Alternative Models for Collaboration Recently, collaborative consultation has been proposed as a viable means of service delivery for speech-language pathology services in the schools. This article responds to these discussions by suggesting alternative models that may assist speech-language pathologists in overcoming potential barriers to effective collaboration. Two alternative approaches for collaborative partnership are discussed: ... Research Article
Research Article  |   April 01, 1993
Alternative Models for Collaboration
 
Author Affiliations & Notes
  • Steven C. Russell
    Bowling Green State University, OH
    PhD
  • Joan N. Kaderavek
    Bowling Green State University, OH
  • Contact author: Steven C. Russell, PhD, Department of Special Education, Bowling Green State University, Bowling Green, OH 43403.
    Contact author: Steven C. Russell, PhD, Department of Special Education, Bowling Green State University, Bowling Green, OH 43403.×
Article Information
School-Based Settings / Research Articles
Research Article   |   April 01, 1993
Alternative Models for Collaboration
Language, Speech, and Hearing Services in Schools, April 1993, Vol. 24, 76-78. doi:10.1044/0161-1461.2402.76
History: Received January 8, 1992 , Accepted August 11, 1992
 
Language, Speech, and Hearing Services in Schools, April 1993, Vol. 24, 76-78. doi:10.1044/0161-1461.2402.76
History: Received January 8, 1992; Accepted August 11, 1992

Recently, collaborative consultation has been proposed as a viable means of service delivery for speech-language pathology services in the schools. This article responds to these discussions by suggesting alternative models that may assist speech-language pathologists in overcoming potential barriers to effective collaboration. Two alternative approaches for collaborative partnership are discussed: peer coaching and co-teaching.

ACKNOWLEDGMENT
Preparation of this article was supported, in part, by the U.S. Department of Education, Office of Special Education and Rehabilitative Services Grant H029J90015 to the first author.
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