Working Toward Recommended Terminology in the Canadian Preschool Speech-Language Pathology Context

Area of Science:

• Speech-language pathology
• Knowledge translation
• Health services research

Background:

• Inconsistent use of clinical labels in preschool speech and language programs can hinder effective communication and service delivery.
• Addressing these inconsistencies is crucial for improving program quality and patient outcomes.

Purpose of the Study:

• To evaluate a multicomponent knowledge translation (KT) intervention designed to increase speech-language pathologists' (SLPs') knowledge, intentions, and practice of using recommended clinical labels.
• To identify barriers and facilitators influencing the adoption of consistent terminology in a preschool speech and language program.

Main Methods:

• A pre-experimental study design with pre, post, and follow-up assessments was employed.
• The intervention involved a web-based KT program informed by the diffusion of innovations theory.
• Two phases included surveys and a 3-month pilot implementation period.

Main Results:

• Following the intervention, SLPs reported improved knowledge, increased comfort, and positive views on the importance of clinical labels.
• However, reported use of labels, comfort, and perceived value decreased after the 3-month pilot period.
• Most SLPs maintained intentions to use the labels despite the decrease in reported practice.

Conclusions:

• While the KT intervention improved SLPs' knowledge and intentions, sustained practice change was not achieved.
• The findings suggest the presence of unaddressed barriers impacting the consistent implementation of recommended clinical labels.
• Future research should focus on identifying clinician-identified barriers to inform more effective implementation strategies.