The American Speech-Language-Hearing Association (ASHA) recommends utilizing flexible service delivery models in schools as traditional models may not meet all students’ needs. School-based Speech-Language Pathologists (SLP) must explore varying service delivery models that most effectively meet student needs and adhere to least restrictive environment (LRE) mandates. This investigation examined the effect of short, individual, frequent drill sessions, an alternative to the traditional model of school-based articulation therapy.
