There are many ways to provide speech-language therapy within the educational setting and selecting the most appropriate service delivery option
is a fluid process, dependent on a variety of factors (e.g., treatment setting, format, intensity, frequency and duration) and determined on a case-by-case basis.
Using evidence-based decision making, SLPs have the responsibility to select the most appropriate service delivery option or model, taking into consideration those that afford the most flexible and efficient delivery of services, while ensuring FAPE, according to IDEA. Examples of various service delivery models include:
- Pull-Out (small group or one-on-one): Direct services are provided in a location outside the general education classroom, typically in the SLP’s office or therapy room.
- Integrated/Classroom Based: Direct services are provided within the general education setting, using one-on-one, small-group, or large-group models as well as co-teaching and/or co-treatment.
- Community Based: Direct or indirect services are provided within a community setting (e.g., in the context of transition activities, job coaching, or home-based services).
- Telepractice: speech-language services are delivered remotely using telecommunications technology
- Service Delivery in Nonacademic and Extracurricular Settings: Services are provided within the context of clubs, playground activities, lunchroom, art class, and so forth.
Combining service delivery models allows the SLP to focus on the individual needs of students, ensure the educational relevance of speech-language services, and reflect on treatment effectiveness.