Managing Workload In 2002, ASHA adopted a position on workload approach for determining caseload standards (ASHA, 2002b). The purpose of the workload approach is to ensure students receive the services that they need, not just what a speech-language pathologist has available in his/her schedule or is convenient for administration. A key ... Article
Article  |   June 01, 2007
Managing Workload
Author Affiliations & Notes
  • Sabrina M. R. Jellison
    Maine School Administrative District #58, Strong, ME
Article Information
School-Based Settings / Professional Issues & Training / Articles
Article   |   June 01, 2007
Managing Workload
SIG 16 Perspectives on School-Based Issues, June 2007, Vol. 8, 14-16. doi:10.1044/sbi8.2.14
SIG 16 Perspectives on School-Based Issues, June 2007, Vol. 8, 14-16. doi:10.1044/sbi8.2.14
In 2002, ASHA adopted a position on workload approach for determining caseload standards (ASHA, 2002b). The purpose of the workload approach is to ensure students receive the services that they need, not just what a speech-language pathologist has available in his/her schedule or is convenient for administration. A key premise to this model includes acknowledging that each student on a caseload adds not only direct services, but also a myriad of indirect and related service needs, including paperwork, parent/teacher contacts, and materials management. Prior to 2002, ASHA had recommended a caseload maximum of 40, yet for years members reported caseloads in excess of this, with some reporting caseloads of more than 100 students (Beck, 2005). It was clear that merely setting a caseload number was not working for either students or clinicians—thus the workload concept was born.
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