SLP-educator classroom collaboration: A review to inform reason-based practice

Abstract

Background and aims: Increasingly, speech language pathologists are engaging in collaborative classroom services with teachers and other educators to support children with developmental language disorder and other communication impairments. Recent systematic reviews have provided a summary of only a small fraction of the available evidence and recommended the use of reason-based practice in the absence of a sufficient empirically driven evidence base. The purpose of this paper was to provide a broad (but critical) review of the existing evidence. Main contribution: Papers were gathered through review of reference lists in the recent systematic reviews and other published works, as well as general internet searches. A total of 49 papers were identified either reporting empirical evidence pertaining to SLP-educator collaborative classroom activities, empirical evidence pertaining to consultative services, classroom instruction, or small group intervention in the classroom, or providing information, discussion, surveys, or reviews related to the topic. Evidence pertaining to vocabulary, oral language, phonological awareness, curriculum-based language, and written language were summarized together with qualifications based on elements of the research design. Conclusion and implications: Although much of the evidence must be interpreted with considerable caution, the present review is informative for clinicians looking to adopt a reason-based approach to practice.

Evidence based pathways to intervention for children with language disorders

“…Collaborative work involves joint planning and decision-making about the priorities and method of delivery of an intervention, and is different from training or directing an assistant where the SLT may take on the role of 'expert'. The aim is often to reduce the functional impact of a child's difficulties on their access to the curriculum, social participation or well-being, and to practise new skills in a range of settings (Archibald 2017).…”

“…Collaborative work between education staff and SLTs may focus on individual children or on whole classes, and systematic reviews have concluded that collaborative work between SLTs and teachers is beneficial in classes with high numbers of 'at-risk' children and also for children with identified language disorders (i.e., across Tiers 1-3) (Archibald 2017, Cirrin et al 2010.…”

Evidence‐based pathways to intervention for children with language disorders

“…Collaborative work involves joint planning and decision‐making about the priorities and method of delivery of an intervention, and is different from training or directing an assistant where the SLT may take on the role of ‘expert’. The aim is often to reduce the functional impact of a child's difficulties on their access to the curriculum, social participation or well‐being, and to practise new skills in a range of settings (Archibald ).…”

“…Collaborative work between education staff and SLTs may focus on individual children or on whole classes, and systematic reviews have concluded that collaborative work between SLTs and teachers is beneficial in classes with high numbers of ‘at‐risk’ children and also for children with identified language disorders (i.e., across Tiers 1–3) (Archibald , Cirrin et al . ).…”

Consequential differences in perspectives and practices concerning children with developmental language disorders: an integrative review

“…By working effectively together to plan and deliver supports, SLTs and teachers have the potential to address barriers to learning in school and ultimately to improve language, literacy and educational outcomes for children with DLD (Archibald 2017, Starling et al 2012, Throneburg et al 2000.…”