Service Delivery In Schools Research Articles

A survey of speech-language pathology service delivery in Australian schools

Purpose Speech-language pathologists (SLPs) work in Australian schools yet, little is documented about their service delivery practices. This study therefore explores Australian speech-language pathology service delivery in schools, inclusive of work activities, caseloads, and assessment and intervention practices. Method An online survey comprising multiple choice, constant sum, Likert scale, and open text questions was completed by 105 SLPs. Quantitative data was analysed using descriptive statistics while open-text responses were analysed using content analysis. Result Participants were predominantly government education department employees working in multiple schools, and caseloads ranged from 10 to 240 students for full-time SLPs. While responses varied considerably, some general trends emerged. Most time was spent on intervention, followed by non-contact tasks, and assessments, with differences across employment sectors. Language was the most common student need, followed by literacy and speech. Frequently reported factors contributing to client complexity and intervention frequency were co-occurring presentations, severity of student needs, caseload size, and impact on learning. Caseload manageability was a concern for participants who reported larger caseloads, spent more time in assessment or less time in therapy than others, and worked in education departments. Conclusion Findings have implications for policy makers, professional bodies and employers, and provide direction for future systematic data collection.

What Works in Collaboration? Identifying Key Ingredients to Improve Service Delivery in Schools.

This survey study examined factors that may influence interprofessional collaboration in schools to support children with oral and written language impairments, namely, knowledge, collaborative beliefs and practices, and resources. A survey was conducted across 319 school-based professionals, in a partnering public school district, to examine these constructs within the context of each individual participant's professional role. Between-groups comparisons were made between special educators, general educators, paraprofessionals, and indirect educators (i.e., those whose roles do not explicitly include language-based instruction). Special educators had significantly higher levels of learning experiences and knowledge about language disorders compared to other groups. Those who engaged in the most independent learning (i.e., learning outside of pre- or in-service learning) exhibited the highest levels of knowledge. Collaborative beliefs among professionals were best predicted by access to resources and overall professional learning experiences. More positive collaborative beliefs, in turn, predicted higher rates of collaborative behaviors. Resources were predicted by a small negative relationship with years of experience and by working in specific school buildings within the district. Those with less experience in specific buildings reported more resources. Individuals with higher levels of individual learning and positive attitudes toward collaboration may enhance the interprofessional collaborative practices of teams supporting children with language disorders. https://doi.org/10.23641/asha.24059178.

Occupational Therapy Practice in Schools: National Survey in Spain

Aims Interdisciplinary collaboration between health and education professionals is one of the principles of inclusive education. This study aimed to describe the practices and service delivery by pediatric occupational therapists (OTs) in schools in Spain. Methods Data came from a convenience sample of pediatric OTs recruited through Spanish professional colleges and associations for a web-based survey, mixed-method research study. Thirty-five respondents were excluded because they didn’t meet the eligibility criteria. Ninety-two responses were obtained for data analysis. Twenty-nine OTs (31.5%) work in schools (school-OTs), and sixty-three participants (68.5%) don’t work there but collaborate with schools (non-school OTs). Results Participants support students with and without a medical diagnosis. Services provided by OTs external to the educational system are mainly funded by families or only partially covered. Findings show that most participants use standardized assessments and apply several intervention approaches. They believe there are barriers to the collaboration and implementation of occupational therapy services in schools. Conclusions This preliminary study shows a need for changes in Spain’s State and Regional Education legislation and provides recommendations to improve school service delivery. Pediatric OTs are encouraged to reflect on and identify opportunities for changes to enhance school-based occupational therapy practice in Spain.

A Survey of Speech-Language Pathologists' and Teachers' Perceptions of Collaborative Service Delivery.

The purpose of this study was to compare speech-language pathologists' (SLPs) and teachers' perceptions of collaborative service delivery in a school setting. We created a survey for SLPs and teachers that included demographic questions and questions about the use of collaborative service delivery models, identification of collaborative partners, and perceived barriers to collaboration. Eighty-seven SLPs and 77 teachers responded to the survey from 28 states. We analyzed the data using mixed methods. The majority of SLPs reported that they used a combination of collaborative and noncollaborative service delivery models. Teachers also reported that the SLP at their school used collaborative and noncollaborative service delivery models. When asked to report on their collaboration experience generally, teachers rated their experience with collaboration more positively than SLPs. Teachers also were not as likely to identify SLPs as collaborative partners when compared with SLPs who identified teachers as collaborative partners. Finally, teachers and SLPs reported similar barriers to implementing a collaborative service delivery model. However, SLPs identified roles and responsibilities and training on collaboration as barriers to collaboration more than teachers. This study compared SLPs' and teachers' perceptions of collaborative service delivery in schools. The similarities and differences between SLPs and teachers can be used to help facilitate change in the use of collaborative service delivery models.

