ASHA (1991c) identifies the value of consultation and collaboration across disciplines in the public school setting. Historically, speech-language pathologists (SLPs) have pulled children out of the classroom to provide therapy in individual or small group settings. However, evidence continues to show the merit of consulting and collaborating with other professionals in the school in order to fully integrate classroom curriculum and support service goals (ASHA, 1991c; ASHA, 2010f; Mecrow, Beckwith, & Klee, 2010; Ritzman, Sanger, & Coufal, 2006). The purpose of this study was to explore SLPs' perspectives and use of consultation and collaboration in the public schools. A survey was distributed across the United States through email lists and social media to public school based SLPs. Definitions were provided for four different service delivery models as examined on a spectrum moving from \"pull-out\" (monodisciplinary) towards complete collaboration and sharing of responsibility (transdisciplinary).
One hundred and sixteen participated in the survey, with 41 participants completing the survey in its entirety. Data analyses indicated that SLPs identify a difference between consultation and collaboration and primarily use the multidisciplinary service delivery model. However, data revealed that SLPs think the interdisciplinary service delivery model is most effective and would prefer to use either the interdisciplinary service delivery model or the transdisciplinary service delivery model. Factors that impact SLPs selection and use of their current service delivery model included scheduling, professional relationships, and clinical experience. Correlations were found between the presentation of consultation and collaboration in graduate level classes and time spent consulting and collaborating in practice.
","abstract_html":"<p>ASHA (1991c) identifies the value of consultation and collaboration across disciplines in the public school setting. Historically, speech-language pathologists (SLPs) have pulled children out of the classroom to provide therapy in individual or small group settings. However, evidence continues to show the merit of consulting and collaborating with other professionals in the school in order to fully integrate classroom curriculum and support service goals (ASHA, 1991c; ASHA, 2010f; Mecrow, Beckwith, & Klee, 2010; Ritzman, Sanger, & Coufal, 2006). The purpose of this study was to explore SLPs' perspectives and use of consultation and collaboration in the public schools. A survey was distributed across the United States through email lists and social media to public school based SLPs. Definitions were provided for four different service delivery models as examined on a spectrum moving from "pull-out" (monodisciplinary) towards complete collaboration and sharing of responsibility (transdisciplinary). </p> <p>One hundred and sixteen participated in the survey, with 41 participants completing the survey in its entirety. Data analyses indicated that SLPs identify a difference between consultation and collaboration and primarily use the multidisciplinary service delivery model. However, data revealed that SLPs think the interdisciplinary service delivery model is most effective and would prefer to use either the interdisciplinary service delivery model or the transdisciplinary service delivery model. Factors that impact SLPs selection and use of their current service delivery model included scheduling, professional relationships, and clinical experience. Correlations were found between the presentation of consultation and collaboration in graduate level classes and time spent consulting and collaborating in practice. </p>","abstract_has_math":false,"creators":["Henderson, Burgandy DeAnn"],"institution":"Eastern Kentucky University","degree_name":"Master of Arts (MA)","degree_level":"Master's","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:47Z","subjects":["Collaboration","Consultation","Monodisciplinary","Multidisciplinary","Interdisciplinary","Transdisciplinary","Public School Setting","Service Delivery","Speech-Language Pathology","Special Education and Teaching","Speech Pathology and Audiology"],"languages":[],"rights":["Copyright 2017 Burgandy DeAnn Henderson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/532","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Henderson, Burgandy DeAnn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Collaboration","Consultation","Monodisciplinary","Multidisciplinary","Interdisciplinary","Transdisciplinary","Public School Setting","Service Delivery","Speech-Language Pathology","Special Education and Teaching","Speech Pathology and Audiology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2017 Burgandy DeAnn Henderson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/532"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ASHA (1991c) identifies the value of consultation and collaboration across disciplines in the public school setting. Historically, speech-language pathologists (SLPs) have pulled children out of the classroom to provide therapy in individual or small group settings. However, evidence continues to show the merit of consulting and collaborating with other professionals in the school in order to fully integrate classroom curriculum and support service goals (ASHA, 1991c; ASHA, 2010f; Mecrow, Beckwith, & Klee, 2010; Ritzman, Sanger, & Coufal, 2006). The purpose of this study was to explore SLPs' perspectives and use of consultation and collaboration in the public schools. A survey was distributed across the United States through email lists and social media to public school based SLPs. Definitions were provided for four different service delivery models as examined on a spectrum moving from \"pull-out\" (monodisciplinary) towards complete collaboration and sharing of responsibility (transdisciplinary).
One hundred and sixteen participated in the survey, with 41 participants completing the survey in its entirety. Data analyses indicated that SLPs identify a difference between consultation and collaboration and primarily use the multidisciplinary service delivery model. However, data revealed that SLPs think the interdisciplinary service delivery model is most effective and would prefer to use either the interdisciplinary service delivery model or the transdisciplinary service delivery model. Factors that impact SLPs selection and use of their current service delivery model included scheduling, professional relationships, and clinical experience. Correlations were found between the presentation of consultation and collaboration in graduate level classes and time spent consulting and collaborating in practice.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Speech-Language Pathologists' Perceptions And Use Of Service Delivery Methods And Models In School-Based Practice"]}]}],"canonical_facts":{"dc:creator":["Henderson, Burgandy DeAnn"],"dc:description.abstract":["ASHA (1991c) identifies the value of consultation and collaboration across disciplines in the public school setting. Historically, speech-language pathologists (SLPs) have pulled children out of the classroom to provide therapy in individual or small group settings. However, evidence continues to show the merit of consulting and collaborating with other professionals in the school in order to fully integrate classroom curriculum and support service goals (ASHA, 1991c; ASHA, 2010f; Mecrow, Beckwith, & Klee, 2010; Ritzman, Sanger, & Coufal, 2006). The purpose of this study was to explore SLPs' perspectives and use of consultation and collaboration in the public schools. A survey was distributed across the United States through email lists and social media to public school based SLPs. Definitions were provided for four different service delivery models as examined on a spectrum moving from \"pull-out\" (monodisciplinary) towards complete collaboration and sharing of responsibility (transdisciplinary).
One hundred and sixteen participated in the survey, with 41 participants completing the survey in its entirety. Data analyses indicated that SLPs identify a difference between consultation and collaboration and primarily use the multidisciplinary service delivery model. However, data revealed that SLPs think the interdisciplinary service delivery model is most effective and would prefer to use either the interdisciplinary service delivery model or the transdisciplinary service delivery model. Factors that impact SLPs selection and use of their current service delivery model included scheduling, professional relationships, and clinical experience. Correlations were found between the presentation of consultation and collaboration in graduate level classes and time spent consulting and collaborating in practice.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/532"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2017 Burgandy DeAnn Henderson"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Collaboration","Consultation","Monodisciplinary","Multidisciplinary","Interdisciplinary","Transdisciplinary","Public School Setting","Service Delivery","Speech-Language Pathology","Special Education and Teaching","Speech Pathology and Audiology"],"dc:title":["Speech-Language Pathologists' Perceptions And Use Of Service Delivery Methods And Models In School-Based Practice"],"dc:type":["Master Thesis"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:47Z"}