Workload versus Caseload in the School Setting

Question

Answer

Traditionally, a school SLP's workload has been conceptualized as being almost exclusively synonymous with caseload. Caseload is more accurately conceptualized as only one part of SLPs' total workload. The term caseload typically refers to the number of students with Individualized Education Programs (IEPs) or Individualized Family Service Plans (IFSPs) school SLPs serve through direct and/or indirect service delivery options. In some school districts, SLP caseloads may also include students who do not have identified disabilities, and who receive prereferral intervention and other services designed to help prevent future difficulties with language learning and literacy (ASHA, 2000c). School SLPs may also serve as case managers for all or some students on their caseload, which adds significant responsibilities and time for writing and managing IEPs, as well as assuring compliance with special education regulations. Workload refers to all activities required and performed by school-based SLPs. SLP workloads include considerable time for face-to-face direct services to students. Workloads also include many other activities necessary to support students' education programs, implement best practices for school speech-language services, and ensure compliance with IDEA and other mandates. A more detailed discussion of school SLPs' workload activities is presented in the section on Balanced Workload Analysis Process later in this document.

How does caseload relate to workload? Special educators and SLPs have reported that increases in caseloads correspond with simultaneous increases in meetings and paperwork demands (e.g., Russ, Chiang, Rylance, & Bongers, 2001). Each student added to the caseload increases the time needed not only for evaluation, diagnosis, and direct and indirect services, but also for ongoing assessment, mandated paperwork, multidisciplinary team conferences, parent and teacher contacts, and many other responsibilities.

For more information on this topic please see the following resources on the ASHA website: www.asha.org/slp/schools/resources/schools_resources_caseload.htm

Caseload/Workload

A Workload Analysis Approach for Establishing Speech-Language Caseload Standards in the Schools: Guidelines www.asha.org/docs/html/GL2002-00066.html#sec1.2.1

This Ask the Expert was taken from the course entitled: The Future of SLP Practices in the Schools presented by Deborah Adamczyk, M.A., CCC-SLP; ASHA

Visit the SpeechPathology.com library to view all of our live, recorded, and text-based courses on a variety of topics.

The school setting has been the focus of Deborah's career, as she has worked as a practitioner, administrator, state consultant, and state compliance monitor in Pennsylvania. She also served as a member of ASHA's Legislative Council, the Council on Academic Accreditation (CAA) and on various ASHA committees before joining the ASHA staff as the Director of School Services.