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The following two examples have been provided using the most recent data to further illustrate the direct implications of NOMS for speech-language pathologists and administrators.
Example 1
Using National Data for Advocacy Efforts
A local school board facing increasing enrollments in special education and a budget shortfall has decided to cut costs by increasing the maximum caseload size allowed for speech-language pathologists from 50 to 65. They believe this action will make full use of staff resources without having a direct effect on student progress. The school board has allowed time for public comment about this issue at their next meeting.
Using NOMS data, you can demonstrate to the school board how the increased caseload size will affect the speech-language outcomes your students will achieve. These data show that students on smaller caseloads were more likely to make measurable progress than those on larger caseloads (see table below).
| Progress on Speech Sound Production FCM by Caseload Size |
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Caseload < 40 |
Caseload > 60 |
| Progress |
87.0% of students |
63.9% of students |
| No Progress |
13.0% of students |
35.1% of students |
Example 2
Using National Data to Determine the Frequency and Intensity Levels of Service
A three-year-old boy with a medical diagnosis of Pervasive Developmental Disorder is scheduled to enter your program. At his initial IEP meeting, his parents request that he receive individual speech and language services 5 days a week for more than 2 hours per day. You agree that he would benefit from intensive services, but are not sure if that level of intensity is the most appropriate for him. By collecting national outcomes data, you will be able to determine the frequency and intensity of service delivery that yields the most progress for children with this diagnosis and support your recommendations to the parents.
Outcomes in Schools | Benefits of NOMS | Using NOMS Data | Collecting NOMS Data
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