I know this is a topic of much interest and conversation, so I have started a discussion forum thread. I also wanted to share a few resources that may be useful. When we talk about “caseload,” we are usually talking about the tally of the number of students a therapist is providing services to. Shifting to the term “workload” is meant to try and capture all the direct and indirect activities that therapists are doing in support of students (across tiers). This aligns with more of a population health lens, and the benefits of schoolwide programming to help prevent/reduce the need for intensive services.
Here are a few resources that I find helpful in thinking about making this shift. Remember, it doesn’t have to be all or nothing! Even trying out a few ideas with one student or classroom can be a great starting point. Let me know if you’d be interested in having a brown bag about this topic!
- Here are two podcast episodes from the OT School House that talk more about research on caseloads vs. workloads, as well as describe various delivery models.
- Episode 65: Journal Club- The problem with caseloads.
- Episode 81: School-based OT workloads.
- ASHA’s Caseload and Workload webpage has a lot of useful information about workload analysis; ASHA has issued an official position statement recommending school use a workload analysis approach.
- Seruya, F. M., & Garfinkel, M. (2020). Caseload and workload: Current trends in school-based practice across the United States. The American Journal of Occupational Therapy, 74(5), 7405205090p1-7405205090p8.
- Ohio Department of Education. (2016). Service provider ratio and workload calculation.
- Ray, L., Holahan, L., & Flynn, P. (n.d.). Guidance in determining FTE and workload for occupational therapy, physical therapy, and speech-language pathology staff. North Carolina Department of Public Instruction.