Developing Effective Collaboration Teams in Speech—Language Pathology

Abstract

This article focuses on the development of classroom-based collaborative teams. Over the course of an academic year, two speech—language pathology student clinicians worked with classroom teachers and their assistants to implement a collaborative team model of service delivery in a Head Start Program. Examination of clinician and supervisor daily journal entries illustrates the evolving nature of the collaborative team process. Implications for use of classroom collaboration in speech— language pathology training and practice are offered.