This study explored how a school-based speech—language pathologist implemented a classroom-based service delivery model that focused on collaborative practices in classroom settings. The study used ethnographic observations and interviews with 1 speech—language pathologist to provide insights into how she implemented collaborative consultation and classroom-based intervention service delivery models. Five themes emerged: service delivery, curriculum-based intervention, scheduling, collaboration, and advocacy. Though the participant implemented a full range of service delivery models, findings provide helpful ideas for others implementing inclusive and collaborative practices in classroom settings.

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Older students who struggle with reading are more motivated to participate in instructional intervention if they are interested in the program. This mixed methods study examined opinions and reactions of 41 female juvenile delinquents on a 1-hour demonstration of the START-IN (STudents Are Responding To INtervention) reading program. Following a demonstration of the 16 reading tasks, participants ranging in age from 13 to 18 years responded to four multiple-choice and one open-ended item. Quantitative and qualitative findings revealed that one half or more of the participants reacted favorably to the level of difficulty, age appropriateness, importance of information, and future participants' willingness to participate on tasks. Three themes, including their opinions of the task and reading, their prediction of how future participants would respond to implementation, and information pertaining to metacognition, emerged from 308 comments to open-ended items. Intervention implications were also considered.

Findings should be interpreted cautiously due to sample restrictions. Nevertheless, findings support that principals value SLPs' services. They also provide evidence for SLPs to continue to advocate for the services they perform, collaboration, and a range of service delivery models during intervention.

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