Workload Versus Caseload: An Exploratory Comparison Study of Individualized Education Program Progress and Other Outcomes.

Purpose: The purpose of this study was to obtain preliminary data about the effectiveness of four workload approaches (WAs) that were implemented in public school settings. The WAs were compared to each other and the caseload approach (CA). Method: Five speech-language pathologists were selected to implement one of the four WAs, and two used the CA. Data were collected in the areas of Individualized Education Program (IEP) progress, classroom performance, delivery of services, workload parameters, and stakeholder perceptions. Results: The workload and CAs resulted in desirable levels of IEP progress, and all students received the services that were documented on their IEPs. When the data from the workload and CAs were compared, the Workload Management Strategies (WMS) Approach was associated with the most indicators of success in the study. Participants utilized several practices to manage workload, even though some strategies possibly affected compliance with federal special education law. Conclusions: These initial findings showed that the WMS Approach held the most promise relative to student outcomes, the workload determination, and compliance with federal special education law. Strengths and weaknesses of each approach and implications for practice are provided. Given the small sample size, the results should be viewed with caution as the generalizability of the results is limited. Areas for further research are recommended. [ABSTRACT FROM AUTHOR]

Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)