Research  |   February 2000
A Comparison of Service Delivery Models
Author Notes
School-Based Settings
Research   |   February 2000
A Comparison of Service Delivery Models
American Journal of Speech-Language Pathology February 2000, Vol.9, 10-20. doi:10.1044/1058-0360.0901.10
History: Accepted 17 Dec 1999 , Received 06 Jul 1999
American Journal of Speech-Language Pathology February 2000, Vol.9, 10-20. doi:10.1044/1058-0360.0901.10
History: Accepted 17 Dec 1999 , Received 06 Jul 1999

The present study evaluated the effectiveness of three service delivery models in the elementary school setting. Differences were investigated between (a) a collaborative approach, (b) a classroom-based intervention model with the speech-language pathologist (SLP) and classroom teachers working independently, and (c) a traditional pull-out model for children in kindergarten through third grade who qualified for speech or language services. The same curricular vocabulary targets and materials were used in all conditions. This study also examined the vocabulary skills of regular education children who participated in the collaborative approach, the independent classroom-based model, or received instruction from only classroom teachers, without the SLP's involvement. Results indicated the collaborative model was more effective for teaching curricular vocabulary to students who qualified for speech or language services than a classroom-based model (teacher-SLP independent) or a traditional pull-out model. The findings for students who were not enrolled in speech or language services indicated the collaborative and classroom-based models increased vocabulary skills to a significantly greater degree than receiving only regular instruction from the classroom teacher. The results are congruent with the theoretical advantages of the collaborative model reported in the literature and support the use of integrated service delivery models for intervention in the school setting.

Order a Subscription
Pay Per View
Entire American Journal of Speech-Language Pathology content & archive
24-hour access
This Article
24-hour access

Related Articles

Program Intensity and Service Delivery Models in the Schools: SLP Survey Results
Language, Speech, and Hearing Services in Schools October 2011, Vol.42, 461-490. doi:10.1044/0161-1461(2011/10-0019
Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School–Age Children
Language, Speech, and Hearing Services in Schools July 2010, Vol.41, 233-264. doi:10.1044/0161-1461(2009/08-0128)
Accessible Picture Communication on the Playground
SIG 12 Perspectives on Augmentative and Alternative Communication December 2008, Vol.17, 131-134. doi:10.1044/aac17.4.131
Collaborative Planning To Teach Strategies for the Language of Testing
SIG 16 Perspectives on School-Based Issues December 2011, Vol.12, 139-152. doi:10.1044/sbi12.4.139
Literacy Outcomes of Children With Early Childhood Speech Sound Disorders: Impact of Endophenotypes
Journal of Speech, Language, and Hearing Research December 2011, Vol.54, 1628-1643. doi:10.1044/1092-4388(2011/10-0124)