ABSTRACT
Linear, cause-effect reasoning has dominated the training and clinical practice of
speech-language pathology for many years. Recently, however, the roles of many speech-language
clinicians and the contexts in which they provide their clinical services have been
changing, and traditional ways of viewing clinical work no longer seem to apply. This
article applies principles of systems theory to such changes and advocates an integration
of these principles with those of traditional, linear views to achieve a better understanding
of this evolution in the clinical practice of speech-language pathology.
KEY WORDS
intervention - contexts - systems
