Moving Towards a Tiered Model of Speech and Language Services in Ontario Schools: Perspectives of School Board Speech-Language Pathologists.
This qualitative descriptive study explored the service models utilized by school board speech- language pathologists in Ontario and the factors they perceived as influencing service provision during a period of anticipated policy change to a tiered model of service delivery in schools across the pr...
| Publicado en: | Canadian Journal of Speech-Language Pathology & Audiology Vol. 45; no. 4; pp. 267 - 283 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Speech-Language & Audiology Canada
2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154766452&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154766452 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1913200X 3KKO jtl: Canadian Journal of Speech-Language Pathology & Audiology issn: 1913200X maglogo: N pubinfo: dt: 2021 vid: 45 iid: 4 pid: 12062 pub: Speech-Language & Audiology Canada place: Ottawa, Ontario artinfo: ui: 154766452 154766452 154766452 154766452 ppf: 267 ppct: 16 formats: fmt: @attributes: type: P tig: atl: Moving Towards a Tiered Model of Speech and Language Services in Ontario Schools: Perspectives of School Board Speech-Language Pathologists. aug: au: Terreberry, Sarah Dix, Leah Cahill, Peter Passaretti, Basiliki Campbell, Wenonah affil: Faculty of Education, Brock University, St. Catharines, ON, CANADA sug: subj: Speech-Language Pathology Ontario School Health Services Ontario Speech-Language Pathologist Attitudes Health Care Delivery Methods Health Policy Schools Administration Models, Theoretical Health Services Needs and Demand Speech Disorders Diagnosis Speech Disorders Therapy Language Disorders Therapy Language Disorders Diagnosis Human Qualitative Studies Descriptive Research Ontario Semi-Structured Interview Speech-Language Pathologists Psychosocial Factors Speech and Language Assessment Referral and Consultation Individualized Medicine Interprofessional Relations Collaboration Adaptation, Occupational Funding Source Purposive Sample Data Analysis Software Descriptive Statistics Stakeholder Participation Organizational Culture Health Services Accessibility Students with Disabilities Psychosocial Factors Support, Psychosocial ab: This qualitative descriptive study explored the service models utilized by school board speech- language pathologists in Ontario and the factors they perceived as influencing service provision during a period of anticipated policy change to a tiered model of service delivery in schools across the province. Semi-structured interviews were conducted with 24 speech-language pathologists recruited via the Association of Chief Speech-Language Pathologists of Ontario District School Boards. A framework analysis approach was used to analyze the interview data. Most speech-language pathologists (n = 16) described using a tiered model in which services were offered at universal, targeted, and individualized levels; however, several (n = 6) described offering a range of services that were "responsive to needs" of students but did not have a formal structure for their model. A minority (n = 2) delivered services based on an assessment-focused model that included individual referral, formal assessment, and primarily individual intervention. All speech-language pathologists expressed a need to move towards a tiered approach for practice- and policy-based reasons (e.g., to increase the reach of speech and language services as well as to align with anticipated policy changes). Six factors were reported to influence service provision in this context: interprofessional collaboration and relationship building, stakeholder buy-in and support, adaptability to school culture, organization of services, resources, and policy. Implications for practice include a need for profession-specific leadership, use of consistent terminology and language, and including the clinician voice in decision making with respect to the models used to support students' success in school. Cette étude qualitative de nature descriptive explore les modèles d'intervention utilisés par les orthophonistes travaillant dans les milieux scolaires de l'Ontario et les facteurs que ceux-ci perçoivent comme ayant une influence sur la prestation des services orthophoniques, et ce, dans un contexte où une transition vers un modèle d'intervention à plusieurs niveaux est anticipée dans les écoles de la province. Des entrevues semi-structurées ont été menées auprès de 24 orthophonistes recrutés par l'intermédiaire de l'Association of Chief Speech-Language Pathologist of Ontario District School Boards. Un type d'analyse thématique a été utilisé pour analyser les données recueillies lors des entrevues. La majorité des orthophonistes (n = 16) ont indiqué utiliser un modèle à niveaux multiples constitué d'interventions universelles, ciblées et individualisées. Cependant, certains (n = 6) ont affirmé ne pas avoir une structure formelle de prestation de services et offrir une diversité de services basés sur les besoins des élèves. Une minorité d'orthophonistes (n = 2) ont déclaré fournir des services selon un modèle centré sur l'évaluation dans lequel les références, les évaluations formelles et les interventions sont principalement individuelles. Tous les orthophonistes ont fait part du besoin d'effectuer une transition vers un modèle à plusieurs niveaux d'intervention, et ce, tant pour des raisons cliniques que politiques (p. ex. pour augmenter l'accessibilité des services orthophoniques et pour se conformer aux changements anticipés en matière de politique). Dans ce contexte, six facteurs influençant la prestation de services ont été relevés : la collaboration interprofessionnelle et le développement de relations, l'adhésion et le soutien des intervenants, la possibilité d'adapter les services à la culture spécifique de l'école, l'organisation des services, les ressources disponibles et les politiques. Sur le plan clinique, une telle approche implique la présence de professionnels au sein des instances de gestion, une utilisation cohérente des termes et du vocabulaire et l'inclusion de cliniciens dans le processus de prise de décision en ce qui concerne les modèles adoptés pour favoriser la réussite scolaire des élèves. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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