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

1. 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
2. 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
3. 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