Description and provider perspectives on a school‐based speech/mental health co‐therapy model for students with intellectual/developmental disabilities

Abstract The purpose of this article is to (a) provide a detailed description of how one school in the United States developed decision‐making guidelines for implementing a speech‐language/mental health (SLP/MHP) co‐therapy service delivery model, and (b) summarize study findings based on interviews conducted with school‐based speech‐language pathologists (SLPs), school‐based licensed mental health providers (MHPs), and administrators about their perceptions of using this co‐therapy model to provide services to students with intellectual/developmental disabilities (e.g., autism) and co‐occurring language and mental health support needs. We used qualitative analysis to identify key themes from the 19 interviews we conducted with school‐based staff, including SLPs, MHPs and administrators. Thematic analysis indicated that: (a) students demonstrated progress during co‐therapy and benefited from its more holistic approach to complex, interdisciplinary content and skills; (b) SLPs felt more confident handling their students' emotional regulation needs, challenging behaviours and/or other mental health support needs; and (c) MHPs felt more confident adapting language to make therapeutic content accessible to their students with language support needs. Interviewees also discussed logistical challenges and recommendations for further guidance/training. Findings from interviews indicate that SLP/MHP co‐therapy may offer a promising service delivery option for students with intellectual/developmental disabilities receiving both speech‐language and mental health services through their individualized education programs (IEPs).