Abstract
A description of current practices and trends in secondary school speech pathology programs was derived from answers to a questionnaire sent to 250 school speech clinicians in the United States. Sixty-four of the 85 questionnaires returned were used in the tabulation of results. Aspects of remedial programs covered include case-finding methods, scheduling patterns, distribution of case load, frequency and duration of therapy sessions, and size of groups. Clinicians were asked to compare therapy techniques and materials used at the secondary level with those used at the elementary level. Factors affecting the success of the speech pathology program at both elementary and secondary levels were evaluated in terms of their relative importance. Similarities and differences between programs at the two school levels are discussed along with some comparisons with similar data compiled in a 1959 national survey of public school speech and hearing services.
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