Language, speech, and hearing services in schools · 2025
Embedding Social-Emotional Learning in Elementary School-Based Speech-Language Therapy: A Pilot Randomized Controlled Trial.
СтатьяРандомизированное исследованиеНазвание и аннотация: Перевод в очереди
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Rodgers Naomi H, Zhang Yanchen, Combiths Philip, Walker Elizabeth A
Аннотация
PURPOSE: Many students with communication disorders have unique social-emotional needs, yet school speech-language pathologists (SLPs) are not typically trained in how to address those needs. We developed a new training (STIRS [SLP Training to Increase Resilience in Students]) to equip elementary school SLPs to embed social-emotional learning (SEL) practices within their routine speech-language sessions with K-3 students with communication disorders. The primary objective of this pilot trial was to evaluate the preliminary effects and feasibility of STIRS.
METHOD: This was a single-blind, parallel two-arm pilot randomized controlled trial with elementary school SLPs within a local education agency in Iowa. At a scheduled professional development meeting, the SLPs were randomly assigned to either the STIRS condition or active control condition (speech assessment of bilingual students). Both conditions involved a one-time 3-hr training. SLPs' attitudes, knowledge, and self-efficacy in addressing SEL with their K-3 students were measured immediately before and after the training. After the training, we also collected data on acceptability, appropriateness, and feasibility to inform a future definitive trial.
RESULTS: Twenty SLPs who attended the professional development meeting consented to participate, were randomized by remote web-based allocation, and completed both pretraining and posttraining measures (12 SLPs in the STIRS condition and eight in the active control condition). Compared to the control group, there was a small positive main effect of the STIRS training on SLPs' openness, knowledge, and self-efficacy immediately posttraining. The SLPs in the STIRS condition also reported adequate levels of acceptability, appropriateness, and feasibility of the training.
CONCLUSIONS: The one-time STIRS training has the potential to increase SLPs' willingness and confidence to support SEL of K-3 students with communication disorders. In a future definitive trial, engagement could be enhanced through more clinical application training. Enrollment challenges may be mitigated by using a different design (e.g., team-based coaching, waitlist control).
METHOD: This was a single-blind, parallel two-arm pilot randomized controlled trial with elementary school SLPs within a local education agency in Iowa. At a scheduled professional development meeting, the SLPs were randomly assigned to either the STIRS condition or active control condition (speech assessment of bilingual students). Both conditions involved a one-time 3-hr training. SLPs' attitudes, knowledge, and self-efficacy in addressing SEL with their K-3 students were measured immediately before and after the training. After the training, we also collected data on acceptability, appropriateness, and feasibility to inform a future definitive trial.
RESULTS: Twenty SLPs who attended the professional development meeting consented to participate, were randomized by remote web-based allocation, and completed both pretraining and posttraining measures (12 SLPs in the STIRS condition and eight in the active control condition). Compared to the control group, there was a small positive main effect of the STIRS training on SLPs' openness, knowledge, and self-efficacy immediately posttraining. The SLPs in the STIRS condition also reported adequate levels of acceptability, appropriateness, and feasibility of the training.
CONCLUSIONS: The one-time STIRS training has the potential to increase SLPs' willingness and confidence to support SEL of K-3 students with communication disorders. In a future definitive trial, engagement could be enhanced through more clinical application training. Enrollment challenges may be mitigated by using a different design (e.g., team-based coaching, waitlist control).