Service Delivery Determinants for School-Based Speech-Language Pathologists in Texas

Purpose: This study explores the experiences of school-based speech-language pathologists (SLPs) in Texas, focusing on service delivery determinations. Despite SLPs' intentions to individualize therapy experiences to meet student needs, research suggests a lack of diverse school-based service delivery models, resulting in homogeneity across the field. This study sought to identify contextual or environmental factors that shape and present barriers to service delivery determinants for school-based SLPs. Method: Using a phenomenological approach, this study comprised nine semistructured interviews with SLPs currently practicing in Texas public schools. The interview data were transcribed and analyzed using a hybrid deductive–inductive thematic analysis approach. Results: Findings from this study suggest that, beyond the individual child, workplace and SLP factors play a critical role in service delivery determinations. The theme of SLP workload re-emerged, replicating and providing refinement to prior research. Four previously undocumented themes influencing service delivery determinations emerged: master schedule, parent preference, district norms, and evidence. A discussion of these findings is provided by the authors, all of whom have school-based clinical experience. Conclusion: By addressing the contextual factors that influence SLP service delivery determinations, stakeholders can collaboratively mitigate barriers to evidence-based practice in public schools.