PURPOSE This clinical focus article reports on an innovative program that provides classroom-based speech and language services to school children receiving speech-language therapy while addressing the need for clinical placements for graduate students in speech-language pathology. This program evaluation report centers around the logic model used to develop and implement the program. METHOD The program was implemented in partnership between a university program in speech-language pathology and a nearby school district. The program took place in two different schools within the district, each with one state licensed and American Speech-Language-Hearing Association-certified speech-language pathologist (SLP) who supervised two or three graduate student interns per year of the project for a total of 17 graduate students over 3 years. Data sources for this program evaluation included child-level data collected by graduate student interns, teacher satisfaction surveys, and semistructured interviews. RESULTS Program stakeholders including graduate student interns, speech-language pathology supervisors, and the school district administrator provided converging positive feedback about the program implementation. This was corroborated by favorable ratings from teachers who collaborated with graduate student interns and an increase in the number of classroom-based intervention hours for school children receiving speech-language services. CONCLUSIONS The short-, medium-, and long-term outcomes of the program's logic model were achieved in part or fully as supported by data sources used for program evaluation procedures. Clinical implications are provided about the need for innovation in school-based services with a focus on collaborative classroom-based intervention.

中文翻译：

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大学-公立学校合作伙伴关系的三年计划评估。

目的这篇临床焦点文章报道了一项创新计划，该计划为接受言语治疗的学童提供基于课堂的言语和语言服务，同时满足言语病理学研究生的临床实习需求。该项目评估报告以用于开发和实施该项目的逻辑模型为中心。方法 该项目是由大学言语病理学项目和附近学区合作实施的。该项目在该学区的两所不同学校进行，每所学校都有一名获得州许可且获得美国言语听力协会认证的言语病理学家 (SLP)，他们每年监督该项目的两到三名研究生实习生，总计3年多的17名研究生。该项目评估的数据来源包括研究生实习生收集的儿童层面的数据、教师满意度调查和半结构化访谈。结果 项目利益相关者，包括研究生实习生、言语病理学主管和学区管理员，对项目实施提供了一致的积极反馈。与研究生实习生合作的教师的好评以及接受语音语言服务的学童课堂干预时间的增加证实了这一点。结论 项目逻辑模型的短期、中期和长期结果是部分或全部实现的，并得到了用于项目评估程序的数据源的支持。提供了关于校本服务创新需求的临床意义，重点是基于课堂的协作干预。