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School-Based Speech-Language Pathologists' Engagement With Evidence-Based Practice: An Update With Implications for

Shannon Hall-Mills1, Marie Ireland2, Perry F Flynn3

  • 1School of Communication Science and Disorders, Florida State University, Tallahassee.

Language, Speech, and Hearing Services in Schools
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Summary

School-based speech-language pathologists (SLPs) show increased use of evidence-based practice (EBP) resources, but many still lack formal EBP training and dedicated time. Further support is needed for full EBP implementation.

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Area of Science:

  • Speech-Language Pathology
  • Implementation Science
  • Healthcare Professional Education

Background:

  • Evidence-based practice (EBP) is crucial for effective clinical decision-making in speech-language pathology.
  • Previous studies have documented EBP patterns among school-based SLPs, highlighting areas for improvement.
  • Replicating prior research allows for tracking changes and identifying persistent challenges in EBP implementation.

Purpose of the Study:

  • To document current evidence-based practice (EBP) patterns among school-based speech-language pathologists (SLPs) in the 2021-2022 school year.
  • To compare EBP engagement and training needs between early-career (EC) and seasoned-career (SC) SLPs.
  • To identify facilitators and barriers to EBP implementation in school settings.

Main Methods:

  • An online survey was administered to school-based SLPs across 50 states.
  • Participants reported on their EBP training, workplace resources, and frequency of EBP activities.
  • Data from 889 SLPs were analyzed to identify trends and differences based on experience level.

Main Results:

  • 19% of seasoned SLPs lacked formal EBP training; 22% worked in districts with EBP guidelines.
  • Early-career SLPs were more likely to research EBP questions and read journal articles than seasoned SLPs.
  • The majority of SLPs reported reading few journal articles annually, a gap that has widened over time.

Conclusions:

  • While progress has been made, school-based SLPs require continued training and support for full EBP implementation.
  • Future initiatives should address varied training preferences and workplace resources, differentiating support for early-career and seasoned professionals.
  • Findings offer implications for advancing implementation science within school-based speech-language pathology services.