Presentation Type

Poster

Faculty Mentor’s Full Name

Ashley Meaux

Faculty Mentor’s Department

Communicative Sciences and Disorders

Abstract

Title: Exploring Evidence-Based Practice in Curriculum-Based Language Interventions

Speech-language pathologists (SLPs) provide intervention services to 30% of individuals with language and literacy deficits in the school setting (Hoffman, Ireland, Hall-Mills, & Flynn, 2013). According to the evidence-based practice (EBP) triad, school-based SLPs use clinical expertise, client/patient/caregiver perspectives, and external scientific evidence to achieve successful treatment outcomes (“Evidence-Based Practice”, n.d.). Curriculum-based language interventions (CBLIs) make use of the student’s curriculum to provide context for language and literacy interventions. However, not many school-based SLPs use CBLIs due to several barriers (e.g., lack of availability to EBP, few trainings on implementation). The purpose of this survey is to explore Montana (MT) school-based SLPs’ knowledge of EBP, their use of EBP when designing CBLIs, and identify barriers to implementing CBLIs. A Qualtrics survey consisting of 43 questions was shared with MT school-based SLPs and SLPAs via email and Facebook shared posts; 68 responses were gathered over the course of three weeks. Preliminary results indicate between 32-58% of respondents identified are knowledgeable about the areas of EBP. Thirty-nine percent of MT school-based SLPs use EBP when implementing CBLIs. Furthermore, most SLPs stated that the greatest barrier to implementing CBLIs was lack of time to research EBPs. Additional analyses are forthcoming and will be shared. Providing CBLIs is paramount as a means of assuring academic readiness and academic success for individuals with language and literacy deficits.

Category

Humanities

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Apr 17th, 11:00 AM Apr 17th, 12:00 PM

Exploring Evidence-Based Practice in Curriculum-Based Language Interventions​

UC South Ballroom

Title: Exploring Evidence-Based Practice in Curriculum-Based Language Interventions

Speech-language pathologists (SLPs) provide intervention services to 30% of individuals with language and literacy deficits in the school setting (Hoffman, Ireland, Hall-Mills, & Flynn, 2013). According to the evidence-based practice (EBP) triad, school-based SLPs use clinical expertise, client/patient/caregiver perspectives, and external scientific evidence to achieve successful treatment outcomes (“Evidence-Based Practice”, n.d.). Curriculum-based language interventions (CBLIs) make use of the student’s curriculum to provide context for language and literacy interventions. However, not many school-based SLPs use CBLIs due to several barriers (e.g., lack of availability to EBP, few trainings on implementation). The purpose of this survey is to explore Montana (MT) school-based SLPs’ knowledge of EBP, their use of EBP when designing CBLIs, and identify barriers to implementing CBLIs. A Qualtrics survey consisting of 43 questions was shared with MT school-based SLPs and SLPAs via email and Facebook shared posts; 68 responses were gathered over the course of three weeks. Preliminary results indicate between 32-58% of respondents identified are knowledgeable about the areas of EBP. Thirty-nine percent of MT school-based SLPs use EBP when implementing CBLIs. Furthermore, most SLPs stated that the greatest barrier to implementing CBLIs was lack of time to research EBPs. Additional analyses are forthcoming and will be shared. Providing CBLIs is paramount as a means of assuring academic readiness and academic success for individuals with language and literacy deficits.