A Survey of Speech-Language Pathologists' and Teachers' Perceptions of Collaborative Service Delivery

Autor/inn/en	Brimo, Danielle; Huffman, Hannah Elizabeth
Titel	A Survey of Speech-Language Pathologists' and Teachers' Perceptions of Collaborative Service Delivery
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 3, S.873-887 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brimo, Danielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Speech Language Pathology; Allied Health Personnel; Teacher Attitudes; Educational Cooperation; Integrated Services; School Activities; Barriers; Identification; Elementary Schools; Middle Schools; High Schools; Preschools; Texas; Tennessee + Suchen Sie Ihr Suchwort? Lehrerverhalten; Education; cooperation; Kooperation; Identifikation; Identifizierung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	Purpose: The purpose of this study was to compare speech-language pathologists' (SLPs) and teachers' perceptions of collaborative service delivery in a school setting. Method: We created a survey for SLPs and teachers that included demographic questions and questions about the use of collaborative service delivery models, identification of collaborative partners, and perceived barriers to collaboration. Eighty-seven SLPs and 77 teachers responded to the survey from 28 states. We analyzed the data using mixed methods. Results: The majority of SLPs reported that they used a combination of collaborative and noncollaborative service delivery models. Teachers also reported that the SLP at their school used collaborative and noncollaborative service delivery models. When asked to report on their collaboration experience generally, teachers rated their experience with collaboration more positively than SLPs. Teachers also were not as likely to identify SLPs as collaborative partners when compared with SLPs who identified teachers as collaborative partners. Finally, teachers and SLPs reported similar barriers to implementing a collaborative service delivery model. However, SLPs identified roles and responsibilities and training on collaboration as barriers to collaboration more than teachers. Conclusions: This study compared SLPs' and teachers' perceptions of collaborative service delivery in schools. The similarities and differences between SLPs and teachers can be used to help facilitate change in the use of collaborative service delivery models. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01