Classroom-based versus pullout speech-language intervention: A review of the experimental evidence
A number of experimental or quasi-experimental studies have directly investigated the impact of classroom-based interventions on children’s language outcomes, but relatively few of these have directly compared children’s outcomes for classroom-based models relative to pull-out models of intervention. In this review, in which our goal was to synthesize the available scientific evidence relevant to the question of whether clinicians ought to use classroom-based or pull-out language interventions, we focused specifically on those studies that directly compared these two models of service delivery. A systematic review of the outcomes showed an advantage for classroom-based inclusive models in which the SLP and classroom teacher team-taught language lessons. With the framework of evidence-based practice, clinicians can integrate the evidence presented in this review with other sources of information, such as child and family preferences, their own experiences with various models of service delivery, and the culture in which they work, to make the best decisions concerning the models of service delivery they use to meet the needs of the children with whom they work.
McGinty, A. S., & Justice, L. M. “Classroom-based versus pullout speech-language intervention: A review of the experimental evidence.” EBP Briefs 1, no. 1 (2006): 1-25.
Call to Action for the Texas Educator
Look at the service delivery model of related services for your students. How can you integrate the evidence presented in this review with other sources of information, to make the best decisions for the delivery of related services?