Comparison of Two Methods of Service Delivery for Students with Learning Disabilities

Abstract

Both the process and outcome of providing occupational and physical therapy services in the public school system to students with learning disabilities were examined. A therapist-directed group received a combination of large and small group therapy while a consultation group received large group therapy and teacher-led follow-up sessions. Group progress on three standardized tests was compared by analysis of covariance. The result indicated that the consultation group made a greater change in mean standard score on the Bruininks-Oseretsky Test of Motor Proficiency (p <.01). The therapist-directed group made a mean change in standard score of 19.4 on the Test of Visual-Perceptual Skills compared to 7.5 for the consultation group, a difference that was clinically but not statistically significant (p=.07). Both groups made comparable progress on the Test of Visual-Motor Skills. Progress within each group was examined by the proportional change index score for each test subscale and the results were favorable for both groups. Based on student progress, the therapy needs of each group, teacher satisfaction, and utilization of available resources, each method of service delivery was effective for the particular group of students served.