Speech-Language Pathologists’ and Teachers’ Perceptions of Classroom-Based Interventions Surveys were sent to speech-language pathologists and to teachers regarding their perceptions of classroom-based interventions. Respondents were asked to rate, on a 5-point scale, factors that pertained to classroom-based interventions; to cite what they believed were the primary advantages and disadvantages of these types of interventions; and to rank various ... Research Article
Research Article  |   April 01, 1997
Speech-Language Pathologists’ and Teachers’ Perceptions of Classroom-Based Interventions
 
Author Affiliations & Notes
  • Ann R. Beck
    Illinois State University, Normal, IL
  • Marcia Dennis
    Illinois State University, Normal, IL
  • Contact author: Ann R. Beck, Illinois State University, 4720 Department of Speech Pathology and Audiology, Normal, IL 61790-4720.
    Contact author: Ann R. Beck, Illinois State University, 4720 Department of Speech Pathology and Audiology, Normal, IL 61790-4720.×
Article Information
School-Based Settings / Research Articles
Research Article   |   April 01, 1997
Speech-Language Pathologists’ and Teachers’ Perceptions of Classroom-Based Interventions
Language, Speech, and Hearing Services in Schools, April 1997, Vol. 28, 146-153. doi:10.1044/0161-1461.2802.146
History: Received August 28, 1995 , Accepted July 8, 1996
 
Language, Speech, and Hearing Services in Schools, April 1997, Vol. 28, 146-153. doi:10.1044/0161-1461.2802.146
History: Received August 28, 1995; Accepted July 8, 1996

Surveys were sent to speech-language pathologists and to teachers regarding their perceptions of classroom-based interventions. Respondents were asked to rate, on a 5-point scale, factors that pertained to classroom-based interventions; to cite what they believed were the primary advantages and disadvantages of these types of interventions; and to rank various models of classroom-based interventions for appropriateness and frequency of use. Results indicated many areas of similarity between the responses of speech-language pathologists and those of teachers, with the primary areas of difference being classroom management and ease of data collection.

ACKNOWLEDGMENTS
The authors thank Carrie Castator Kerr for her help in distributing, collecting, and analyzing the surveys. We also thank all the teachers and speech-language pathologists who took the time to complete them.
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