From the Editor  |   April 2012
Different Service Delivery Models for Different Communication Disorders
 
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School-Based Settings / Language Disorders / From the Editor
From the Editor   |   April 2012
Different Service Delivery Models for Different Communication Disorders
Language, Speech, and Hearing Services in Schools, April 2012, Vol. 43, 117-120. doi:10.1044/0161-1461(2012/ed-02)
 
Language, Speech, and Hearing Services in Schools, April 2012, Vol. 43, 117-120. doi:10.1044/0161-1461(2012/ed-02)
A recently published article (Brandel & Loeb, 2012) indicates that the service delivery model most commonly employed by speech-language pathologists (SLPs) in the public schools today is the “pull-out” model. With this model, which reportedly has been in use for over 100 years, children typically receive 20- or 30-min treatment sessions once or twice a week individually or in small groups outside the regular classroom. As the authors report, this model is routinely employed regardless of the type or severity of a child’s communication disorder despite the progress that has occurred in our profession in understanding the need to employ different service delivery models for children with different types of disorders, and legal mandates that services be individualized for every child with a communication disorder. The authors then express doubts about the effectiveness of speech-language intervention when it is delivered using this model with all children, regardless of the type or severity of their communication disorder.
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