2.86 The Impact of COVID-19 on School Mental Health Services

COVID-19 has had an impact on the delivery of mental health services in schools. Few studies have examined the nature of these impacts on clinicians, school administrators, and teachers. This study reports on interviews from teachers, school mental health clinicians (SMHCs), and school administrators on service delivery during this pandemic.

Factors affecting the provision of health service delivery in schools in Engela district, Ohangwena region, Namibia.

BackgroundWhile health services have been offered at various schools in Namibia since independence in 1990, coverage has been limited and there has been a notable decline in recent years. This reduction of services is of great concern, with questions being raised regarding what factors are affecting the provision of these services.AimTo explore the factors affecting the provision of health services to schools in Engela district, Ohangwena region, Namibia.SettingsSemistructured interviews were conducted at a public health care facility situated in the northern part of Namibia.MethodsA qualitative, explorative, descriptive and contextual research design was utilised. Data were collected through semistructured interviews with 15 nurses from a health centre, of whom five were enrolled nurses and 10 were registered nurses. The data were then analysed thematically.ResultsThe study revealed three themes: participants’ understanding of school health services; factors affecting the delivery of school health services; and corrective measures for improving the delivery of school health services.ConclusionThe notable decline in health service provision to various schools within the district suggests that there might be factors affecting the provision of school health services, posing a serious challenge to the active implementation of the School Health Programme.ContributionThese findings could be used to make adjustments to the provision of school health services and will also serve as an information baseline to elicit suggestions for future research related to school health services.

Speech-Language Pathologists' Feelings and Practices Regarding Technological Apps in School Service Delivery.

Thousands of technological applications (apps) have emerged in the past decade, yet few studies have examined how apps are used by speech-language pathologists (SLPs), their effectiveness, and SLPs' feelings regarding their use. This study explored how SLPs use apps and their feelings regarding their use in schools, as well as considerations made by SLPs prior to implementing apps in therapy sessions. A survey was distributed electronically to school-based SLPs in Ohio, yielding 69 valid responses. The study probed SLP demographics, patterns of app use in schools, and feelings toward their use in a school setting. Results showed 77% of SLPs reported using apps in their treatment sessions and reported generally positive feelings regarding app use. SLPs considered factors such as age, cognitive ability, and treatment targets when using apps in treatment. SLPs who reported not using apps cited personal preference and price as the most common factors influencing their decision. SLPs also noted concerns about excessive screen time. Results of this study carry clinical implications for future development and assessment of technology to be used for service delivery in schools. Given that the majority of school-based SLPs report using apps with their students, research on the role of apps in supporting learning for speech-language services is urgently needed.

Caregiver Perspectives Regarding Special Education Service Changes Amid COVID-19.

School instruction and service delivery changed dramatically amid disruptions caused by the COVID-19 pandemic. Children receiving special education services were especially vulnerable to the impact of reduced or eliminated school services as part of their Individualized Education Programs. Caregiver perspectives regarding the changes in school service delivery amid the pandemic were evaluated using qualitative methods. Caregivers reported reduced or eliminated services, inconsistencies in service delivery, challenges with distance learning, increased stress and advocacy efforts, and varying perceptions of student engagement and teacher efforts. The implications of school services changes are discussed.

Necessary conditions for sustainable water and sanitation service delivery in schools: A systematic review.

Access to water, sanitation, and hygiene (WASH) services confers significant health and economic benefits, especially for children, but only if those services can be delivered on a consistent basis. The challenge of sustainable, school-based WASH service delivery has been widely documented, particularly in resource-constrained contexts. We conducted a systematic review of published research that identifies drivers of, or tests solutions to, this challenge within low- and middle-income countries (PROSPERO 2020 CRD42020199163). Authors in the first group employ cross-sectional research designs and interrogate previously implemented school WASH interventions. Most conclude that dysfunctional accountability and information sharing mechanisms drive school WASH service delivery failures. By contrast, most of the interventions developed and tested experimentally by authors in the second group focus on increasing the financial and material resources available to schools for WASH service delivery. Overall, these authors find negligible impact of such infusions of cash, infrastructure, and supplies across a variety of sustainability outcome metrics. Taken together, the evidence suggests that sustainable service delivery depends on three simultaneously necessary components: resources, information, and accountability. Drawing upon theory and evidence from social psychology, public management, and political science, we identify priority knowledge gaps that can meaningfully improve the design of effective interventions. We also highlight the importance of both interdisciplinary collaboration and local expertise in designing WASH programming that aligns with sociocultural and institutional norms, and is thus more likely to generate sustainable impact.

