The ASHA Leader - September 21, 2010 - (Page 24)

Schools Survey Releases Caseload Data by Gail Brook Table 1. Median monthly caseload size by state for ASHA-certified, school-based SLPs. State AK AL AR AZ CA CO CT DE FL GA HI IA ID IL IN KS KY LA MA MD ME 2000 55 50 48 55 60 60 47 – 64 55 50 45 60 60 75 47 62 48 50 60 45 2006 – 50 41 55 58 – 40 50 65 46 35 49 57 55 78 – 60 – 40 52 – 2010 49 – 40 60 55 – 40 54 65 46 40 50 58 50 80 45 59 46 43 43 30 State MT NC ND NE NH NJ NM NV NY OH OK OR PA RI SC SD TN TX UT VA VT 2000 50 55 32 50 40 55 44 60 50 60 55 56 60 55 60 – 59 60 61 55 40 2006 45 56 32 54 – 46 40 55 40 60 54 60 53 – 55 49 61 55 – 55 30 2010 45 47 35 55 31 40 45 60 32 61 50 50 60 – 48 – 60 50 60 56 31 C aseload size, paperwork, and time for planning and collaboration are the top challenges for school-based speech-language pathologists, as they have been for the past decade, according to ASHA’s 2010 schools survey. More than 2,500 SLPs responded to questions about caseload, work activities, models of service, and challenges. Similar surveys were conducted in 2000, 2004, 2006, and 2008 (search “ASHA Schools Survey” at www.asha.org). Below are highlights related to caseload, along with selected comparative findings from previous surveys. Data presented are mostly from 2000 to 2010. Questions differ among surveys, so data on all topics are not available for all survey years. is based on the number of students served; a workload approach considers all activities required to support students with communication disorders and to be an integral member of the school team.) SLPs who reported a provider shortage in their geographic area and type of school. Impairment Caseload Size • From 2004 to 2010, providers had a median monthly caseload size of 50 (up from 48 in 2000). • Caseload size varies considerably by school setting. From 2000 to 2010, caseload size was lower in special day or residential schools (23–28) and preschools (40) than in other school settings. • Caseload size varies considerably by state. Indiana SLPs had the largest median monthly caseload from 2000 to 2010 (74–80). Those in North Dakota typically had the smallest or among the smallest (32–35). • “Increased caseload or workload” was the most frequently selected effect in 2010 (81%), 2008 (79%), 2006 (79%), and 2004 (83%) by Caseload vs. Workload • In 2008 and 2010, the majority (80%–81%) of clinical service providers used a caseload approach rather than a workload approach to determine the number of students they served. (A caseload approach A Limited-time Offer for Speech-Language Pathologists… Help Parents and Early Childhood Educators Promote Emergent Literacy If you’ve been wondering how to incorporate literacy into your work with preschool children, The Hanen Centre’s 2010-2011 Language and Literacy Planner can help you. In this year’s Planner: • • • • • A 16-month calendar beginning in September 64 research-based, easy-to-do activities 4 tips each month for teachers in the classroom 4 tips each month for parents at home Monthly research bulletins Areas of Intervention • From 2000 to 2010, providers identified nearly half (42%– 49%) of students in their monthly caseload as moderately impaired; nearly a third (28%–31%) as mildly impaired; nearly a quarter (18%–22%) as severely or profoundly impaired; and few (5%) as not impaired or non-IEP (Individualized Education Program), as receiving RTI (Response to MI 55 57 60 WA 57 51 53 Intervention), or as MN 40 45 42 WI 37 40 38 having a 504 plan. MO 50 42 45 WV 50 50 49 • From 2004 to 2010, MS 58 55 45 WY 47 50 – more than half Note: Table contains median caseload sizes for states where 25 or more SLPs responded (55%–63%) of stuto the survey. No data are available for the District of Columbia. n = 2,067 (2000) ; n = dents in the typical 1,742 (2006); n = 1,785 (2010). Source: 2000, 2006, and 2010 ASHA Schools Surveys. monthly caseload of SLPs in day or residential schools were pull-out service; 21% in classroomidentified as severely or profoundly or curriculum-based services; 8% in impaired (much higher than in other collaborative consultation; 6% in RTI school settings). services; 4% in team teaching, and less than 1% in telepractice. • From 2000 to 2010, 91% or more of providers served students in the area of articulation/phonological disorders; 80% or more in the area of autism spectrum disorders; and 67% or more in the area of fluency disorders. • From 2000 to 2010, students with articulation/phonological disorders, language impairments, and learning disabilities made up a higher average (mean) number in caseloads than students with other disorders. Response to Intervention • In 2010, about half (52%) of providers indicated that their role in RTI was to provide consultation and/or strategies to classroom teachers. English-language Learners • In 2008, nearly half (45%) of schoolbased SLPs reported having no English-language learner (ELL) students; in 2010, 40% reported the same. Of those who did, the average (median) number of ELL students in their typical monthly caseload was two in 2008 and three in 2010. • In 2010, 50% of SLPs provided services to ELL students in English. If you’re working with parents of preschool children, you can use the Planner to supplement home programming by promoting literacy within fun and meaningful parent-child interactions. If you work with early childhood educators, you can recommend the Planner as a simple way to enhance language and literacy programming in the classroom. When you order right now from our online store, you can take advantage of a 20% discount. This offer expires September 30th, so order today at www.hanen.org. Work Activities • From 2000 to 2010, SLPs spent more time each week (about 24 hours) in direct intervention than in any other type of work activity. ® The Hanen Centre Helping You Help Children Communicate Models of Service • In 2010, providers spent an average of 71% of their time each week in Gail Brook is a technical writer/ research analyst. For more survey details, visit www.asha.org/research/ memberdata/schoolssurvey. 24 September 21, 2010 http://www.asha.org http://www.hanen.org http://www.hanen.org http://www.asha.org/research/memberdata/schoolssurvey http://www.asha.org/research/memberdata/schoolssurvey

Table of Contents for the Digital Edition of The ASHA Leader - September 21, 2010

The ASHA Leader - September 21, 2010
Contents
Teens at Risk: "We're on the Edge of an Epidemic"
Bottom Line
Audiology
New Fluency, Cognition Diagnosis Codes
Schools 2010: Learning and Leadership in Las Vegas
RTI Progress-Monitoring Tools
Classroom Acoustics: What Possibly Could Be New?
Schools Practice: New Research and Online Resources
From the President
Schools Survey Caseload Data
Internet
Identification and Treatment of Landau-Kleffner Syndrome
Buyers Guide
Classifieds
First Person on the Last Page

The ASHA Leader - September 21, 2010