Understanding the effectiveness of student speech-language pathologists and student teachers co-working during inter-professional school placements

This study examined whether children’s speech and literacy skills were impacted by co-working among student speech-language pathologists (SLPs) and student teachers during an inter-professional education (IPE) initiative. Seven five-year-old children who demonstrated difficulties with speech and/or...

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Bibliographic Details
Published in:Child language teaching and therapy 2019-06, Vol.35 (2), p.125-143
Main Authors: Wilson, Leanne, McNeill, Brigid C, Gillon, Gail T
Format: Article
Language:English
Subjects:
Allied Health Personnel
Child Language
Children
Early literacy
Emergent Literacy
Error Patterns
Foreign Countries
Instructional Effectiveness
Interprofessional education
Learning outcomes
Literacy
Phoneme Grapheme Correspondence
Phonemes
Phonemics
Phonological Awareness
Phonology
Preschool Children
Professional Education
Professional Training
Segmentation
Speech Improvement
Speech Language Pathology
Speech therapists
Speech-language pathologists
Spelling
Student Teachers
Teacher Placement
Teaching
Team Teaching
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Summary:This study examined whether children’s speech and literacy skills were impacted by co-working among student speech-language pathologists (SLPs) and student teachers during an inter-professional education (IPE) initiative. Seven five-year-old children who demonstrated difficulties with speech and/or phonological awareness participated in three weeks of classroom-based instruction delivered by student SLP–teacher pairs during professional practice placements. A multiple single-participant design with repeated measures was utilized to examine the impact of the co-instruction on children’s speech and phonological awareness. Four out of seven children, each of whom were instructed by a different student professional pair, improved on at least one of two goal areas. More specifically, two out of six children improved their production of trained and untrained speech targets. Three out of seven children also improved on phoneme segmentation of trained and untrained words. Children’s improvement in phoneme awareness was accompanied by improved letter–sound knowledge and spelling. Moreover, analysis of instructional logs confirmed that children who improved on their target goals received classroom-based co-instruction from their student SLP–teacher pairs. The findings support the potential of the placement-based IPE in that most of the student pairs learned to establish co-instruction which positively influenced children’s speech and early literacy outcomes.
ISSN:0265-6590
1477-0865
DOI:10.1177/0265659019842203