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Direct linkCorley, Alexa; Ryan, Chris; Krug, Jessica; Britt, Amanda – Journal of Occupational Therapy, Schools & Early Intervention, 2023
A clear gap exists between what evidence states as best practice for school-based occupational therapy and what is feasible for practitioners to implement. Evidence establishes that collaborative and contextual practice have a positive effect on student outcomes. Emerging evidence demonstrates that workload models, as opposed to caseload models,…
Descriptors: Program Implementation, Best Practices, Occupational Therapy, Evidence Based Practice
Farquharson, Kelly; McIlraith, Autumn; Tambyraja, Sherine; Constantino, Christopher – Language, Speech, and Hearing Services in Schools, 2022
Purpose: The purpose of this project was to collect practice-based evidence regarding dosage in speech sound therapy sessions in school-based settings. Dosage is the number of trials within a therapy session for any one particular child. School-based speech-language pathologists (SLPs) face a variety of obstacles to service delivery, often making…
Descriptors: Sampling, Speech Therapy, Speech Language Pathology, Group Therapy
Giess, SallyAnn; Bland, Lauren E.; Farrell, C. Collin – Perspectives of the ASHA Special Interest Groups, 2020
Purpose: Data collected by the American Speech-Language-Hearing Association (ASHA) consistently show that over 50% of ASHA-certified speech-language pathologists (SLPs) are employed in a school-based setting. In such a setting, SLPs address a wide range of disorder areas. Key components of preparation for school-based practice are focused academic…
Descriptors: Speech Language Pathology, Allied Health Personnel, Practicums, Graduate Students
