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This innovative program successfully integrated classroom-based speech-language services for children with clinical placements for graduate students, achieving program goals and enhancing intervention hours.

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Area of Science:

  • Speech-Language Pathology
  • Educational Psychology
  • Program Evaluation

Background:

  • The need for accessible speech-language therapy in schools.
  • The challenge of securing adequate clinical placements for graduate students in speech-language pathology.
  • The importance of innovative service delivery models in pediatric healthcare and education.

Purpose of the Study:

  • To evaluate an innovative program providing classroom-based speech and language services.
  • To assess the program's effectiveness in meeting the needs of school children and graduate student interns.
  • To examine the utility of a logic model in program development and implementation.

Main Methods:

  • A partnership between a university speech-language pathology program and a school district.
  • Supervision of graduate student interns by certified speech-language pathologists in school settings.
  • Data collection through child-level data, teacher surveys, and interviews.

Main Results:

  • Positive feedback from all stakeholders, including students, supervisors, and administrators.
  • Favorable teacher ratings and an increase in classroom-based intervention hours.
  • Achievement of short-, medium-, and long-term outcomes as defined by the program's logic model.

Conclusions:

  • The program demonstrated a successful model for collaborative, classroom-based speech-language services.
  • The findings support the need for innovative approaches in school-based speech-language pathology.
  • The logic model proved effective in guiding program development and evaluation.