School-Based Speech-Language Pathologists' Engagement With Evidence-Based Practice: An Update With Implications for Implementation Research.
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| Title: | School-Based Speech-Language Pathologists' Engagement With Evidence-Based Practice: An Update With Implications for Implementation Research. |
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| Authors: | Hall-Mills, Shannon1 shannon.hall-mills@cci.fsu.edu, Ireland, Marie2, Flynn, Perry F.3, Hoffman, LaVae4 |
| Source: | Language, Speech & Hearing Services in Schools. Oct2023, Vol. 54 Issue 4, p1155-1164. 10p. 1 Chart, 2 Graphs. |
| Subject Terms: | *School health services, *Speech therapists, Professional practice, Attitudes of medical personnel, Evidence-based medicine, Surveys, Descriptive statistics, Research funding, Data analysis software |
| Abstract: | Purpose: We replicated a prior survey study (Hoffman et al., 2013) to document current evidence-based practice (EBP) patterns as reported by school-based speech-language pathologists (SLPs) during the 2021-2022 school year. Method: Via an online survey, SLPs reported their training experiences and needs, workplace resources, and frequency of engagement in EBP activities. Results: A total of 889 SLPs in 50 states participated in the survey. Results revealed that 19% of seasoned SLPs (with more than 10 years since last degree) had no formal training in EBP, 22% of SLPs worked in school districts with official EBP procedural guidelines, and 36% had scheduled time in their work week to support EBP activities. Early career (EC) professionals were more likely than seasoned career (SC) professionals to pose and research one or more EBP questions per year and to read journal articles about assessment and treatment. The gap in article use by experience groups was larger than a decade ago. Like prior survey results, the majority of SLPs read zero to four American Speech- Language-Hearing Association (ASHA) journal articles on assessment or intervention per year, with similar results for reading non-ASHA journal articles. Conclusions: Although the past decade has fostered some positive increases in the use of EBP resources and engagement in EBP activities, there continues to be a need for additional training and support for school-based SLPs to fully implement EBP. Training and implementation support should account for differences in training preferences and workplace resources and address differentiation of reported practices by EC versus SC professionals. Further implications for implementation science in schools are provided. Supplemental Material: https://doi.org/10.23641/asha.23152817 [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 172759392 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: School-Based Speech-Language Pathologists' Engagement With Evidence-Based Practice: An Update With Implications for Implementation Research. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hall-Mills%2C+Shannon%22">Hall-Mills, Shannon</searchLink><relatesTo>1</relatesTo><i> shannon.hall-mills@cci.fsu.edu</i><br /><searchLink fieldCode="AR" term="%22Ireland%2C+Marie%22">Ireland, Marie</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Flynn%2C+Perry+F%2E%22">Flynn, Perry F.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Hoffman%2C+LaVae%22">Hoffman, LaVae</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Oct2023, Vol. 54 Issue 4, p1155-1164. 10p. 1 Chart, 2 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+health+services%22">School health services</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+therapists%22">Speech therapists</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+of+medical+personnel%22">Attitudes of medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+medicine%22">Evidence-based medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: We replicated a prior survey study (Hoffman et al., 2013) to document current evidence-based practice (EBP) patterns as reported by school-based speech-language pathologists (SLPs) during the 2021-2022 school year. Method: Via an online survey, SLPs reported their training experiences and needs, workplace resources, and frequency of engagement in EBP activities. Results: A total of 889 SLPs in 50 states participated in the survey. Results revealed that 19% of seasoned SLPs (with more than 10 years since last degree) had no formal training in EBP, 22% of SLPs worked in school districts with official EBP procedural guidelines, and 36% had scheduled time in their work week to support EBP activities. Early career (EC) professionals were more likely than seasoned career (SC) professionals to pose and research one or more EBP questions per year and to read journal articles about assessment and treatment. The gap in article use by experience groups was larger than a decade ago. Like prior survey results, the majority of SLPs read zero to four American Speech- Language-Hearing Association (ASHA) journal articles on assessment or intervention per year, with similar results for reading non-ASHA journal articles. Conclusions: Although the past decade has fostered some positive increases in the use of EBP resources and engagement in EBP activities, there continues to be a need for additional training and support for school-based SLPs to fully implement EBP. Training and implementation support should account for differences in training preferences and workplace resources and address differentiation of reported practices by EC versus SC professionals. Further implications for implementation science in schools are provided. Supplemental Material: https://doi.org/10.23641/asha.23152817 [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2023_LSHSS-22-00170 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 1155 Subjects: – SubjectFull: School health services Type: general – SubjectFull: Speech therapists Type: general – SubjectFull: Professional practice Type: general – SubjectFull: Attitudes of medical personnel Type: general – SubjectFull: Evidence-based medicine Type: general – SubjectFull: Surveys Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Research funding Type: general – SubjectFull: Data analysis software Type: general Titles: – TitleFull: School-Based Speech-Language Pathologists' Engagement With Evidence-Based Practice: An Update With Implications for Implementation Research. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hall-Mills, Shannon – PersonEntity: Name: NameFull: Ireland, Marie – PersonEntity: Name: NameFull: Flynn, Perry F. – PersonEntity: Name: NameFull: Hoffman, LaVae IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 54 – Type: issue Value: 4 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
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