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O’Donnell 1 Sky O’Donnell English 1302 Dr. Frost 31 March 2020 Annotated Bibliography My research paper is about how high caseloads and workloads effect speech pathologist in the school district. Before writing my paper, I had to do research about my topic. This is a list of sources I found relating to my topic. I feel like these sources really help me argue why high caseloads and workloads can effect a therapists job. While reading these sources not only did I find evidence to support my research question, but I also found other information that I didn’t know existed. All these sources will be a great addition to my research paper. Katz, Lauren A., et al. “What Makes a Caseload (Un)Manageable? School-Based Speech- Language Pathologists Speak.” ASHA Wire , 10 Oct. 2019, pubs.asha.org/doi/abs/10.1044/0161-1461(2009/08-0090). This source discusses what really makes a caseload unmanageable from the perspective of school-based speech pathologists. A study was conducted to see how many cases on average does a speech pathologist have to oversee and at what point does all these cases become unmanageable. Some of the results that they concluded include: an average caseload consists of 41-50 students and that 60% of the 634 participants agreed that their caseloads were unmanageable. I chose to use this source because I liked how it was a study done on actual school-based speech pathologists. I would consider this a useful source because it shows when a

O’Donnell 2 caseload is considered unmanageable. The topic of my research paper is how high caseloads effect speech pathologists. This source demonstrates an average amount of students they have to work with on a daily basis and how the therapists agree its unmanageable alone. This information is good because its evidence to help me prove that high caseloads really do effect them. “Caseload/Workload: Overview.” Caseload/Workload: Overview , ASHA, www.asha.org/practice-portal/professional-issues/Caseload-and-Workload/. This article is about the caseloads and workloads of speech pathologists in the school district. It defines a caseload as the number of students who have difficulties with speech, language learning, and literacy. Workload is all the activities and lessons that are required, created, and performed by the speech pathologist. It goes on to say that caseloads are only a part of the problem picture but that workloads should be incorporated too. The American Speech- Language-Hearing Association (ASHA) used to recommend a caseload limit but upon further research they determined that there should be no specific limit because every classroom has different needs. This a helpful source because it discusses the difference between caseloads and workloads. This article is definitely reliable because it comes from ASHA the organizations for speech pathologists. This definitely fits into my research because it discusses caseloads, workloads, and why there is no specific limit to caseloads. I think is all great and important information to use. PrasadMA, Aruna Hari, et al. “Overloaded With Tasks? Show Them the Numbers.” The ASHA Leader , leader.pubs.asha.org/doi/10.1044/leader.FTR2.24082019.56.

O’Donnell 3 This article discusses the amounts of work a speech pathologist has and how ASHA has created a workload calculator. A survey was created by ASHA in 2018 and taken by speech pathologists who work in schools. The results showed high caseloads with most students struggling with language disorders, autism spectrum disorders, and speech sound disorders. Each student has different needs and each requires special attention. This can create a large workload. ASHA has created a workload calculator that all speech pathologist can access. It is used to see if their workload is balanced and if not then they can show the results to their supervisors to see what they can do. This source is similar and different compared to my other sources. It is similar in that it talks about high caseloads and workloads, but different in that it discusses a possible solution for them. I think this will fit in my research because it offers a solution for speech pathologists with high workloads. This will be interesting information to add to my paper because this information is not common knowledge. “School-Based Speech-Language Pathology Must Change.” Bilinguistics , 9 Apr. 2019, bilinguistics.com/school-based-slp/. This article shows the perspective of a speech pathologist discussing how bad the demands are of school-based therapists. He explains how splitting time is hard. Its hard to decided who needs one-on-one attention, who can be put in a group, and who needs immediate attention. There is not enough time in the week to prepare lessons for each child or group and help the ones that need one-on-one. He says that speech pathologists sometimes can only do thirty minutes of one-on-one time and have to dismiss students once they reach secondary level. Once they reach secondary level of learning, with the therapist, they have to be dismissed so the

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O’Donnell 4 therapist can focus on other students. This source really gives in site as to what speech pathologists do during their workdays and how they handle all the students. I think this is good information but I don’t know how much I will use of it in my paper. It is similar to the other sources because it talks about how overwhelming the workload is but it does go a little more in- depth about it. Lisa. “Taking Charge of Your Caseload.” SLP Toolkit, 5 Apr. 2016, www.slptoolkit.com/blog/high-caseloads/ . This article is based on the work experience of a speech language pathologist. She writes about her workload being too big, how her schedule is always filled up, and she doesn't have enough time to have one-on-ones with students that need more help. She also writes how speech pathologists can find ways to make their job easier and help their students more. She reminds them that they are not alone and that they can ask for help from other teachers. An example could be asking, “what are the best learning methods they use for the students?” This article is important for my research paper because it helps support the fact that speech pathologists have too big of a workload, and it is from the personal experience from a speech and language pathologist. This article is very similar to others but I could see myself potentially using some information from here. Woltmann, Jeannette, and Steven C. Camron. “Use of Workload Analysis for Caseload Establishment in the Recruitment and Retention of School-Based Speech-Language Pathologists - Jeannette Woltmann, Steven C. Camron, 2009.” SAGE Journals, 1 Jan. 1970, journals.sagepub.com/doi/abs/10.1177/1044207309343427.

O’Donnell 5 This article examines the lack of speech-language pathologists in the special education industry. This has impact on growing student with disorders who need help. It explains that there are various reasons why there aren't many speech pathologists. Some of the reasons include: poor working conditions, overwhelming and unmanageable caseloads, high workloads, and paperwork requirements. It also covers a new method, workload analysis, that will raise retention for employers to help obtain speech-language pathologists for their schools. This article is very useful because it discusses how speech pathologist are not willing to work in schools. This shows that something is very wrong for them to not want to work there and that it needs to be fixed. This source is great because shows me the effects of high caseloads and workloads on speech pathologists. This is similar to what my research question is and this information will be a great addition to my paper. Annett, Mary M., and Google. “Service Delivery Success.” The ASHA Leader , leader.pubs.asha.org/doi/full/10.1044/leader.SCM.09042004.1. This article is about a speech-language pathologist in the Portland, who worked in public schools and in 2001 he went on a journey to reshape the service delivery model. He hoped to create a better working environment, increase the time with teachers and parents, and help students get better service overall. During 2001-2002 school year they implemented the 3:1 model. This model allowed three weeks out of the month for direct attention with the student and one week for other things. Things like parent teacher meetings, developing treatment plans, and completing paperwork. Ever since this method was tested and had great success rates, ASHA has been promoting it for speech pathologists to use. It is very different from my other sources because it talks about a new method that has been successful. This source will be very useful to

O’Donnell 6 me and I cannot wait to use the information about the model and how it is being promoted everywhere. Cirrin, Frank M., and Google. “Advocating for Workload Strategies.” The ASHA Leader , 1 Apr. 2006, leader.pubs.asha.org/doi/full/10.1044/leader.SCM2.09122004.1. The summary of this article is a study of strategies speech and language pathologists in Minneapolis Public Schools could use to control their heavy workloads. To do this they used ASHA'S workload policy documents. They used 120 speech and language pathologists for data to find out what major points they needed to address in workload issues. They gathered statistics on their time management and the level of compliance support available at schools. Another area speech pathologists should work on is finding time for initial evaluations and reevaluations. They should do this without utilizing more than one contract preparation period per week, or increasing their instructional group size for treatment. This article will be useful in my paper because its giving suggestion as to how the therapists should do their work. I think it will a good source to use in my paper because it provides statistics of whats wrong and what therapists should do to fix it.

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