Speech-language pathologists' and teachers' perceptions of classroom-based interventions

Surveys were sent to speech-language pathologists and to teachers regarding their perceptions of classroom-based interventions. Respondents were asked to rate, on a 5-point scale, factors that pertained to classroom-based interventions; to cite what they believed were the primary advantages and disadvantages of these types of interventions; and to rank various models of classroom-based interventions for appropriateness and frequency of use. Results indicated many areas of similarity between the responses of speech-language pathologists and those of teachers, with the primary areas of difference being classroom management and ease of dat collection.