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

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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 Zhang2,3, 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]
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: Embedding Social-Emotional Learning in Elementary School-Based Speech-Language Therapy: A Pilot Randomized Controlled Trial.
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  Data: <searchLink fieldCode="AR" term="%22Rodgers%2C+Naomi+H%2E%22">Rodgers, Naomi H.</searchLink><relatesTo>1</relatesTo><i> naomi-rodgers@uiowa.edu</i><br /><searchLink fieldCode="AR" term="%22Yanchen+Zhang%22">Yanchen Zhang</searchLink><relatesTo>2,3</relatesTo><br /><searchLink fieldCode="AR" term="%22Combiths%2C+Philip%22">Combiths, Philip</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Walker%2C+Elizabeth+A%2E%22">Walker, Elizabeth A.</searchLink><relatesTo>1</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>. Oct2025, Vol. 56 Issue 4, p1141-1159. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Psychological+resilience%22">Psychological resilience</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+of+communicative+disorders%22">Treatment of communicative disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Cronbach's+alpha%22">Cronbach's alpha</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+therapy+education%22">Speech therapy education</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+projects%22">Pilot projects</searchLink><br /><searchLink fieldCode="DE" term="%22Blind+experiment%22">Blind experiment</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+distribution%22">Sex distribution</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+controlled+trials%22">Randomized controlled trials</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+covariance%22">Analysis of covariance</searchLink><br /><searchLink fieldCode="DE" term="%22Age+distribution%22">Age distribution</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+of+medical+personnel%22">Attitudes of medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iowa%22">Iowa</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  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=188642714
RecordInfo BibRecord:
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        Value: 10.1044/2025_LSHSS-25-00001
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        Text: English
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      – SubjectFull: Psychological resilience
        Type: general
      – SubjectFull: Elementary schools
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      – SubjectFull: Learning strategies
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      – SubjectFull: Treatment of communicative disorders
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      – SubjectFull: Self-efficacy
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      – SubjectFull: Cronbach's alpha
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      – SubjectFull: Research funding
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      – SubjectFull: Speech therapy education
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      – SubjectFull: Evaluation of human services programs
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      – SubjectFull: Pilot projects
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      – SubjectFull: Blind experiment
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      – SubjectFull: Iowa
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              Text: Oct2025
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