Factors contributing to successful collaboration between speech-language pathologists and classroom teachers

Traditionally, school speech-language pathology services have been provided individually or in a small group away from the classroom (Miller, 1989). In that model, there is little emphasis on the child's curriculum. As speech-language pathologists (SLPs) have begun to work more with the curriculum, a collaborative or classroom-based intervention model has been initiated. The collaborative model is based on shared decision making, among all team members, from assessment to planning to intervention (Hoskins, 1990; Secord, 1990). As the trend toward collaborative service delivery increases, concerns are emerging as to how this can be done effectively.;This dissertation documents those factors which contribute to or inhibit successful collaboration between the SLP and the classroom teacher (CT). In addition, perceptions that SLPs and CTs have of the collaborative process are identified.;A total of 50 teams consisting of SLPs and classroom teachers (n = 101) from school districts in Southwestern Ohio and Northern Kentucky were surveyed. Fifteen factors identified in the literature were rank ordered to determine the extent to which the factor facilitated or inhibited the collaborative process. Perceptions were identified upon analysis of 10 open-ended questions.;Results indicated that factors such as time, adequate communication and flexibility impact collaboration in the schools. Examination of the perceptions shared by CTs and SLPs confirmed the findings of rank ordering. This research should lead to improved planning and intervention among classroom teachers, SLPs and other members of a collaborative intervention team. Understanding team dynamics will assist administrators and practitioners as they explore options for service delivery in the schools.