Purpose: The purpose of this study was to compare the efficacy of a traditional pull-out therapy and a collaborative push-in therapy delivery models. Secondarily, to determine teachers’ perceptions of barriers and benefits of a collaborative intervention model with an SLP. Method: Using a single-subject alternating treatment design, seven of ten 3rd-grade participants completed the investigation. Probe data on participants’ prior knowledge of multiple-meaning words were collected. The intervention phase included 10 alternating intervention sessions over five weeks. Three 3rd-grade teacher participants were surveyed regarding their perception of barriers and benefits to engaging in the collaborative service delivery model before and after the investigation. Results: Both conditions resulted in a positive effect, with all participants showing achievement of the criterion by the final intervention assessment. Four of the seven participants who completed the investigation, showed higher gains in the collaborative condition. The teacher survey results indicated that five of the six perceived barriers before the intervention were seen as benefits or eliminated after the study. In total, six benefits were added by the teacher participants post-intervention. Conclusion: The data supported the initial hypothesis that a collaborative, push-in intervention model would be as effective as the traditional small group, pull-out service delivery model. Teachers found value in all students’ benefitting from the intervention, observing that students integrated the new vocabulary learned in multiple contexts. Teachers also noted gains from what they learned from the SLP’s expertise.
