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Related Experiment Video

Updated: Sep 12, 2025

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Embedding Social-Emotional Learning in Elementary School-Based Speech-Language Therapy: A Pilot Randomized Controlled

Naomi H Rodgers1, Yanchen Zhang2,3, Philip Combiths1

  • 1Department of Communication Sciences and Disorders, The University of Iowa, Iowa City.

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|August 8, 2025
PubMed
Summary
This summary is machine-generated.

The STIRS training helps speech-language pathologists (SLPs) support social-emotional learning (SEL) in students with communication disorders. This pilot study showed the training increased SLPs' confidence and willingness to implement SEL practices.

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Area of Science:

  • Speech-language pathology
  • Educational psychology
  • Social-emotional learning

Background:

  • Students with communication disorders often have unmet social-emotional needs.
  • School speech-language pathologists (SLPs) lack specific training to address these needs.
  • A novel training program, STIRS, was developed to integrate social-emotional learning (SEL) into SLP practice.

Purpose of the Study:

  • To evaluate the preliminary effects of the STIRS training on SLPs.
  • To assess the feasibility and acceptability of the STIRS training for elementary school SLPs.
  • To inform the design of a future definitive trial for the STIRS program.

Main Methods:

  • A pilot randomized controlled trial was conducted with 20 elementary school SLPs.
  • SLPs were randomized to either the STIRS training or an active control condition.
  • Measures included SLP attitudes, knowledge, self-efficacy, and training feasibility post-intervention.

Main Results:

  • The STIRS training showed a small positive effect on SLPs' openness, knowledge, and self-efficacy compared to the control group.
  • SLPs in the STIRS condition reported adequate acceptability, appropriateness, and feasibility.
  • The training demonstrated potential for increasing SLPs' confidence in supporting student SEL.

Conclusions:

  • The STIRS training can enhance SLPs' willingness and confidence to support social-emotional learning in young students with communication disorders.
  • Future trials should consider more clinical application training to improve engagement.
  • Alternative trial designs may help mitigate enrollment challenges.