Drawing Outside the Lines: Innovative Solutions to Caseload Issues In 2002, ASHA developed a position statement, technical report, and guidelines on the subject of caseload size for school-based personnel that recommended a “workload analysis approach” to the issue (ASHA, 2002a, 2002b, 2002c). The following year an implementation guide was made available (ASHA, 2003). These resources were compiled to ... Article
Article  |   June 01, 2007
Drawing Outside the Lines: Innovative Solutions to Caseload Issues
Author Affiliations & Notes
  • Patricia Iafrate Bellini
    Central Falls School District, Providence, RI
Article Information
School-Based Settings / Practice Management / Articles
Article   |   June 01, 2007
Drawing Outside the Lines: Innovative Solutions to Caseload Issues
SIG 16 Perspectives on School-Based Issues, June 2007, Vol. 8, 9-11. doi:10.1044/sbi8.2.9
SIG 16 Perspectives on School-Based Issues, June 2007, Vol. 8, 9-11. doi:10.1044/sbi8.2.9
In 2002, ASHA developed a position statement, technical report, and guidelines on the subject of caseload size for school-based personnel that recommended a “workload analysis approach” to the issue (ASHA, 2002a, 2002b, 2002c). The following year an implementation guide was made available (ASHA, 2003). These resources were compiled to address the growing concern about large caseloads for many school-based ASHA members and included activities that were effectively being used to manage large caseloads. In addition, ASHA trained a cadre of speakers to further communicate information about the workload approach.
By using the guidebook and the information ASHA provided, speech-language pathologists were asked to change their mindset by looking beyond the number of students serviced (caseload) and instead looking at all the direct and indirect activities they did for, or engaged in, on behalf of a child (workload). Paperwork, conferences, meetings, school duties, and more were to be indicated on our schedules to reflect the breadth of responsibility in the context of time and resources. How many times have you said to yourself or heard an SLP say, “I do so much more than what my ’caseload number’ indicates”? The workload approach, therefore, addresses and reflects everything you do. So, what has happened in the last 5 years? Has the concept of “workload” taken effect and are positive changes happening in our schools, or are we still looking for that magic number?
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