What are the different Service Delivery Models?

Pullout Only (Traditional) Speech language Services:

By definition, pullout speech language services occur whenever the SLP works independently and provides small-group or individual services in a setting that is separate from the students classroom (e.g., speech therapy room, hallway, etc.) (Norris, 1989). Pullout therapy falls under the category of direct services. The goals of pullout services do not necessarily coincide with the content standards established by the state (Norris, 1989). These services occur apart from the classroom, teacher, curriculum, and nondisabled peers, and they are often times disconnected from the students regular daily activities (e.g., lunch, recess, transitions, etc.).

The biggest criticism of the pullout only service delivery model is that newly taught skills do not necessarily carryover (i.e., generalize) to other settings (ASHA, 2005; Elksnin & Capilouto, 1994; Gresham, Sugai, & Horner, 2001; Miller, 1989). Anderson and Nelson (1988) identified several disadvantages to pullout speech language services. First, pullout services are not often relevant to the students academics or social needs. Skills targeted in the therapy room are not related to the curriculum, and social situations cannot be replicated (Gresham et.al, 2001). Next, students who are pulled out of class miss valuable classroom instruction and activities. Upon returning to class, these students are held responsible for learning missed subject matter. On some occasions, they may be expected to learn the material on their own and make-up any missed class work. With this being said, it is not to say that pullout speech language therapy does not have a place in the schools. Traditional pullout may be necessary when students are taught a new skill or require intensive and individualized programming beyond what can be achieved in a classroom setting (ASHA, 1993).