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Semin Speech Lang 2003; 24(3): 155-180
DOI: 10.1055/s-2003-42823
Copyright © 2003 by Thieme Medical Publishers, Inc., 333 Seventh Avenue, New York, NY 10001, USA. Tel.: +1(212) 584-4662

Speech-Language Caseloads in the Schools: A Workload Analysis Approach to Setting Caseload Standards

Frank Cirrin1 , Ann Bird2 , Larry Biehl3 , Sally Disney4 , Ellen Estomin5 , Judy Rudebusch6 , Trici Schraeder7 , Kathleen Whitmire8
  • 1Minneapolis Public Schools, Minneapolis, Minnesota
  • 2State of Nebraska Department of Education, Omaha, Nebraska
  • 3retired from State of Iowa, Area Education Agency 4, Iowa
  • 4Hamilton County Educational Service Center, Cincinnati, Ohio
  • 5Pittsburgh Public Schools, Pittsburgh, Pennsylvania
  • 6Irving Independent School District, Irving, Texas
  • 7Department of Communicative Disorders, University of Wisconsin-Madison, Madison, Wisconsin
  • 8American Speech-Language-Hearing Association, Rockville, Maryland
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Publication History

Publication Date:
08 October 2003 (online)

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ABSTRACT

This article highlights key concepts of the recently revised policy documents of the American Speech-Language-Hearing Association on workload and caseload size for speech-language pathologists (SLPs) in schools. A major premise is that the total workload activities required and performed by school-based SLPs must be taken into account to set appropriate and reasonable caseload standards. Current policies and practices used to define caseloads appear to be inadequate to ensure caseloads that allow enough time for the provision of quality services. In this article we describe school-based SLPs' workload, including the expanded roles and responsibilities that are mandated by the Individuals with Disabilities Education Act (IDEA) and other legislation. We consider the available research on the effects of large caseloads on the service options chosen by SLPs, treatment outcomes for students, and SLP attrition and burnout. Finally, we present an approach for analyzing a SLP's total workload activities, along with a discussion of how that analysis can be used to help determine caseload standards consistent with meeting the intent of IDEA and the needs of students with disabilities.

KEYWORDS

School speech-language - caseload - workload

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1 *Note: ASHA does not necessarily endorse these strategies.

[Appendix A] [Appendix B]

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