Graduate Program

Communication Disorders and Sciences

Degree Name

Master of Science (MS)

Semester of Degree Completion

2005

Thesis Director

Lynn Calvert

Thesis Committee Member

Rebecca Throneburg

Thesis Committee Member

Unknown

Abstract

The current study investigated how teacher assistance with articulation goals was affected by participation in traditional nonintegrated service delivery, consultative service delivery, and collaborative service delivery. Two kindergarten teachers participated in the single subject design comparing service delivery models. One speech-language pathologist consulted and collaborated with the teachers. During the traditional pull-out condition, the SLP informally communicated with teachers about the children in their classrooms who had speech-language deficits. Students with speech-language goals were treated in the pull-out setting, with no treatment provided in the classroom during this phase. The consultative condition involved the SLP meeting with each teacher weekly for 20 minutes. During the meetings, the teacher and SLP discussed children's speech and language goals and suggestions for facilitating improvement. Students continued to receive therapy in pull-out sessions during this phase. During withdrawal, return to the baseline condition (pull-out only) was implemented. No regularly scheduled meetings were held with the teachers during this period. The collaborative method involved a 20-minute planning meeting and a 30-minute co-taught lesson between each teacher and the SLP in addition to traditional pull-out treatment. The dependent variable was measured from videotapes of each teacher independently implementing 20-minute storybook readings and a related activity three days each week throughout the study. The videotapes were observed to measure how often teachers targeted articulation goals within the classroom. Results indicated that both teachers assisted with articulation goals most frequently during the collaborative service delivery period. The consultative service delivery model resulted in increased behaviors to target articulation goals for one of the two teachers.

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