From Theory to Practice: Implementing Research- & Evidence-Based Interventions in K–8 Schools
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From Theory to Practice: Implementing Research- & Evidence-Based Interventions in K–8 Schools
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This SIG 16 activity includes recent research that focuses on providing SLPs with
strategies to implement research-based and evidence-based interventions in
schools. The first article by Scherschligt, Gapp, Brouwer, Iverson, and Drew
examines school-based SLPs training in research-based behavioral interventions
and how SLPs implement these strategies to their student in speech-language
therapy sessions. In this study, SLPs completed a survey inquiring about their
training and implementation of research-based intervention strategies. The authors
found that SLPs understand the need to address behavioral problems during
therapy sessions, recognizing that student behavior can impact their services and
can also impact SLP job satisfaction.
The next article highlights the shift from a reactive, practitioner-based model
of support in assistive technology to a proactive, team-based coaching model for
students with complex communication needs. Foster, Brown, and Michels assert
that as service delivery models evolve from “pull-out” to the inclusive “push-in”
model, instructional coaching is one intervention model that can be used to provide
support in implementing inclusive service delivery. The development of a framework
known as the Classroom Profile of Integrated Communication Supports provides
SLPs with a tool that highlights the presence, use, integration, and maintenance of
communication supports and strategies within the school environment for students
with varying communication abilities.
The last article is a tutorial that highlights the challenges and opportunities
school-based SLPs face regarding the implementation of research-based
interventions for students within the multitiered systems of support (MTSS). Sylvan
provides a resource that provides actionable steps for SLPs to provide support for
at-risk students through MTSS. Specifically, the author describes five
considerations that can serve as a resource for SLPs to practically implement
MTSS and bridge the research–practice gap.
Learning
Outcomes
You will be able to:
- describe evidence-based behavioral interventions to be utilized when
providing services to children with behavioral disorders
- summarize three benefits of adopting a coaching service delivery model
- identify challenges and opportunities school-based SLPs face related to
engagement with the MTSS framework in public schools
Assessment
Type
Self-assessment—Think
about what you learned and report on the Completion Form how you will use your
new knowledge.
Articles
in This Course
- K–8 Speech-Language Pathologists' Training and Implementation of Research-Based
Behavioral Intervention Strategies by Ruth A. Scherschligt, Susan C. Gapp, Kyle
Brouwer, Monica Iverson, and Marcy Drew,
published in SIG 16, Volume 8, Issue 5, October 2023
- The Classroom Profile for Integrated Communication Supports: A Framework to Support
Augmentative and Alternative Communication Coaching Services in the School Setting
by Susan Trimbur Foster, Megan Thurber Brown, and Carol M. Michels,
published in SIG 16, Volume 8, Issue 2, April 2023
- Overcoming the Research–Practice Gap: Key Considerations for Speech-Language
Pathologists Related to Multitiered Systems of Support by Lesley Sylvan,
published in SIG 16, Volume 8, Issue 6, December 2023
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