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Related Experiment Video

Updated: Jul 4, 2025

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

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Exploring Speech-Language Pathologists' Perception of and Individualized Education Program Goals for Vocabulary

Leesa Marante¹, Shannon Hall-Mills²

¹Independent Contractor, Orlando, FL.

Language, Speech, and Hearing Services in Schools

|January 31, 2024

Summary

School speech-language pathologists (SLPs) recognize the importance of vocabulary instruction for students with language disorders. However, their implementation and expectations for vocabulary intervention and Individualized Education Program (IEP) goals vary.

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Area of Science:

Speech and Language Pathology
Educational Psychology

Background:

School-based speech-language pathologists (SLPs) are responsible for vocabulary intervention for students with language disorders.
Despite extensive research, a gap exists between effective vocabulary intervention strategies and current SLP practices.

Purpose of the Study:

To investigate SLPs' beliefs and expectations regarding vocabulary instruction.
To analyze the content of Individualized Education Program (IEP) goals for vocabulary.
To inform continuing education and research to improve SLP practices in vocabulary intervention.

Main Methods:

A national online survey was administered to school-based SLPs.
The survey gathered perspectives on robust vocabulary instruction, intervention practices, and IEP goal development.
Qualitative analysis was used for IEP goals targeting vocabulary skills.

Main Results:

SLPs consistently believe in the importance and impact of robust vocabulary instruction.
SLPs reported varied expectations regarding the implementation and generalization of vocabulary intervention.
Analysis of IEP goals showed a range of strategies and targets used in practice.

Conclusions:

School-based SLPs understand the significance of vocabulary for reading and writing outcomes.
There is variability in how SLPs expect their vocabulary instruction to be implemented and generalized.
Findings highlight the need for targeted continuing education and research to bridge the research-practice gap.