Presentation Type
Poster
Faculty Mentor’s Full Name
Ashley Meaux
Faculty Mentor’s Department
Speech, Language, Hearing, and Occupational Sciences
Abstract / Artist's Statement
School-based speech-language pathologists (SLPs) provide preventative and intervention services to students with a wide range of language and literacy delays and disorders. School-based SLPs are often a member of an interprofessional team -including classroom teachers and special service providers- to support students’ academic achievement. Over three decades ago, the conversation around curriculum-based language intervention (CBLI) began as a viable option to support children a) within their academic environment, b) using the material they are being presented in their classroom to c) increase carryover to all academic subjects for which students engage. However, the primarily service delivery model employed by school-based SLPs is to provide speech-language intervention outside of the classroom using materials that are not from the classroom curriculum.
Following Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA, 2015), a systematic review of the literature is being conducted to explore how CBLIs are being implemented to support language and literacy development. For this undergraduate senior capstone project, four databases using four specific search syntax terms are being searched to analyze full-text, peer-reviewed articles from 1989 through March 2021that explore CBLIs for language-literacy support. Following a full-text article review of all articles that meet our criteria, data will be extracted using the PRISMA (2015) flowchart. The preliminary analysis of these manuscripts reviewed thus far reveal few high-level research design studies employed to assess the efficacy of CBLIs. Rather, our preliminary analysis reveals there are well-designed quasi-experimental studies and nonexperimental studies (i.e., correlational and case studies) published to support the delivery of CBLIs. This mid-project analysis has also identified barriers to implementing CBLIs in the classroom with the school-based interprofessional team. A full analysis of the systematic review, barriers to implementing CBLIs, and future directions will be available for conference participants.
Category
Social Sciences
CBLI Audio
Curriculum-based Interventions: A Systematic Review of School-based SLPs' Service Delivery
School-based speech-language pathologists (SLPs) provide preventative and intervention services to students with a wide range of language and literacy delays and disorders. School-based SLPs are often a member of an interprofessional team -including classroom teachers and special service providers- to support students’ academic achievement. Over three decades ago, the conversation around curriculum-based language intervention (CBLI) began as a viable option to support children a) within their academic environment, b) using the material they are being presented in their classroom to c) increase carryover to all academic subjects for which students engage. However, the primarily service delivery model employed by school-based SLPs is to provide speech-language intervention outside of the classroom using materials that are not from the classroom curriculum.
Following Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA, 2015), a systematic review of the literature is being conducted to explore how CBLIs are being implemented to support language and literacy development. For this undergraduate senior capstone project, four databases using four specific search syntax terms are being searched to analyze full-text, peer-reviewed articles from 1989 through March 2021that explore CBLIs for language-literacy support. Following a full-text article review of all articles that meet our criteria, data will be extracted using the PRISMA (2015) flowchart. The preliminary analysis of these manuscripts reviewed thus far reveal few high-level research design studies employed to assess the efficacy of CBLIs. Rather, our preliminary analysis reveals there are well-designed quasi-experimental studies and nonexperimental studies (i.e., correlational and case studies) published to support the delivery of CBLIs. This mid-project analysis has also identified barriers to implementing CBLIs in the classroom with the school-based interprofessional team. A full analysis of the systematic review, barriers to implementing CBLIs, and future directions will be available for conference participants.