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Speech-language pathologists (SLPs) improved assessment practices and collaboration through virtual training in dynamic assessment (DA) and professional learning communities (PLCs). Challenges included time and confidence, but the approach enhanced evidence-based evaluations in urban districts.

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Area of Science:

  • Speech-Language Pathology
  • Educational Psychology
  • Implementation Science

Background:

  • Professional development is crucial for updating clinical practices.
  • Implementing new assessment techniques like dynamic assessment (DA) can be challenging in school settings.
  • Professional Learning Communities (PLCs) offer a collaborative model for skill development and knowledge sharing.

Purpose of the Study:

  • To explore speech-language pathologists' (SLPs) experiences with a year-long virtual professional development (PD) program focused on dynamic assessment (DA).
  • To investigate the utility of professional learning communities (PLCs) within an implementation science (IS) framework for enhancing DA training.
  • To assess the impact of modified DA training on reducing bias and incorporating evidence-based practices in speech-language evaluations within an urban public school district.

Main Methods:

  • A qualitative study design was employed, utilizing an implementation science (IS) framework.
  • Virtual professional development (PD) included three training sessions and three professional learning community (PLC) sessions over one school year.
  • Data were collected from 209 SLPs via questionnaires and exit slips, focusing on their experiences with dynamic assessment (DA) and PLCs.

Main Results:

  • SLPs reported enhanced assessment practices, increased awareness of bias, and greater confidence in evaluations.
  • Participants noted improved collaboration and problem-solving skills within PLCs.
  • Proficiency in applying dynamic assessment (DA) practices increased, though time constraints and mastery confidence were identified challenges.

Conclusions:

  • The study demonstrates a viable approach for large districts to transition towards more evidence-based evaluation practices.
  • Virtual professional development combined with PLCs can effectively facilitate the adoption of new assessment tools like DA.
  • Addressing challenges such as time and confidence is key to successful implementation of advanced assessment techniques.