Service Delivery Models for Adolescents With Language Disorders Adolescents with communication disorders have a legal right to speech-language services, and speech-language pathologists in the public schools have a moral and ethical responsibility to provide those services. This article summarizes current service delivery options available to clinicians at the secondary level and explains why the prototype service delivery model ... Clinical Forum
Clinical Forum  |   January 01, 1993
Service Delivery Models for Adolescents With Language Disorders
 
Author Affiliations & Notes
  • Vicki Lord Larson
    University of Wisconsin-Oshkosh
  • Nancy L. McKinley
    Thinking Publications, Eau Claire, WI
  • Delesa Boley
    Whitehall Public Schools, Whitehall, WI
  • Contact author: Vicki Lord Larson, PhD, Dean, The Graduate School, University of Wisconsin-Oshkosh, Oshkosh, WI 54901.
    Contact author: Vicki Lord Larson, PhD, Dean, The Graduate School, University of Wisconsin-Oshkosh, Oshkosh, WI 54901.×
Article Information
Speech, Voice & Prosodic Disorders / School-Based Settings / Professional Issues & Training / Language Disorders / Clinical Forum: Adolescent Language
Clinical Forum   |   January 01, 1993
Service Delivery Models for Adolescents With Language Disorders
Language, Speech, and Hearing Services in Schools, January 1993, Vol. 24, 36-42. doi:10.1044/0161-1461.2401.36
History: Received August 6, 1991 , Accepted February 10, 1992
 
Language, Speech, and Hearing Services in Schools, January 1993, Vol. 24, 36-42. doi:10.1044/0161-1461.2401.36
History: Received August 6, 1991; Accepted February 10, 1992

Adolescents with communication disorders have a legal right to speech-language services, and speech-language pathologists in the public schools have a moral and ethical responsibility to provide those services. This article summarizes current service delivery options available to clinicians at the secondary level and explains why the prototype service delivery model (Larson & McKinley, 1987) should be chosen for adolescents. To implement appropriate speech-language services for adolescents, administrative support is critical. The successful school clinician (a) must know counterarguments to administrators' concerns about "what can be done in speech-language intervention past the elementary grades," (b) must understand the impact of the Regular Education Initiative (REI) on service delivery options, and (c) must solicit assistance during program planning from decision makers.

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