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.
  • © 2009 American Speech-Language-Hearing AssociationAmerican Speech-Language-Hearing Association
Article Information
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: Received March 1, 2008 , Revised October 27, 2008 , Accepted January 22, 2009
 
Language, Speech, and Hearing Services in Schools, October 2009, Vol. 40, 416-423. doi:10.1044/0161-1461(2009/08-0023)
History: Received March 1, 2008; Revised October 27, 2008; Accepted January 22, 2009
Web of Science® Times Cited: 12

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.

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