Supporting Speech-Language Pathologists in Evidence-Based Language Intervention: Lessons Learned From a Researcher-Practitioner Collaboration.

Abstract

Purpose: The school speech-language pathologist (SLP) plays a critical role in increasing positive outcomes for children who need language intervention, but SLPs must navigate a variety of challenges (e.g., large caseloads, multiple demands on professional time) to incorporate effective, evidence-based language intervention practices. The purpose of this clinical focus is to describe an ongoing researcher-practitioner collaboration focused on increasing the use of evidence-based practices for academic language intervention by school SLPs in a mid-size school district.

Method: We present three feasible strategies identified and implemented in our collaboration: (1) rely on partners and peers, (2) embrace incremental change, and (3) sustain momentum and scale up. We provide a brief summary of the evidence base to guide clinical practice in two areas of language intervention, narrative intervention and academic vocabulary intervention, and describe our approach for increasing the use of these intervention practices using the three strategies. We share examples and ideas (e.g., targeted professional development, peer-to-peer learning, and collaboration with other educators) that can inform other similar efforts to support SLPs in evidence-based intervention.

Conclusions: It is feasible to support school SLPs in their use of evidence-based practices in language intervention, but it requires ongoing effort to sustain momentum. We conclude by discussing challenges and facilitators for implementation and describing potential for future work.