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Comparing Speech Therapy Service Delivery Models in Iranian Primary Schools: A Double-Blind Randomized Controlled
Masoomeh Salmani1, Masume Zareei2,3, Marziyeh Maddah4
1Neuromuscular Rehabilitation Research Center, Research Institute of Neurosciences, Semnan University of Medical Sciences, Semnan, Iran.
Summary
Two speech and language therapy (SLT) models, self-contained classrooms and teacher-based collaboration, proved feasible for improving language skills in Iranian schools. The self-contained model showed broader gains, while the teacher-based model offered selective improvements.
Area of Science:
- Speech and Language Therapy
- Educational Psychology
- Public Health
Background:
- Delivering speech and language therapy (SLT) in mainstream schools is challenging globally, especially in low-resource settings.
- Limited evidence exists on the feasibility and effectiveness of SLT service delivery models in resource-constrained educational systems.
- This study addresses this gap by investigating SLT models in Iranian regular schools.
Purpose of the Study:
- To evaluate the feasibility and outcomes of two distinct SLT service delivery models in mainstream Iranian primary schools.
- To compare the effectiveness of self-contained classrooms versus collaborative-consultative teacher-based models for children with language difficulties.
- To provide evidence for adapting SLT services to local educational contexts and resource limitations.
Main Methods:
- A randomized controlled trial involving 340 children (K-2nd grade) across six primary schools in Semnan, Iran.
- Comparison of two models: self-contained classroom and collaborative-consultative teacher-based, against a control group.
- 10-week interventions targeting vocabulary, syntax, and narrative skills, with language assessed using the Persian TOLD-P3 at baseline, post-intervention, and 6-month follow-up.
Main Results:
- Both intervention models significantly improved overall language abilities compared to baseline (p < 0.05).
- The self-contained classroom model yielded more comprehensive and consistent improvements across semantic, grammatical, and narrative skills.
- The collaborative-consultative teacher-based model demonstrated specific enhancements, particularly in grammar and expressive language.
Conclusions:
- Both self-contained and collaborative-consultative SLT models are feasible and relatively effective for supporting at-risk children in Iranian mainstream schools.
- The findings emphasize the need to tailor SLT service delivery frameworks to specific local educational contexts and resource availability.
- Further large-scale research is recommended to validate these results and inform national policies on inclusive education.
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