Comparing effects of two service delivery models on child speech outcomes in schools

What is it about?

Children with mild or mild–moderate speech sound disorders may benefit more from a shorter, frequent, individual service delivery model than a business-as-usual model. Shorter, frequent, individual sessions require less time for the child to be outside of the classroom. It also allows flexibility in scheduling which helps the workload of teachers and speech-language pathologists.

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Why is it important?

School based SLPs are often faced with time constraints and difficulty scheduling students to meet therapeutic needs while also meeting mandated classroom instructional minutes. This work provides school-based SLPs with information regarding flexible service delivery models in the school setting, specific to children with mild-moderate speech sound disorders.