Embedding Social-Emotional Learning in Elementary School-Based Speech-Language Therapy: A Pilot Randomized Controlled Trial.

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Bibliographic Details
Title:	Embedding Social-Emotional Learning in Elementary School-Based Speech-Language Therapy: A Pilot Randomized Controlled Trial.
Authors:	Rodgers, Naomi H.¹ naomi-rodgers@uiowa.edu, Yanchen Zhang^2,3, Combiths, Philip¹, Walker, Elizabeth A.¹
Source:	Language, Speech & Hearing Services in Schools. Oct2025, Vol. 56 Issue 4, p1141-1159. 19p.
Subject Terms:	Psychological resilience, Elementary schools, Schools, Pre-tests & post-tests, *Learning strategies, Treatment of communicative disorders, Self-efficacy, Cronbach's alpha, Research funding, Speech therapy education, Evaluation of human services programs, Pilot projects, Blind experiment, Statistical sampling, Sex distribution, Randomized controlled trials, Descriptive statistics, Analysis of covariance, Age distribution, Chi-squared test, Race, Social skills, Attitudes of medical personnel, Data analysis software, Professional competence, Self-perception
Geographic Terms:	Iowa
Abstract:	Purpose: Many students with communication disorders have unique social-emotional needs, yet school speech-language pathologists (SLPs) are not typically trained in how to address those needs. We developed a new training (STIRS [SLP Training to Increase Resilience in Students]) to equip elementary school SLPs to embed social-emotional learning (SEL) practices within their routine speech-language sessions with K-3 students with communication disorders. The primary objective of this pilot trial was to evaluate the preliminary effects and feasibility of STIRS. Method: This was a single-blind, parallel two-arm pilot randomized controlled trial with elementary school SLPs within a local education agency in Iowa. At a scheduled professional development meeting, the SLPs were randomly assigned to either the STIRS condition or active control condition (speech assessment of bilingual students). Both conditions involved a one-time 3-hr training. SLPs' attitudes, knowledge, and self-efficacy in addressing SEL with their K-3 students were measured immediately before and after the training. After the training, we also collected data on acceptability, appropriateness, and feasibility to inform a future definitive trial. Results: Twenty SLPs who attended the professional development meeting consented to participate, were randomized by remote web-based allocation, and completed both pretraining and posttraining measures (12 SLPs in the STIRS condition and eight in the active control condition). Compared to the control group, there was a small positive main effect of the STIRS training on SLPs' openness, knowledge, and self-efficacy immediately posttraining. The SLPs in the STIRS condition also reported adequate levels of acceptability, appropriateness, and feasibility of the training. Conclusions: The one-time STIRS training has the potential to increase SLPs' willingness and confidence to support SEL of K-3 students with communication disorders. In a future definitive trial, engagement could be enhanced through more clinical application training. Enrollment challenges may be mitigated by using a different design (e.g., team-based coaching, waitlist control). [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Purpose: Many students with communication disorders have unique social-emotional needs, yet school speech-language pathologists (SLPs) are not typically trained in how to address those needs. We developed a new training (STIRS [SLP Training to Increase Resilience in Students]) to equip elementary school SLPs to embed social-emotional learning (SEL) practices within their routine speech-language sessions with K-3 students with communication disorders. The primary objective of this pilot trial was to evaluate the preliminary effects and feasibility of STIRS. Method: This was a single-blind, parallel two-arm pilot randomized controlled trial with elementary school SLPs within a local education agency in Iowa. At a scheduled professional development meeting, the SLPs were randomly assigned to either the STIRS condition or active control condition (speech assessment of bilingual students). Both conditions involved a one-time 3-hr training. SLPs' attitudes, knowledge, and self-efficacy in addressing SEL with their K-3 students were measured immediately before and after the training. After the training, we also collected data on acceptability, appropriateness, and feasibility to inform a future definitive trial. Results: Twenty SLPs who attended the professional development meeting consented to participate, were randomized by remote web-based allocation, and completed both pretraining and posttraining measures (12 SLPs in the STIRS condition and eight in the active control condition). Compared to the control group, there was a small positive main effect of the STIRS training on SLPs' openness, knowledge, and self-efficacy immediately posttraining. The SLPs in the STIRS condition also reported adequate levels of acceptability, appropriateness, and feasibility of the training. Conclusions: The one-time STIRS training has the potential to increase SLPs' willingness and confidence to support SEL of K-3 students with communication disorders. In a future definitive trial, engagement could be enhanced through more clinical application training. Enrollment challenges may be mitigated by using a different design (e.g., team-based coaching, waitlist control). [ABSTRACT FROM AUTHOR]
ISSN:	01611461
DOI:	10.1044/2025_LSHSS-25-00001