Get .1 ASHA CEU hereWhen most people think speech and language pathology they think of working on articulation in a tiny treatment room. Not only do SLPs do more than articulation, we also do a lot more than face to face service in a sterile / controlled environment. There are many different kinds of service delivery models available to us as clinicians, and yet somehow the “2x30 direct service” (or what have you) has become the “standard” in many work settings. And yet, indirect service is one of the most powerful service delivery models out there. As clinicians it is important for us to remember the different kinds of service delivery models, what components go into service delivery, and what variables we should consider when choosing a service delivery model for our client.And just wait till we get started on how service delivery impacts workload.Providing direct service? That contributes to workloadIndirect service? Also contributes to workload.Writing assessments? Workload.Insurance? Workload.Billing? Wrkload.Prepping up / breaking down / cleaning after a session? Wrkload.Programming SGDs? Wrk ld.Bus duty? load.Loads and loads and loads. Do service delivery models impact our workloads as clinicians and vice versa? You betcha. Should we, as a field, embrace a workload model instead of a caseload model? You. Bet. Cha.In this episode we review components of service delivery, define direct and indirect service, and discuss how these different variables interact with workload across work settings. Come join us, be our nerdy friends, and have a laugh or two.This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.Learning OutcomesIdentify at least 2 components that are involved in service delivery within common pediatric treatment environments (e.g., schools)Identify at least 2 differences between direct and indirect service and what factors might indicate a need for each type of serviceDescribe a workload approach to caseload and identify how service delivery components and variables are likely to impact workloadReferencesBrandel, J., & Loeb, D. F. (2011). Program Intensity and Service Delivery Models in the Schools: SLP Survey Results. Language, Speech, and Hearing Services in Schools, 42(4), 461-490. doi:doi:10.1044/0161-1461(2011/10-0019Case-Smith, J., & Holland, T. (2009). Making Decisions About Service Delivery in Early Childhood Programs. Language, Speech, and Hearing Services in Schools, 40(4), 416-423. doi:doi:10.1044/0161-1461(2009/08-0023)Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., . . . Adamczyk, D. F. (2010a). Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School–Age Children. Language, Speech, and Hearing Services in Schools, 41(3), 233-264. doi:doi:10.1044/0161-1461(2009/08-0128)Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., . . . Adamczyk, D. F. (2010b). Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School–Age Children. Language, Speech, and Hearing Services in Schools, 41(3), 233-264. doi:doi:10.1044/0161-1461(2009/08-0128)Farquharson, K., Tambyraja, S. R., & Justice, L. M. (2020). Contributions to Gain in Speech Sound Production Accuracy for Children With Speech Sound Disorders: Exploring Child and Therapy Factors. Language, Speech, and Hearing Services in Schools, 51(2), 457-468. doi:doi:10.1044/2019_LSHSS-19-00079Soto, X., Seven, Y., McKenna, M., Madsen, K., Peters-Sanders, L., Kelley, E. S., & Goldstein, H. (2020). Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes. Language, Speech, and Hearing Services in Schools, 51(2), 371-389. doi:doi:10.1044/2019_LSHSS-19-00011Online