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School-Based Speech-Language Pathologists' Perceptions of Collaborative Language and Literacy Instruction With General Education Teachers: A Survey.

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Title: School-Based Speech-Language Pathologists' Perceptions of Collaborative Language and Literacy Instruction With General Education Teachers: A Survey.
Authors: Pfeiffer, Danika L.1 dlpfeiff@odu.edu, McOsker, Michelle, Wallace, Erin Stehle2
Source: Language, Speech & Hearing Services in Schools. Apr2025, Vol. 56 Issue 2, p397-417. 21p.
Subject Terms: *Speech therapists, *School environment, *Interprofessional relations, *Psychology of teachers, *Data analysis, *Behavior, *Literacy, *Special education, *Theory, *School health services, *Language acquisition, Pearson correlation (Statistics), T-test (Statistics), Chi-squared test, Descriptive statistics, Attitudes of medical personnel, Mathematical models, Conceptual structures, Statistics, Data analysis software, Psychosocial factors, Professional competence
Abstract: Purpose: This purpose of this national survey study was to assess K-5 school- based speech-language pathologists' (SLPs') perceived knowledge, training, support, and experiences related to collaborative language and literacy instruction with general education teachers. Method: The authors developed and disseminated a 47-item electronic survey guided by the Theoretical Domain Framework for Behavior Change and the Interprofessional Education Collaborative's Core Competencies. Results: One hundred and sixty-seven school-based SLPs completed the survey, and their responses were included in the data analyses. There are four main findings from the current study related to SLPs' collaborative language and literacy instruction with general education teachers: (a) SLPs perceived to be the most knowledgeable about collaborating with teachers during development of an Individualized Education Program and least knowledgeable about implementing collaborative instruction in the general education classroom; (b) the majority of participants reported in-service training, but the timing of training (pre-service vs. in-service) was not correlated with perceived knowledge; (c) the majority of SLPs perceived support from principals and special education administrators, but only approximately 25% agreed that general education teachers think they should work with them to provide collaborative language and literacy instruction and have the knowledge to do so; and (d) SLPs' perception of the general value of collaborative language and literacy instruction was correlated with their reported environmental support. Conclusions: Findings highlight the need to provide collaborative pre-service and in-service training with SLPs and general education teachers to enhance their engagement in collaborative language and literacy instruction. Engaging teachers as partners in collaborative training may have positive implications for collaborative language and literacy intervention, and in turn, student outcomes in the classroom. [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
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  Data: School-Based Speech-Language Pathologists' Perceptions of Collaborative Language and Literacy Instruction With General Education Teachers: A Survey.
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  Data: <searchLink fieldCode="AR" term="%22Pfeiffer%2C+Danika+L%2E%22">Pfeiffer, Danika L.</searchLink><relatesTo>1</relatesTo><i> dlpfeiff@odu.edu</i><br /><searchLink fieldCode="AR" term="%22McOsker%2C+Michelle%22">McOsker, Michelle</searchLink><br /><searchLink fieldCode="AR" term="%22Wallace%2C+Erin+Stehle%22">Wallace, Erin Stehle</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Apr2025, Vol. 56 Issue 2, p397-417. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Speech+therapists%22">Speech therapists</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Behavior%22">Behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory%22">Theory</searchLink><br />*<searchLink fieldCode="DE" term="%22School+health+services%22">School health services</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Pearson+correlation+%28Statistics%29%22">Pearson correlation (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22T-test+%28Statistics%29%22">T-test (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+of+medical+personnel%22">Attitudes of medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+models%22">Mathematical models</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This purpose of this national survey study was to assess K-5 school- based speech-language pathologists' (SLPs') perceived knowledge, training, support, and experiences related to collaborative language and literacy instruction with general education teachers. Method: The authors developed and disseminated a 47-item electronic survey guided by the Theoretical Domain Framework for Behavior Change and the Interprofessional Education Collaborative's Core Competencies. Results: One hundred and sixty-seven school-based SLPs completed the survey, and their responses were included in the data analyses. There are four main findings from the current study related to SLPs' collaborative language and literacy instruction with general education teachers: (a) SLPs perceived to be the most knowledgeable about collaborating with teachers during development of an Individualized Education Program and least knowledgeable about implementing collaborative instruction in the general education classroom; (b) the majority of participants reported in-service training, but the timing of training (pre-service vs. in-service) was not correlated with perceived knowledge; (c) the majority of SLPs perceived support from principals and special education administrators, but only approximately 25% agreed that general education teachers think they should work with them to provide collaborative language and literacy instruction and have the knowledge to do so; and (d) SLPs' perception of the general value of collaborative language and literacy instruction was correlated with their reported environmental support. Conclusions: Findings highlight the need to provide collaborative pre-service and in-service training with SLPs and general education teachers to enhance their engagement in collaborative language and literacy instruction. Engaging teachers as partners in collaborative training may have positive implications for collaborative language and literacy intervention, and in turn, student outcomes in the classroom. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184380135
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      – Type: doi
        Value: 10.1044/2025_LSHSS-24-00095
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      – Code: eng
        Text: English
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        StartPage: 397
    Subjects:
      – SubjectFull: Speech therapists
        Type: general
      – SubjectFull: School environment
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      – SubjectFull: Interprofessional relations
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      – SubjectFull: Psychology of teachers
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      – SubjectFull: Behavior
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      – SubjectFull: Literacy
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      – SubjectFull: Special education
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      – SubjectFull: Theory
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      – SubjectFull: School health services
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      – SubjectFull: Language acquisition
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      – SubjectFull: Pearson correlation (Statistics)
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      – SubjectFull: Statistics
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      – SubjectFull: Data analysis software
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      – SubjectFull: Psychosocial factors
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      – SubjectFull: Professional competence
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      – TitleFull: School-Based Speech-Language Pathologists' Perceptions of Collaborative Language and Literacy Instruction With General Education Teachers: A Survey.
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              Text: Apr2025
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              Y: 2025
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