occupational therapy, physical therapy, and speech-language pathology service delivery in early childhood programs is reviewed, synthesized, and applied to current practice. The literature explains that direct and consultative services provide unique benefits to children and should be flexibly scheduled based on each child’s current priorities. Flexible service delivery models allow therapists to meet the evolving needs of children within dynamic environments.

Conclusion: To establish fluid service delivery models, therapists need to (a) plan collaboratively with teachers so that the model selected meets the teacher’s preferences, (b) design flexible scheduling systems that emphasize inclusive practice, and (c) maintain precise documentation about when and how services are provided.

Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access

Related Articles

Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School–Age Children
Language, Speech, and Hearing Services in Schools July 2010, Vol.41, 233-264. doi:10.1044/0161-1461(2009/08-0128)
Coordinator’s Column
SIG 14 Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations July 2011, Vol.18, 28-29. doi:10.1044/cds18.2.28
Looking Beyond Tradition
Language, Speech, and Hearing Services in Schools July 1991, Vol.22, 150-151. doi:10.1044/0161-1461.2203.150
Assessment and Treatment of Working Memory Deficits in School-Age Children: The Role of the Speech-Language Pathologist
Language, Speech, and Hearing Services in Schools April 2011, Vol.42, 152-166. doi:10.1044/0161-1461(2010/09-0088)
Preschool Teachers' Fidelity in Implementing a Comprehensive Language-Rich Curriculum
Language, Speech, and Hearing Services in Schools July 2008, Vol.39, 329-341. doi:10.1044/0161-1461(2008/031)