Early Intervention Teaming and the Primary Service Provider Approach: Who Does What, When, Why, and How? The speech-language pathologist’s (SLP’s) roles and responsibilities as a team member using a Primary Service Provider (PSP) approach is discussed using the American Speech-Language-Hearing Association (ASHA) Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Guidelines (ASHA, 2008b) document as a foundation. We provide definitions, address “myths” that are frequently ... Article
Article  |   July 01, 2011
Early Intervention Teaming and the Primary Service Provider Approach: Who Does What, When, Why, and How?
Author Affiliations & Notes
  • Emily Marturana
    School of Communication Science and Disorders, Florida State University, Tallahassee, FL
  • Cara McComish
    Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC
  • Juliann Woods
    School of Communication Science and Disorders, Florida State University, Tallahassee, FL
  • Elizabeth Crais
    Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC
Article Information
Special Populations / Cultural & Linguistic Diversity / Early Identification & Intervention / Practice Management / Articles
Article   |   July 01, 2011
Early Intervention Teaming and the Primary Service Provider Approach: Who Does What, When, Why, and How?
SIG 1 Perspectives on Language Learning and Education, July 2011, Vol. 18, 47-52. doi:10.1044/lle18.2.47
SIG 1 Perspectives on Language Learning and Education, July 2011, Vol. 18, 47-52. doi:10.1044/lle18.2.47

The speech-language pathologist’s (SLP’s) roles and responsibilities as a team member using a Primary Service Provider (PSP) approach is discussed using the American Speech-Language-Hearing Association (ASHA) Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Guidelines (ASHA, 2008b) document as a foundation. We provide definitions, address “myths” that are frequently identified as barriers to implementation, and offer strategies for SLPs serving as either consultative or primary providers on the early intervention team.

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