Implementing and evaluating a blocked therapy model in paediatric private practice
Tracks
Concurrent session T1
Business and private practice
Private practice
Service delivery
| Tuesday, May 28, 2024 |
| 1:30 PM - 1:45 PM |
| BelleVue Ballroom 02 |
Overview
Rosemary Hodges
Details
⏫ In-practice
📚 Assumed knowledge of attendees: Intermediate (some previous learning/working knowledge of topic e.g. treated a few cases)
📚 Assumed knowledge of attendees: Intermediate (some previous learning/working knowledge of topic e.g. treated a few cases)
Presenter
Dr Rosemary Hodges
Clinical Director
Word Stars Speech Pathology
Implementing and evaluating a blocked therapy model in paediatric private practice
1:30 PM - 1:45 PMPresentation summary
In this fireside chat, we will create a space to discuss service delivery in paediatric private practice. We will engage audience members to discuss challenges of traditional service delivery models. We will introduce how we have implemented and evaluated blocked therapy in our clinic. In early 2021, we used a traditional service model, with clients receiving individual therapy once-a-week or once-a-fortnight. Existing clients often expected long-term ongoing individual therapy. This service delivery model was frustrating for therapists, who identified challenges with measuring outcomes, using evidence-based therapy intensities, and dealing with plateau/burn-out. For supervisors, we lacked systems for therapists to share a client's goals, progress, and long-term plan.
In response, we overhauled our service delivery model and created blocked service offerings including: 1:1 therapy, group therapy, supported community practice, and intentional breaks. A therapy plan document was developed to support therapists to plan a block. In August 2023, an evaluation was completed using anonymous survey of practitioners and service users. All practitioners (N = 4) (100%) reported that they enjoy providing services in blocks and find the therapy plan document beneficial. Supervisors (N = 2) reported that blocked therapy and therapy plans enable more effective and efficient supervision. For service users (N = 10), 90% said their child’s goals are regularly discussed with them by their speech pathologist (SP), 100% said their SP talks to them about their child’s progress, 100% said they felt that their SP valued their input, 80% said they found the therapy plan document helpful in understanding their child’s goals/progress, while 70% said they liked receiving therapy in blocks.
During this fireside chat, audience members will be invited to discuss common questions about blocked service delivery such as: communicating the service model to clients, training the team, logistics of clients moving through therapy offerings, and financial sustainability.
In response, we overhauled our service delivery model and created blocked service offerings including: 1:1 therapy, group therapy, supported community practice, and intentional breaks. A therapy plan document was developed to support therapists to plan a block. In August 2023, an evaluation was completed using anonymous survey of practitioners and service users. All practitioners (N = 4) (100%) reported that they enjoy providing services in blocks and find the therapy plan document beneficial. Supervisors (N = 2) reported that blocked therapy and therapy plans enable more effective and efficient supervision. For service users (N = 10), 90% said their child’s goals are regularly discussed with them by their speech pathologist (SP), 100% said their SP talks to them about their child’s progress, 100% said they felt that their SP valued their input, 80% said they found the therapy plan document helpful in understanding their child’s goals/progress, while 70% said they liked receiving therapy in blocks.
During this fireside chat, audience members will be invited to discuss common questions about blocked service delivery such as: communicating the service model to clients, training the team, logistics of clients moving through therapy offerings, and financial sustainability.
Key messages
1. There are benefits of blocked therapy as a service delivery model for clients, therapists, and supervisors.
2. Therapy plans can be utilised to support therapists to set goals and related outcome measures.
3. Blocked therapy can be financially sustainable in private practice.
2. Therapy plans can be utilised to support therapists to set goals and related outcome measures.
3. Blocked therapy can be financially sustainable in private practice.
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Rosie is the clinical director at Word Stars Speech Pathology (WSSP), a private practice in Western Sydney. Rosie has over 10 years clinical experience across a variety of settings including private practice, school-based, and not-for-profit services. In 2016, she completed her PhD at The University of Sydney on the speech and language skills of late talking toddlers. Since then, she has continued to engage in research on developmental and acquired communication disorders in children.
Rosie provides supervision and mentoring at WSSP and works closely with the Managing Director to develop and evaluate services and projects. Clinically, Rosie maintains a small early intervention caseload.
Rosie is passionate about evidence-based practice and practice-based evidence in speech pathology. She regularly provides professional development within the profession via workshops, conferences, and mentoring. She is also a strong advocate for raising awareness of communication difficulties within the community, particularly in early childhood education.
Ms Celine Lowe Pascual
Word Stars Speech Pathology
Implementing and evaluating a blocked therapy model in paediatric private practice
1:30 PM - 1:45 PM**********
Celine is the Managing Director of WSSP. Since taking on this role, Celine has made it her mission to ensure that her practice trains and develops speech pathologists who are compassionate, results driven, and innovative. Celine believes that looking after her team means creating a workplace that is dynamic and flexible. She has implemented robust clinical and financial systems that allow her team to achieve autonomy and a strong sense of purpose. For instance, team members and able to schedule their caseloads in a way that works for them and are supported to develop special interest areas and, as a result, grow their professional reputations.
Together with her team, Celine has been able to develop several unique service delivery models that are tailored to the needs of our clients. The development of a Work Experience Program for young adults with disability, a Student Clinic service at a local high school, and the creation of online groups for high school students are among the many unique initiatives she has headed.
When Celine is not working she enjoys running, writing and spending time with her friends and family.
Session chair
Helen Hall
Student volunteer(s)
Lillian Hennessy-Ellis
Student
Curtin University
Michelle Lenihan
Edith Cowan University
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
Disclaimer: © (2024) The Speech Pathology Association of Australia Limited. All rights reserved.
Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.
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