Purpose Speech-language pathologists (SLPs) in the schools provide services to students with a variety of disorders and severity levels. This study built upon a previously published survey (Brandel & Loeb, 2011) to examine whether factors related to the place and time for services for students with language disorders had changed since the 2008 survey and to examine the differentiation of decisions made by the SLPs across the three severity levels. Method Responses from 439 SLPs to an online national survey related to the place and time of services for students with language disorders were examined using regression in regard to the current factors impacting service delivery and the amount of variation in these decisions by the individual SLPs across the three severity levels. Results Similar to previous findings, students participated in services primarily in groups outside the classroom once or twice a week for 20-30 min. Factors that continued to impact decisions were the SLP's caseload and year of graduation. Related to the differentiation of decisions, most SLPs made two different decisions across the three severity levels for where and how long to provide services, while almost one third made the same decision for the place. Conclusions The results indicate that service delivery and the factors impacting it have remained relatively the same. While most SLPs do differentiate decisions related to time, less variation is observed regarding the place for services. Research is needed to clearly identify barriers and test possible solutions so that school practice can improve.

中文翻译：

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学校的言语病理学服务：9年后的跟进。

目的学校中的言语病理学家（SLP）为患有各种障碍和严重程度水平的学生提供服务。这项研究基于先前发布的调查（Brandel＆Loeb，2011），以检查自2008年调查以来与语言障碍学生提供服务的时间和地点相关的因素是否已发生变化，并研究SLP做出的决策差异三个严重性级别。方法对439个SLP对与语言障碍学生提供服务的地点和时间有关的在线全国性调查的响应进行了回归分析，调查了影响服务提供的当前因素以及各个SLP在这些决定中的差异程度。三个严重性级别。结果与以前的发现相似，学生每周在课堂外20至30分钟以小组形式参加服务。继续影响决策的因素是SLP的案件数量和毕业年份。与决策的差异相关，大多数SLP在三个严重程度级别上针对提供服务的地点和时间做出了两个不同的决定，而几乎三分之一的人针对该地点做出了相同的决定。结论结果表明，服务交付及其影响因素保持相对不变。尽管大多数SLP确实会区分与时间有关的决策，但在服务地点方面观察到的变化较小。需要进行研究以明确发现障碍并测试可能的解决方案，以便改善学校实践。