Using a Music Therapy Collaborative Consultative Approach - World ...

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by family interviews and observation of the child in the context, where the problems arise.
Skills that are immediately useful for the child are identified, rather than applying a priori
developmental prerequisites or foundations for future needs. Routine-based assessment
considers the whole child and increases the chance that goals and strategies are relevant and
realistic (McWilliam, 1992, 1996; Wolery, 1996).
2.1.3.4. Integrated versus Segregated Model of Service Delivery
Research addressing the effectiveness of integrated services versus segregated
therapy shows that there is no evidence for the superiority of one model over the other.
Integrated therapy has similar effects as segregated therapy on the child’s acquisition,
generalization, and goal-related progress (Cole at al., 1989; Davies & Gavin, 1994; Hundert
et al., 1998; McWilliam & Bailey, 1994; Wilcox, Kouri, & Caswell, 1991). Additionally,
Cole, Harris, Eland, and Mills (1989) find that classroom staff prefers an integrated versus a
segregated model of therapy. Dunn (1990) reports that teachers contributed more to the
accomplishment of children’s IEP goals when engaging in collaborative consultation with
occupational therapists and had better comments on an attitude scale compared to teachers
whose children received segregated therapy. Palsha and Wesley (1998) provide evidence
that on-site consultation and collaboration in childcare programs improved the physical
environment, service delivery, and teachers’ comfort and satisfaction. In addition, a study by
Davies and Gavin (1994) indicates that the consultation method resulted in a significant
increase in fine and gross motor skills for preschool children with developmental delays.
Overall, the integrated therapy model of service delivery is more compatible with the current
philosophical trends in Early Intervention/Early Childhood Special Education. The