Skip to main page content

• HOME
• Current
• Archive
• Contact us
• Help
• Custom Print FAQ

This Article Full Text Full Text (PDF) CEUs available Alert me when this article is cited Alert me if a correction is posted Custom Print Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal My Folders Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Case-Smith, J. Articles by Holland, T. Search for Related Content PubMed PubMed Citation Articles by Case-Smith, J. Articles by Holland, T. Social Bookmarking                         What's this?

Making Decisions About Service Delivery in Early Childhood Programs

Terri Holland
Dublin City Schools, Dublin, OH

Contact author: Jane Case-Smith, Division of Occupational Therapy, School of Allied Medical Professions, The Ohio State University, 406 Atwell Hall, 453 West 10^th Avenue, Columbus, OH 43210. E-mail: Jane.Case-Smith{at}osumc.edu.

Purpose: This article presents a rationale for specialized services personnel to use fluid models of service delivery and explains how specialized services personnel make decisions about the blend of service delivery methods that will best serve a child.

Method: The literature on occupational therapy, physical therapy, and speech-language pathology service delivery in early childhood programs is reviewed, synthesized, and applied to current practice. The literature explains that direct and consultative services provide unique benefits to children and should be flexibly scheduled based on each child's current priorities. Flexible service delivery models allow therapists to meet the evolving needs of children within dynamic environments.

Conclusion: To establish fluid service delivery models, therapists need to (a) plan collaboratively with teachers so that the model selected meets the teacher's preferences, (b) design flexible scheduling systems that emphasize inclusive practice, and (c) maintain precise documentation about when and how services are provided.

KEY WORDS: early childhood special education, service delivery, consultative services

CiteULike    Connotea    Delicious    Digg    Facebook    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				M. C. Podvey, J. Hinojosa, and K. P. Koenig Reconsidering Insider Status for Families During the Transition From Early Intervention to Preschool Special Education Journal of Special Education, February 1, 2013; 46(4): 211 - 222. [Abstract] [PDF]

				J. Case-Smith, T. Holland, A. Lane, and S. White Effect of a Coteaching Handwriting Program for First Graders: One-Group Pretest-Posttest Design Am J Occup Ther, July 1, 2012; 66(4): 396 - 405. [Abstract] [Full Text] [PDF]

				C. A. Missiuna, N. A. Pollock, D. E. Levac, W. N. Campbell, S. D. S. Whalen, S. M. Bennett, C. A. Hecimovich, B. R. Gaines, J. Cairney, and D. J. Russell Partnering for Change: An Innovative School-Based Occupational Therapy Service Delivery Model for Children with Developmental Coordination Disorder Canadian Journal of Occupational Therapy, February 1, 2012; 79(1): 41 - 50. [Abstract] [PDF]

				W. N. Campbell, C. A. Missiuna, L. M. Rivard, and N. A. Pollock "Support for Everyone": Experiences of Occupational Therapists Delivering a New Model of School-Based Service Canadian Journal of Occupational Therapy, February 1, 2012; 79(1): 51 - 59. [Abstract] [PDF]

				J. Case-Smith, T. Holland, and B. Bishop Effectiveness of an Integrated Handwriting Program for First-Grade Students: A Pilot Study Am J Occup Ther, November 1, 2011; 65(6): 670 - 678. [Abstract] [Full Text] [PDF]

				M. K. Clark and P. Flynn Rational Thinking in School-Based Practice Lang Speech Hear Serv Sch, January 1, 2011; 42(1): 73 - 76. [Abstract] [Full Text] [PDF]

				J. N. Kaderavek Perspectives From the Field of Early Childhood Special Education Lang Speech Hear Serv Sch, October 1, 2009; 40(4): 403 - 405. [Abstract] [Full Text] [PDF]