Building From the Ground Up In many university clinics, traditional service delivery entails assigning clients to a graduate clinician who then provides supervised services. Quite frequently, individual services may be offered twice weekly. This frequency of services holds a very important purpose— allowing the student to begin managing a caseload while fitting clinic ... Article
Article  |   June 01, 2007
Building From the Ground Up
Author Affiliations & Notes
  • Nancy Alarcon
    Department of Speech and Hearing Sciences University of Washington, Seattle, WA
Article Information
School-Based Settings / Professional Issues & Training / Articles
Article   |   June 01, 2007
Building From the Ground Up
SIG 16 Perspectives on School-Based Issues, June 2007, Vol. 8, 4-6. doi:10.1044/sbi8.2.4
SIG 16 Perspectives on School-Based Issues, June 2007, Vol. 8, 4-6. doi:10.1044/sbi8.2.4
In many university clinics, traditional service delivery entails assigning clients to a graduate clinician who then provides supervised services. Quite frequently, individual services may be offered twice weekly. This frequency of services holds a very important purpose— allowing the student to begin managing a caseload while fitting clinic in between courses; having sufficient time to study, problem solve, design treatment sessions, prepare materials, and meet with the clinical mentor in between sessions; and implementing services in a consistent manner over the semester or quarter to measure student clinical growth. This format also enables the university clinic to operate a predictable and relatively stable program to meet the learning needs of its students, semester after semester. Unfortunately for the graduate student, the structured frequency may instill a one-model-fits-all approach to delivering services, unwittingly reinforcing a concept that all clients should be seen twice per week in individual sessions. That model of service delivery has become far from reality for the school-based SLP. It is no surprise then that implementing alternative service delivery models could become a daunting challenge for the new working clinician.
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