Location
Comstock Memorial Union, MSUM
Document Type
Poster
Event Website
https://www.mnstate.edu/sac/
Start Date
15-4-2025 12:00 AM
End Date
15-4-2025 12:00 AM
Publication Date
4-15-2025
Description
In the realm of speech-language pathology, classroom-based intervention can be described as a speech-language pathologist (SLP) incorporating services within a student’s classroom (Blosser & Means, 2020). Classroom-based services may be facilitated in a multitude of ways and may require different levels of collaboration between the SLP and other staff (general-education teachers, special-education teachers, paraprofessionals, etc.). Recently, SLPs within the educational settings have received encouragement from the American Speech-Language-Hearing Association (ASHA) to utilize interprofessional practices and more classroom-based intervention approaches in comparison to the traditional intervention approach, commonly called, “pull-out services” (ASHA, 2023). This review of literature focuses on the current laws and ASHA recommendations, comparison of the delivery models, implementation and perceptions on classroom-based intervention, the effects of the differing service delivery models, benefits of classroom-based interventions, and challenges of classroom-based interventions to determine the overall efficacy of SLP classroom-based interventions within school settings.
The Efficacy of Speech-Language Pathologist Classroom-Based Intervention in School Settings
Comstock Memorial Union, MSUM
In the realm of speech-language pathology, classroom-based intervention can be described as a speech-language pathologist (SLP) incorporating services within a student’s classroom (Blosser & Means, 2020). Classroom-based services may be facilitated in a multitude of ways and may require different levels of collaboration between the SLP and other staff (general-education teachers, special-education teachers, paraprofessionals, etc.). Recently, SLPs within the educational settings have received encouragement from the American Speech-Language-Hearing Association (ASHA) to utilize interprofessional practices and more classroom-based intervention approaches in comparison to the traditional intervention approach, commonly called, “pull-out services” (ASHA, 2023). This review of literature focuses on the current laws and ASHA recommendations, comparison of the delivery models, implementation and perceptions on classroom-based intervention, the effects of the differing service delivery models, benefits of classroom-based interventions, and challenges of classroom-based interventions to determine the overall efficacy of SLP classroom-based interventions within school settings.
https://red.mnstate.edu/sac/2025/cehs/18