ASHA does not recommend a maximum or minimum caseload number. Rather, schools should consider the total workload activities required and performed by school-based SLPs to ensure that students receive the services they need. ASHA's Practice Portal page on Caseload and Workload describes how to organize and document necessary SLP workload activities provides strategies for implementing this approach. Caseload and workload data are available from the ASHA Schools Survey. In addition, this State Caseload chart [PDF] lists guidelines for caseload in each state.
The quality of work settings and equipment varies widely in schools around the country. ASHA's Appropriate School Facilities for Students With Speech-Language-Hearing Disorders addresses issues such as hearing screening, confidentiality, classroom acoustics, and advocacy for appropriate facilities for services to students with speech, language, and hearing disorders.
ASHA does not have a policy or position on making up missed sessions. However, we have sought input and guidance from the Office of Special Education and Rehabilitative Services that indicates that districts should consider each case to determine whether the impact of the missed sessions interferes with the student's progress toward their IEP goals and access to a FAPE. Read ASHA's IDEA Part B Issue Brief: Missed Sessions and the ASHA webpage that explains OSERS' guidance on missed services.
ASHA does not recommend using one service delivery model versus another. Service delivery should be dynamic and varied. ASHA's Position Statement and Technical Report from the family of documents titled "Inclusive Practices for Children and Youths With Communication Disorders" indicate that schools should choose and combine options according to the students' needs as determined by the school's multidisciplinary team. Schools should combine and/or change service delivery models as the students' needs change during treatment. The traditional pull-out model for providing speech-language pathology services is still a viable choice but is considered to be just one of several options available. The SLP may choose to use other service delivery models, which can include collaborative consultation, classroom-based intervention programming, or self-contained intervention programming. See ASHA's web resource, School-Based Service Delivery in Speech-Language Pathology.
Applied behavior analysis (ABA) therapy is one of many therapy options available to children on the autism spectrum. The appropriate assessment and treatment of autism spectrum disorder (ASD) involves a multidisciplinary team of professionals collaborating with one another to ensure that these children receive all of the appropriate services necessary to achieve successful outcomes. All appropriate therapies should be provided to children with a diagnosis of ASD, and ABA should not be the sole means by which to treat children with ASD. SLPs are critical members of the interprofessional team.