Speech-language caseloads in the schools: a workload analysis approach to setting caseload standards.
This article highlights key concepts of the recently revised policy documents of the American Speech-Language-Hearing Association on workload and caseload size for speech-language pathologists (SLPs) in schools. A major premise is that the total workload activities required and performed by school-based SLPs must be taken into account to set appropriate and reasonable caseload standards. Current policies and practices used to define caseloads appear to be inadequate to ensure caseloads that allow enough time for the provision of quality services. In this article we describe school-based SLPs' workload, including the expanded roles and responsibilities that are mandated by the Individuals with Disabilities Education Act (IDEA) and other legislation. We consider the available research on the effects of large caseloads on the service options chosen by SLPs, treatment outcomes for students, and SLP attrition and burnout. Finally, we present an approach for analyzing a SLP's total workload activities, along with a discussion of how that analysis can be used to help determine caseload standards consistent with meeting the intent of IDEA and the needs of students with disabilities.
Cirrin
Frank
F
Minneapolis Public Schools, Minneapolis, Minnesota 55410, USA.
Bird
Ann
A
Biehl
Larry
L
Disney
Sally
S
Estomin
Ellen
E
Rudebusch
Judy
J
Schraeder
Trici
T
Whitmire
Kathleen
K
D006801:Humans; D012572:School Health Services / Q000458:organization & administration* / Q000592:standards; D013066:Speech-Language Pathology; D014481:United States; D000078329:Workforce; D016526:Workload