Using Collaborative/Consultative Service Delivery Models for Fluency Intervention and Carryover

Abstract

Approaches to working with school personnel to enlist their involvement and assistance in fluency assessment and treatment programs in their schools are described. An environmental approach to the evaluation of fluency, including observations of students in a variety of academic and social situations in addition to information-exchange meetings and interviews between clinician and school personnel is described. A classroom-based fluency program using collaborative service delivery models is presented.