Examining National Trends of Teacher Certification in Autism: Implications for Rural Schools

This study examined the national trends of teacher certification in autism in an effort to better understand the characteristics of individuals who seek this credential, how these characteristics change over time, and where teachers with this certification are currently working in an effort to identify recruitment and retention strategies to areas most in need. This ex post facto study consisted of a secondary analysis of the 2011 to 2012 Schools and Staffing Survey Teacher Questionnaire and the 2015 to 2016 National Teacher and Principal Survey Teacher Questionnaire. The results suggest that the majority of licensed teachers who receive an autism certification are working in special education. In addition, while overall trends indicate an increase in the number of teachers who report an autism certification, fewer teachers with this certification are working in rural school districts. These results have important implications for school-service delivery for students with autism spectrum disorder, specifically those living and attending school in rural communities.

Multi-Tiered System of Supports: An Ecological Approach to School Psychology Service Delivery

Introduction: School psychologists work to support the academic, behavioral, and social-emotional well-being of students in schools. Their roles have become increasingly diverse in recent years due to the implementation of Multi-tiered System of Supports (MTSS) frameworks in schools throughout the United States. Statement of the Problem: Despite a national shortage of school psychologists, psychology students are often unaware of the profession or may have an outdated understanding of the role of school psychologists. Psychology students may also be unfamiliar with the MTSS framework, which promotes research-based, data-driven, equitable, and culturally responsive practices through a systemic, ecological approach to service delivery in schools. Literature Review: We review the main components of a typical MTSS prevention and intervention framework and describe the various roles of school psychologists and other key stakeholders within this model. Teaching Implications: This review and supporting resources can be used to introduce the field of school psychology to students. Additionally, it can be used to generate discussions regarding the provision of evidence-based and equitable academic and psychological services to students in the school through an ecological model. Conclusion: This article will help students gain an understanding of school psychologists’ roles within a current MTSS educational service delivery model.

Factors associated with water quality, sanitation, and hygiene in rural schools in 14 low- and middle-income countries

Improving access to water, sanitation, and hygiene (WaSH) and menstrual hygiene management (MHM) in schools is important to achieve Sustainable Development Goals (SDGs) 3 and 6. Inadequate WaSH and MHM in schools adversely affect student health and educational performance, as well as teacher satisfaction. However, there is little evidence describing factors associated with WaSH services and MHM in schools. We conducted 2690 surveys and collected 1946 water samples at randomly selected schools in rural areas of 14 low- and middle-income countries (LMICs). We developed multilevel mixed-effects logistic regression models to identify factors associated with basic water services, water quality, basic sanitation facilities, basic handwashing facilities, and availability of MHM materials. We found that 51% of schools had at least a basic, on-premises water service. Twenty-eight percent of schools had at least basic sanitation services, 12% had at least a basic handwashing facility, and 26% had MHM materials available. Four percent of schools had all basic WaSH services. Half (52%) of schools had drinking water compliant with the WHO guideline value for E. coli. In regression models, we found that schools that did not share their water point with a community, had a parent-teacher association that supported WaSH, or had support from an external WaSH program were more likely to have access to basic, continuous, on-premises water service versus worse access. Schools with an on-premises water point, water available on the day of survey, a health club, or handwashing stations near toilets were more likely to have a basic sanitation service versus a lower service. Schools with limited or basic sanitation, health clubs, an MHM curriculum, a designated MHM focal person, or school funds for WaSH were more likely to have MHM materials. We conclude that improved institutional management and external support, accountability mechanisms, and enhanced training and hygiene curriculum will support sustained WaSH service delivery in schools in LMICs.

Eksistensi Konselor: Manifestasi Pendidikan Era Millenial

Guidance and counseling is an integral part of education. Through education, it is expected that students as a generation of millennial will be able to become creative and innovative people. In order to realize the goals of education, counselors in the delivery of services in schools contribute and contribute in efforts to help students carry out their developmental tasks. The ability of students in the millennial is accompanied by the competence of counselors in performance in the field as a manifestation of education in schools. This paper give an idea of how the existence of counselors in the millennial to realize the goals of education

Status of Principals’ ICT Usage in Secondary School Administration in Rivers State

