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A Systematic Literature Review on School-Based Speech-Language Pathology Collaboration Research.
Imani O Evans1, Christine M Spence2, Wendy J Rodgers2
1Department of Speech-Language Pathology, Thomas Jefferson University, Philadelphia, PA.
Language, Speech, and Hearing Services in Schools
|January 6, 2025
Summary
School-based speech-language pathologists (SLPs) find collaboration valuable but engagement varies. Further research is needed due to identified facilitators, barriers, and diverse frameworks in school settings.
Area of Science:
- Education
- Speech-Language Pathology
- Psychology
Background:
- Effective student support in schools necessitates collaborative efforts among multidisciplinary teams.
- Speech-language pathologists (SLPs) are integral members of these school-based teams.
- Understanding SLP collaboration is key to improving educational outcomes.
Conclusions:
- School-based collaboration involving SLPs is multifaceted, with varied approaches and outcomes.
- While SLPs value collaboration, consistent engagement is influenced by numerous factors.
- The complexity necessitates further research, particularly regarding demographic influences, to guide policy and practice.
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