Case-Smith Jane, Holland Terri
Division of Occupational Therapy, School of Allied Medical Professions, The Ohio State University, Columbus, OH, USA.
Lang Speech Hear Serv Sch. 2009 Oct;40(4):416-23. doi: 10.1044/0161-1461(2009/08-0023).
This article presents a rationale for specialized services personnel to use fluid models of service delivery and explains how specialized services personnel make decisions about the blend of service delivery methods that will best serve a child.
The literature on occupational therapy, physical therapy, and speech-language pathology service delivery in early childhood programs is reviewed, synthesized, and applied to current practice. The literature explains that direct and consultative services provide unique benefits to children and should be flexibly scheduled based on each child's current priorities. Flexible service delivery models allow therapists to meet the evolving needs of children within dynamic environments.
To establish fluid service delivery models, therapists need to (a) plan collaboratively with teachers so that the model selected meets the teacher's preferences, (b) design flexible scheduling systems that emphasize inclusive practice, and (c) maintain precise documentation about when and how services are provided.
本文阐述了专业服务人员采用灵活服务提供模式的基本原理，并解释了专业服务人员如何就最能服务儿童的服务提供方式组合做出决策。
对有关幼儿项目中职业治疗、物理治疗和言语语言病理学服务提供的文献进行回顾、综合，并应用于当前实践。文献表明，直接服务和咨询服务能为儿童带来独特益处，应根据每个儿童当前的优先事项灵活安排时间。灵活的服务提供模式使治疗师能够在动态环境中满足儿童不断变化的需求。
为建立灵活的服务提供模式，治疗师需要：（a）与教师合作规划，以便所选模式符合教师的偏好；（b）设计强调包容性实践的灵活排课系统；（c）准确记录服务提供的时间和方式。
