Collaborative or Pull-Out Intervention: Practice and Progress at One Elementary School

Purpose: The purpose of this study was to investigate the effects of a vocabulary intervention delivered by teachers collaborating with speech-language pathologists (SLPs) in the classroom as compared with teachers in a noncollaborating condition. Method: This quasi-experimental study employed a collaboration treatment condition ( n = 2 collaborative pairs, n = 34 students) and a comparison condition ( n = 2 noncollaborating teachers, n = 34 students). In both conditions, versions of the Vocabulary Scenario Technique were implemented. Third-grade students completed vocabulary assessments for three vocabulary tasks. Results on each of the measures were analyzed using a two-factor split-plot analysis of variance. Results: A significant interaction effect on the Words-in-Context (WIC) task, with a medium effect size ( f = .28), supported the value-added impact of having the SLP collaborate directly with the teacher in implementing the approach. Gains on the Synonyms and Non-Example measures were not significantly different between the conditions, but large effects were found for all three tasks within the collaboration condition, whereas gains in the comparison condition showed large effects for the Synonyms task only and medium effects for the WIC and Non-Example tasks. Conclusions: SLPs' contributions within their collaborations were associated with gains that were larger than those made by students in classrooms where teachers did not collaborate with SLPs on a vocabulary task requiring application of word meanings in sentences. Clinical implications and areas for future research are discussed.

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Vocabulary Outcomes With Third Graders in a Teacher and Speech-Language Pathologist Collaboration

Mitchell

Ehren

Towson

2022

Perspect ASHA SIGs

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Three-Year Program Evaluation of a University–Public School Collaborative Partnership

Koutsoftas,

Maffucci,

Dayalu

2024

LSHSS

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Purpose: This clinical focus article reports on an innovative program that provides classroom-based speech and language services to school children receiving speech-language therapy while addressing the need for clinical placements for graduate students in speech-language pathology. This program evaluation report centers around the logic model used to develop and implement the program. Method: The program was implemented in partnership between a university program in speech-language pathology and a nearby school district. The program took place in two different schools within the district, each with one state licensed and American Speech-Language-Hearing Association–certified speech-language pathologist (SLP) who supervised two or three graduate student interns per year of the project for a total of 17 graduate students over 3 years. Data sources for this program evaluation included child-level data collected by graduate student interns, teacher satisfaction surveys, and semistructured interviews. Results: Program stakeholders including graduate student interns, speech-language pathology supervisors, and the school district administrator provided converging positive feedback about the program implementation. This was corroborated by favorable ratings from teachers who collaborated with graduate student interns and an increase in the number of classroom-based intervention hours for school children receiving speech-language services. Conclusions: The short-, medium-, and long-term outcomes of the program's logic model were achieved in part or fully as supported by data sources used for program evaluation procedures. Clinical implications are provided about the need for innovation in school-based services with a focus on collaborative classroom-based intervention.

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Evaluation of a Program to Increase Classroom-Based Speech and Language Intervention in an Elementary School

2018

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Collaborative or Pull-Out Intervention: Practice and Progress at One Elementary School

Cited by 3 publications

References 8 publications

Vocabulary Outcomes With Third Graders in a Teacher and Speech-Language Pathologist Collaboration

Vocabulary Outcomes With Third Graders in a Teacher and Speech-Language Pathologist Collaboration

Three-Year Program Evaluation of a University–Public School Collaborative Partnership

Evaluation of a Program to Increase Classroom-Based Speech and Language Intervention in an Elementary School

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