Date of Award

2-25-2016

Document Type

Thesis and Dissertation

Degree Name

Master of Science (MS)

Department

Department of Communication Sciences & Disorders: Speech-Language Pathology

First Advisor

Heidi M. Harbers

Abstract

The collaborative service delivery model is beneficial in its approach as it allows educators and SLPs to work together to address communication impairments in naturalistic settings in order to maximize the functional potential of all students. The current utilization of collaboration as a viable service delivery option is unknown. The purpose of this study was to identify whether collaboration was occurring and with whom it was occurring. This study also sought to identify similarities and differences across four participant groups regarding perceived beliefs and reported practices in professional collaboration. While administrators took a separate survey than educators (general and special educators) and SLPs, 99 educators, 41 administrators, and 32 SLPs completed the surveys. Results indicated that the majority of respondents are collaborating with other professionals; however, the amount of collaboration occurring between professionals varied. Collaborative practices were reported occurring more often at the lower grade levels than in middle school or high school. Differences existed between beliefs about collaboration and actual reported practice. Furthermore, all respondent groups agreed on

most of the factors that were necessary to promote collaboration, hinder collaborative practices, and characteristics important to be a successful collaborative professional. The findings of this study demonstrated that while school professionals are collaborating, increased collaboration among professionals may lead to overall student success.

Comments

Imported from ProQuest Doglio_ilstu_0092N_10686.pdf

Page Count

94

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