School-Based Speech-Language Pathologists' Perceptions of Collaborative Language and Literacy Instruction With...

Area of Science:

• Education
• Speech-Language Pathology
• Collaborative Instruction

Background:

• Collaborative language and literacy instruction is crucial for student success.
• Speech-language pathologists (SLPs) play a key role in supporting language and literacy development in schools.
• Understanding SLPs' perspectives on collaboration is essential for improving instructional practices.

Purpose of the Study:

• To assess K-5 school-based SLPs' perceived knowledge, training, support, and experiences with collaborative language and literacy instruction.
• To identify barriers and facilitators to effective collaboration between SLPs and general education teachers.

Main Methods:

• A national survey of 167 K-5 school-based SLPs was conducted.
• The survey utilized the Theoretical Domain Framework for Behavior Change and the Interprofessional Education Collaborative's Core Competencies.
• Data analysis focused on SLPs' self-reported knowledge, training, and perceived support.

Main Results:

• SLPs felt most knowledgeable about Individualized Education Program (IEP) collaboration and least knowledgeable about in-class collaborative instruction.
• While most SLPs received in-service training, its timing did not correlate with perceived knowledge.
• SLPs reported support from administrators but noted a low agreement among general education teachers regarding the value and SLPs' role in collaborative instruction.
• Perceived value of collaboration correlated with environmental support.

Conclusions:

• Findings underscore the need for integrated pre-service and in-service training for both SLPs and general education teachers.
• Collaborative training can enhance SLPs' engagement in language and literacy instruction.
• Engaging teachers as partners in training holds potential for improved intervention and student outcomes.