Caseload, Workload, Service Delivery, and Work Setting in Schools Services
School Services Frequently Asked Questions
Does ASHA have a recommendation for caseload size?
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.
What is ASHA doing to address workload concerns for school-based SLPs?
ASHA addresses workload concerns for school-based SLPs through policy leadership, advocacy, data collection and direct member support at the national, state and local levels. Nationally, ASHA addresses members' workload concerns in several important ways:
- ASHA maintains a position statement on workload: A Workload Analysis Approach for Establishing Speech-Language Caseload Standards in the School: Position Statement.
- ASHA provides guidance through the Caseload and Workload Practice Portal page, which outlines evidence based workload models and recommends implementation strategies.
- ASHA offers the ASHA Workload Calculator and related tools that members can use in data collection, analysis and local advocacy with administrators.
What is ASHA doing to inform advocacy and workforce initiatives for school-based SLPs?
To inform advocacy and workforce initiatives, ASHA regularly collects and analyzes caseload and workload data through its biannual Schools Survey. The results from this survey provide critical insights that ASHA uses to guide its policy priorities, messaging, and resource development. Workforce issues—including unmanageable workloads and staffing shortages—are a key focus of ASHA’s Public Policy Agenda, and ASHA’s government affairs teams engage with policymakers while supporting member advocacy through the ASHA Take Action site, including efforts to secure full funding of the Individuals with Disabilities Education Act (IDEA).
What school advocacy resources does ASHA offer members to support more equitable workload models?
ASHA offers school advocacy resources related to legislation and regulation, including tools and success stories from school-based professionals. Members may further explore Working for Change: A Guide for Audiologists and Speech-Language Pathologists in Schools, a six-part resource that supports engagement with teacher unions and education associations (where available). Collaboration with state associations and State Education Advocacy Leaders (SEALs) strengthens coordinated advocacy efforts.
In addition, ASHA members may contact the School Services Team to discuss workload concerns and receive guidance on
- evaluating workload data
- navigating local challenges, and
- indentifying advocacy strategies.
What type of work space should be provided for students who receive speech-language and hearing services in schools?
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.
Does ASHA have a policy on making up missed sessions?
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.
Does ASHA recommend using one service delivery model versus another when providing school-based speech-language pathology 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.
Should Applied Behavioral Analysis (ABA) therapy be the only treatment for students with autism spectrum disorder?
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.
