Speech-Language Pathologists' and Principals' Perceptions of Classroom-Based Services: Similar or Different?

Abstract

Purpose: Administrative support and accurate perceptions are believed to facilitate the use of speech-language services that are integrated into the classroom (i.e., integrated classroom-based services [ICBS]). The purpose of this study was to compare elementary principals' and speech-language pathologists' (SLPs') perceptions of ICBS in three areas: (a) effectiveness and benefits, (b) impact of the SLP–teacher relationship, and (c) need for administrative support. Method: This study used a web-based survey to investigate Ohio elementary SLPs' and principals' perceptions of ICBS. Demographic information was collected, and participants were asked to state their level of agreement on 17 perception statements using a 5-point Likert scale. Two hundred and ten SLPs and 89 principals participated in the study. Results: Data showed that SLPs and principals held similar perceptions about the overall effectiveness of ICBS, the need for a positive SLP–teacher relationship, the importance of adequate administrative support, and several key benefits. Differences occurred on statements related to targeting speech goals, behavior management, student grouping, and data collection. Conclusions: SLPs and principals generally held more similar than different perceptions about ICBS. Where differences existed, it was recommended that SLPs work with principals to obtain professional development, implement caseload management strategies, and remove barriers that hinder the implementation of ICBS. The efforts may lead to the increased use of ICBS for elementary school–age children with speech-language impairments.