View in EDS PDF Full Text

School-Based Speech-Language Pathologists' Engagement with Evidence-Based Practice: An Update with Implications for Implementation Research

Saved in:
Bibliographic Details
Title: School-Based Speech-Language Pathologists' Engagement with Evidence-Based Practice: An Update with Implications for Implementation Research
Authors: Shannon Hall-Mills (ORCID 0000-0002-1928-3827), Marie Ireland (ORCID 0000-0002-5087-350X), Perry F. Flynn (ORCID 0000-0002-7353-7648), LaVae Hoffman (ORCID 0000-0001-6291-5503)
Source: Language, Speech, and Hearing Services in Schools. 2023 54(4):1155-1164.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Allied Health Personnel, Speech Language Pathology, Evidence Based Practice, Training, Guidelines, School Districts, Journal Articles, Work Experience, Resources, Educational Needs
DOI: 10.1044/2023_LSHSS-22-00170
ISSN: 0161-1461
1558-9129
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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1407855
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwETTJv551ItQWTgk6JDjqkIAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDA0FkXtsWbvegJPekgIBEICBm1iWzH6AzxpgUjoOTd4ZUGqhfMzibbyOolbz18KBnx5q3McoR9tX0UtgHJd1HpjqNfRbnjjJn2e5lsx1O_9vVx840lMdmqHAkQqJIQg-R9hiibPmzsk5m5u3tY_GAKbCKH6aaLIgkNvum1lEBR4jO8OBgkh6GJL6whPLPiHWljZVT5I1nQfuSgnAPFi7c815gGz8-sGIJ_hO0Kx5
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1407855
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
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="%22Shannon+Hall-Mills%22">Shannon Hall-Mills</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1928-3827">0000-0002-1928-3827</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marie+Ireland%22">Marie Ireland</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5087-350X">0000-0002-5087-350X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Perry+F%2E+Flynn%22">Perry F. Flynn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7353-7648">0000-0002-7353-7648</externalLink>)<br /><searchLink fieldCode="AR" term="%22LaVae+Hoffman%22">LaVae Hoffman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6291-5503">0000-0001-6291-5503</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language%2C+Speech%2C+and+Hearing+Services+in+Schools%22"><i>Language, Speech, and Hearing Services in Schools</i></searchLink>. 2023 54(4):1155-1164.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Articles%22">Journal Articles</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Experience%22">Work Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Resources%22">Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1044/2023_LSHSS-22-00170
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0161-1461<br />1558-9129
– 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1407855
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1407855
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2023_LSHSS-22-00170
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 1155
    Subjects:
      – SubjectFull: Allied Health Personnel
        Type: general
      – SubjectFull: Speech Language Pathology
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Guidelines
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Journal Articles
        Type: general
      – SubjectFull: Work Experience
        Type: general
      – SubjectFull: Resources
        Type: general
      – SubjectFull: Educational Needs
        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: Shannon Hall-Mills
      – PersonEntity:
          Name:
            NameFull: Marie Ireland
      – PersonEntity:
          Name:
            NameFull: Perry F. Flynn
      – PersonEntity:
          Name:
            NameFull: LaVae Hoffman
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0161-1461
            – Type: issn-electronic
              Value: 1558-9129
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Language, Speech, and Hearing Services in Schools
              Type: main
ResultId 1