一个系统的文献评论以学校为基础的语音语言病理学协作研究研究
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
概括
基于学校的语音语言病理学家 (SLPs) 发现合作是有价值的,但参与度不同. 由于在学校环境中发现了促进者,障碍物和多样化的框架,需要进一步的研究.
科学领域:
- 教育教育教育教育教育教育.
- 语音语言病理学 语言病理学
- 心理学 心理学 心理学
背景情况:
- 在学校有效的学生支持需要多学科团队之间的协作努力.
- 语音语言病理学家 (SLP) 是这些学校团队的重要成员.
- 了解SLP协作是改善教育成果的关键.
研究的目的:
- 系统地审查和综合实证证据,以学校为基础的SLPs的协作感知和经验.
- 确定学校语音语言病理学合作中的共同主题,促进者和障碍.
- 为教育环境中未来的研究,政策和实践提供信息.
主要方法:
- 使用全面的数据库搜索 (例如PubMed,ERIC,PsycINFO) 进行了系统的文献审查.
- 根据预定义的纳入标准,选了26篇文章.
- 提取,分析和合成数据以确定与协作相关的关键主题.
主要成果:
- 在经过审查的文献中确定了多样化的研究设计和参与者特征.
- 一般来说,小学教育工作者对学校合作的看法是积极的,但实际的参与水平是复杂的.
- 报道了许多协作促进者和障碍,以及各种定义和框架.
结论:
- 涉及小学教师的基于学校的合作是多方面的,有不同的方法和结果.
- 虽然SLP重视合作,但一致的参与受众因素的影响.
- 复杂性需要进一步的研究,特别是关于人口影响的研究,以指导政策和实践.
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