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A Comparison Of Service Delivery Models: Effects On Curricular Vocabulary Skills In The School Setting, Rebecca Throneburg, Lynn K. Calvert, Jennifer J. Sturm, Alexis A. Paramboukas, Pamela J. Paul
A Comparison Of Service Delivery Models: Effects On Curricular Vocabulary Skills In The School Setting, Rebecca Throneburg, Lynn K. Calvert, Jennifer J. Sturm, Alexis A. Paramboukas, Pamela J. Paul
Faculty Research and Creative Activity
The present study evaluated the effectiveness of three service delivery models in the elementary school setting. Differences were investigated between (a) a collaborative approach, (b) a classroom-based intervention model with the speech-language pathologist (SLP) and classroom teachers working independently, and (c) a traditional pull-out model for children in kindergarten through third grade who qualified for speech or language services. The same curricular vocabulary targets and materials were used in all conditions. This study also examined the vocabulary skills of regular education children who participated in the collaborative approach, the independent classroom-based model, or received instruction from only classroom teachers, without …
A Comparison Of Service Delivery Models: Effects On Curricular Vocabulary Skills In The School Setting, Rebecca Throneburg, Lynn Calvert, Jennifer Sturm, Alexis Paramboukas, Pamela Paul
A Comparison Of Service Delivery Models: Effects On Curricular Vocabulary Skills In The School Setting, Rebecca Throneburg, Lynn Calvert, Jennifer Sturm, Alexis Paramboukas, Pamela Paul
Faculty Research and Creative Activity
The present study evaluated the effectiveness of three service delivery models in the elementary school setting. Differences were investigated between (a) a collaborative approach, (b) a classroom-based intervention model with the speech-language pathologist (SLP) and classroom teachers working independently, and (c) a traditional pull-out model for children in kindergarten through third grade who qualified for speech or language services. The same curricular vocabulary targets and materials were used in all conditions. This study also examined the vocabulary skills of regular education children who participated in the collaborative approach, the independent classroom-based model, or received instruction from only classroom teachers, without …