Course Title: Moving from Caseload to Workload: Practicing at the Top of your License

This course is part of our Leadership in Education and Allied Health Professions (LEAHP) Series.

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Learning Objectives:

1. Explain what it means to practice at the top of the license

2. Describe one broad strategy to reducing overwhelm in school-based practice

3. Discuss one way that stress and burnout negatively impact therapy outcomes

Resources & References:

ASHA (n.d.). Workload Calculator. https://www.asha.org/SLP/schools/Work...

Appropriate School Facilities for Students: https://www.asha.org/policy/tr2002-00...

American Speech-Language-Hearing Association. (2002). A workload analysis approach for establishing speech-language caseload standards in the school [Position Statement]. Available from www.asha.org/policy/

Archibald, L. M. (2017). SLP-educator classroom collaboration: A review to inform reason-based practice. Autism & Developmental Language Impairments, 2, 1-17. https://doi.org/10.1177/2396941516680369

Aronsson, G., Theorell, T., Grape, T., Hammarström, A., Hogstedt, C., Marteinsdottir, I., Skoog,I., Traskman-Bendz, L. & Hall, C. (2017). A systematic review including meta-analysis of work environment and burnout symptoms. BMC Public Health, 17(1), 264.

Blood, G., Ridenour, J., Thomas, E., Qualls, C., & Hammer, C. (2002). Predicting job satisfaction among speech-language pathologists working in public schools. Language, Speech, and Hearing Services in Schools, 33, 282–290. https://doi.org/10.1044/0161-1461(200...)

Brandel, J. & Loeb, D. (2011). Program intensity and service delivery models in the schools:SLP survey results. Language, Speech, and Hearing Services in Schools, 42(4), 461-490. https://doi.org/10.1044/0161-1461(201...

Edgar, D. L., & Rosa-Lugo, L. I. (2007). The critical shortage of speech-language pathologists in the public school setting: Features of the work environment that affect recruitment and retention. Language, Speech, and Hearing Services in Schools, 38 (1), 31-46. https://doi.org/10.1044/0161-1461(200...)

Farquharson, K., Therrien, M., Barton-Hulsey, A., & Brandt, A.F. (2020). How to recruit,support, and retain school-based SLPs in public schools. Journal of School Leadership. https://doi.org/10.1177%2F10526846209...

Hamama, L., Hamama‐Raz, Y., Stokar, Y. N., Pat‐Horenczyk, R., Brom, D., & Bron‐Harlev, E.(2019). Burnout and perceived social support: The mediating role of secondary traumatization in nurses vs. physicians. Journal of Advanced Nursing, 75(11), 2742-2752.https://doi.org/10.1111/jan.14122

Katz, L. A., Maag, A., Fallon, K. A., Blenkarn, K., & Smith, M. K. (2011). What makes a caseload (un) manageable? School-based speech-language pathologists speak. Language, Speech, and Hearing Services in Schools, 41, 139-151. https://doi.org/10.1044/0161-1461(200...)

Kokotek, L., & Combs, S. G. (2017). School-based SLPs & the caseload vs workload debate:identifying current barriers to service delivery and considerations for technology as a facilitator. Electronic Journal of the Ohio Speech-Language Hearing Association, 7(2), 58-65.

Marante, L., & Farquharson, K. (2021). Tackling burnout in the school setting: Practical tips for school-based speech-language pathologists. Perspectives of the ASHA Special Interest Groups, 6(3), 665-675.

Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422. https://doi.org/10.1146/annurev.psych...

McNeilly, L. (2018). Why we need to practice at the top of the license: To demonstrate our true value and effectiveness, we need to maximize time spent delivering services we are uniquely qualified to provide. The ASHA Leader, 23(2), 10-11. https://doi.org/10.1044/leader.FMP.23...

Patterson, K., Grenny, J.,McMillan, R. & Switzler, A. (2016). Crucial conversations: Tools for talking when stakes are high (2nd Ed.). McGraw-Hill.

Ross, E. (2011). Burnout and self-care in the practice of speech pathology and audiology: An ecological perspective. In R. J. Fourie (Ed.), Therapeutic processes for communication disorders (pp. 213–228). Hove and New York: Psychology Press.

Salvagioni, D. A. J., Melanda, F. N., Mesas, A. E., González, A. D., Gabani, F. L., & Andrade,S. M. D. (2017). Physical, psychological and occupational consequences of job burnout: A systematic review of prospective studies. PloS One, 12(10), e0185781. https://doi.org/10.1371/journal.pone....

Schwab, R. L., Jackson, S. E., & Schuler, R. S. (1986). Educator burnout: Sources and consequences. Educational Research Quarterly, 10(3), 14-30.