Guest: Carrie Hutchins, MS, CCC-SLP

Earn 0.1 ASHA CEU for this episode with Speech Therapy PD: https://www.speechtherapypd.com/course?name=Finding-the-Balance-Group-Size-and-SchoolBased-Language-Outc

In this episode, we delve into the crucial topic of group size in school-based speech and language therapy with special guest Carrie Hutchins, a practicing speech-language therapist and PhD candidate from the University of Texas. The discussion covers the impact of group sizes on therapy outcomes, the benefits of small groups, the role of peer effects, and the challenges of scheduling and cancellations. Learn about the latest research findings, including Carrie's study on group size and its correlation with student progress, and discover practical strategies for optimizing therapy sessions. This episode is essential for SLPs looking to balance caseloads and improve school language therapy outcomes.

Episode Timeline:

00:00 Welcome and Introductions

01:39 Guest Speaker: Carrie Hutchins

02:52 Carrie's Journey into Speech Therapy

05:26 Research on Group Sizes in Speech Therapy

08:09 Impact of Group Sizes on Therapy Outcomes

10:21 Challenges and Considerations in Group Therapy

17:27 Recommendations for Effective Therapy

30:08 Introduction to Inclusive Services Study

30:49 Key Studies and Findings

31:07 Lab Website and Resources

34:11 Challenges with Service Delivery Models

37:28 Flexibility in Service Documentation

41:33 Caseload Caps and Legislative Support

46:49 Impact of Cancellations on Group Sizes

50:10 Quality Over Quantity in Therapy Sessions

53:05 Final Thoughts and Takeaways

About the Guest:

Carrie Hutchins earned her BS and MS degrees in Communication Sciences and Disorders from Western Kentucky University. She has nearly 15 years of experience as a speech-language pathologist and is passionate about school-based language intervention, professional issues, and educational policy. Carrie is currently a PhD candidate at the University of Texas at Austin. Her research interests include understanding the influential role of the environment (e.g., home, social, and educational) and implementing language and literacy interventions for children with language disorders in public schools.