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Supporting Speech-Language Pathologists in Evidence-Based Language Intervention: Lessons Learned From a
Claire Willard1, Elizabeth Kelley2
1Columbia Public Schools, MO.
Language, Speech, and Hearing Services in Schools
|September 11, 2025
Summary
Supporting school speech-language pathologists (SLPs) to use evidence-based practices in language intervention is feasible. This collaboration focused on increasing academic language intervention by school SLPs through practical strategies.
Area of Science:
- Speech-language pathology
- Educational psychology
- Applied linguistics
Background:
- School speech-language pathologists (SLPs) face challenges like large caseloads impacting evidence-based language intervention.
- Effective, evidence-based practices are crucial for positive child language outcomes.
Purpose of the Study:
- To describe a researcher-practitioner collaboration aimed at increasing evidence-based academic language intervention by school SLPs.
- To share feasible strategies for supporting SLPs in implementing these practices.
Main Methods:
- Implemented three strategies: relying on partners/peers, embracing incremental change, and sustaining momentum.
- Provided evidence summaries for narrative and academic vocabulary interventions.
- Shared examples like professional development and peer learning.
Main Results:
- The collaboration successfully identified and implemented feasible strategies to support school SLPs.
- Examples of professional development and peer-to-peer learning were shared to inform similar initiatives.
Conclusions:
- Supporting school SLPs in using evidence-based practices is achievable.
- Sustained effort is necessary to maintain momentum and scale up interventions.
- Challenges and facilitators for implementation were discussed, with potential for future work.
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