Master of Science (MS)
Semester of Degree Completion
Thesis Committee Member
Rebecca M. Throneburg
This study investigated whether there was a difference in SLP behaviors during 40 minutes of speech-language intervention using a collaborative classroom-based model of intervention versus 40 minutes of traditional pull-out intervention. Additionally the study evaluated whether there was a difference in the amount of child practice productions of IEP goal behaviors during 40 minutes of speech-language intervention provided in the classroom versus 40 minutes of intervention provided in the pull-out speech room. One-half of the subjects participated in the collaborative classroom-based model, while the other half participated in the traditional pull-out intervention. Four hours of classroom-based or pull-out treatment were observed over the course of a school year for each of eighteen children with speech or language disorders. Results indicated that overall children with communication impairments received more practice producing IEP objectives during equal amounts of classroom-based and pull-out intervention. Children with language disorders however, received very similar amounts of practice in pull-out and the classroom, while children with articulation disorders produced less than half as many IEP objective productions in the classroom compared to the pull-out setting. Results followed a similar trend for SLP treatment behaviors. Overall, the SLP used more treatment behaviors to target IEP goals in pull-out than classroom-based intervention. The SLP however, used very similar amounts of treatment behaviors for children with language impairments in pull-out and the classroom, whereas she used significantly fewer treatment behaviors in the classroom compared to the pullout setting for children with articulation disorders.
Benefiel, Courtney L., "A Longitudinal Descriptive Study of Service Delivery Employing Collaborative Classroom-based or Pull-out Service Delivery" (2001). Masters Theses. 1537.