This study examined the status of principals’ ICT usage in secondary school administration in Rivers State. The study adopted a descriptive research design. The population of the study was 276 Principals from the 276 Senior Secondary Schools in Rivers State. A sample size of 138 was drawn using simple random sampling techniques. This represented 50% of the total population. Five research questions and five hypotheses guided the study. A self-designed questionnaire tagged “Principals’ Information and Communication Technology Usage Questionnaire (PICTUQ)”, which was a modified 2 points rating scale of YES =2 points and NO= 1 point. The data were analyzed using Mean and Standard Deviation. The criterion mean of 1.50 was used as benchmark for taking decision of each of the items of the research questions. Any score up to 1.50 and above was accepted; while score below 1.50 was rejected as not having desired impact. The z-test was used to test the hypotheses. The findings of the study revealed that both the rural and urban principals upheld the fact that there is no computer laboratory, computers, scanners, projector and power generating plants in public secondary schools in Rivers State. The study recommended that: ICT facilities should be installed in all secondary schools in Rivers State; adequate number of experts should be employed to train principals and students in ICT; adequate funds should be provided to manage the process for adequate educational quality service delivery in schools; government should set committee to install and monitor ICT facilities and its usage in public schools in Rivers State.
 Key Words: ICT, Administration, ICT access, ICT application, ICT literacy, Principals’ performance.

Collaborative Governance and Charter School Service Delivery

Collaborative Governance and Charter School Service Delivery

Think Beyond You: Activate the Power of Your School Treatment Team

Think Beyond You: Activate the Power of Your School Treatment Team

Occupational Therapy Practice in Mainstream Schools: Results from an Online Survey in Switzerland.

The shift towards inclusive education in many European countries has led to structural changes that affect both schools and their related professionals aiming to support children's participation. While most European countries acknowledge inclusive education and its need, serious challenges exist to its implementation at a national and local community level. Interdisciplinary collaboration, including health and educational professionals, is seen as an imperative key principle for inclusive education services. To learn about the occupational therapist's contribution to inclusive education, the aim of this study was to describe the state of the art of occupational therapists' collaboration and services delivery in Swiss schools. Using an exploratory, cross-sectional study design, a web-based survey was sent to 509 occupational therapists in Switzerland resulting in 302 responses for data analysis using descriptive statistics. Findings show that nearly all participants (97%) collaborate with schools, and 49% of participants provided direct services within a mainstream school setting. These services were mainly funded by health insurance and focused on physical and social environmental adaptations. Despite reported collaboration between occupational therapists and schools, this study shows a need for changes in federal health and education legislation as well as innovative solutions for service delivery in schools.

Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools.

Implementation of evidence-based practice (EBP) for autism spectrum disorder (ASD) in the education system is a public health priority. Leadership is a critical driver of EBP implementation but little is known about the types of leadership behaviors exhibited by school leaders and how this influences the context of EBP implementation, particularly for students with ASD. The objectives of this study were to determine (1) the leadership profiles of principals involved in EBP implementation for students with ASD and (2) how these leadership profiles related to school characteristics and implementation climate. The Exploration, Preparation, Implementation, Sustainment (EPIS) framework was used to guide the design and analysis of this study. Participants (n = 296) included principals, teachers, and classroom support staff. They provided demographic information and completed the Multifactor Leadership Questionnaire and Implementation Climate Scale. Using latent profile analysis, a three-pattern solution was identified: Disengaged (6% of sample), Undifferentiated (23% of sample), and Optimal (71% of sample). Principals in schools with higher proportions of students with an individualized education program were more likely to be classified as Undifferentiated than Optimal. The Optimal group was associated with more positive implementation climate than the Undifferentiated or Disengaged groups. Findings suggest that leadership behaviors rated by principals and their staff involved in implementation of common autism EBPs can be meaningfully clustered into three discernible profiles that are shaped by organizational context and linked to strategic implementation climate. Our study findings have implications for leadership training and service delivery in schools by underscoring the critical nature of school leadership during implementation of EBPs for children with autism and the interplay between specific leadership behaviors and strategic implementation climate.

Impact of school health management committees on health services delivery in Ghana: A national level assessment.

To examine the prevalence, determinants, and impact of local school health management committees on implementation of minimum-recommended school health services delivery among basic and secondary schools in Ghana. National level cross-sectional data from the first-ever assessment of Ghana Global-School Health Policies and Practices Survey was utilized. Complex sample analyses were used to quantify school-level implementation of recommended minimum package for health services delivery. Of 307 schools, 98% were basic and government run, and 33% offered at least half of the recommended health service delivery areas measured. Schools with a school health management committee (53%) were 4.8 (95% CI=3.23-5.18) times as likely to offer at least 50% of the minimum health services package than schools that did not. There is significant deficit concerning delivery of school health services in schools across Ghana. However, school health management committees positively impact implementation of health service delivery. School health management committees provide a significant impact on delivery of school health services; thus, it is recommended that policy makers and programmers place greater emphasis on the value and need for these advisory boards in all Ghanaian schools.

Use Developmental Stages to Guide Treatment in ASD

Use Developmental Stages to Guide Treatment in ASD