Graduation Year
2020
Graduation Month
May
Document Type
Thesis
Degree Name
Bachelor of Arts
School or Department
Communicative Sciences and Disorders
Major
Communicative Sciences and Disorders
Faculty Mentor Department
Communicative Sciences and Disorders
Faculty Mentor
Dr. Ginger Collins
Keywords
speech pathology, interprofessional practice, elementary, SLP
Subject Categories
Communication Sciences and Disorders | Disability and Equity in Education | Early Childhood Education | Education | Special Education and Teaching | Speech and Hearing Science | Speech Pathology and Audiology
Abstract
Background: School-based speech language pathologists (SLPs) are increasing collaborative engagement with educators and other professionals in school settings. Collaborative practice in the general education classroom increased student’s awareness of literacy concepts. The push-in model of service delivery reached students with varied levels of literacy understanding. There is insufficient empirical evidence regarding school-based interprofessional practice (IPP) available to clinicians. Systemic reviews provide a model for educators and SLPs to follow; many professionals hesitate to engage in IPP because there is a deficiency in evidence of success.
Aims: Investigation of the necessary components for successful IPP and the impacts of collaboration on an array of student abilities is explored in this literature review.
Contributions: IPP leading to improved literacy comprehension across a range of students was reported through various systematic reviews.
Conclusion: Initiating and implementing IPP increases literacy education in the general education classroom and reduces the number of students needing literacy assistance in approaching years. Student’s improved understanding of literacy concepts leads to success in reading, writing, spelling, and communicating. If SLP-teacher collaborative instruction becomes common practice, implications could include improved literacy skills across a spectrum of students and educators efficiently teaching literacy objectives without SLP assistance.
Keywords: collaborative, interprofessional practice (IPP), speech-language pathology, response to intervention (RTI), literacy, push-in model
Honors College Research Project
Yes
GLI Capstone Project
no
Recommended Citation
Elenko, Kaija R., "School-Based Speech-Language Pathologist Collaborative Practice: A Literature Review" (2020). Undergraduate Theses, Professional Papers, and Capstone Artifacts. 277.
https://scholarworks.umt.edu/utpp/277
Included in
Disability and Equity in Education Commons, Early Childhood Education Commons, Special Education and Teaching Commons, Speech and Hearing Science Commons, Speech Pathology and Audiology Commons
© Copyright 2020 Kaija R. Elenko