Brigham Young University, Provo, UT.
Florida State University, Tallahassee.
Lang Speech Hear Serv Sch. 2022 Jul 6;53(3):860-873. doi: 10.1044/2022_LSHSS-21-00167. Epub 2022 May 31.
Children with speech sound disorders (SSDs) comprise a large portion of caseloads for school-based speech-language pathologists (SLPs). Despite the existence of several evidence-based SSD intervention approaches, the translation from research to practice is often limited by ecological validity because of various factors unique to school settings (e.g., scheduling constraints, caseload size, child availability). The purpose of this study was to use the experience sampling method (ESM) to examine the current practices of school-based SLPs when treating children with SSDs on their caseloads.
SLPs ( = 106) from 42 different states working full-time in school-based K-12 settings participated in this study. At the beginning of the study, each SLP completed a one-time demographic survey about treatment practices for children with SSDs. The SLPs then participated in a series of brief surveys every day for one workweek using a specialized ESM phone application that randomly alerted participants to report on their treatment practices for children with SSDs.
Findings revealed that although most SLPs reported using a variety of SSD intervention approaches in a one-time survey, the majority of SLPs reported using one of three approaches in situ: the traditional articulation therapy approach, cycles, and minimal pairs. We also report a significant negative relationship between the years of experience of an SLP and the number of different approaches used.
This study is the first to use the ESM to determine which approaches school-based SLPs use to treat children with SSDs. Findings demonstrate that SLPs have knowledge of many different SSD approaches but tend to utilize only a few in school-based settings.
患有言语障碍（SSD）的儿童在学校为基础的言语语言病理学家（SLP）的病例中占很大比例。尽管有几种基于证据的 SSD 干预方法，但由于学校环境中存在各种独特的因素，研究到实践的转化通常受到生态有效性的限制（例如，时间安排限制、病例数量、儿童可用性）。本研究旨在使用经验抽样法（ESM）来检查学校为基础的 SLP 在其病例中治疗 SSD 儿童时的当前实践。
来自 42 个不同州的全职在 K-12 学校环境中工作的 SLP 参与了这项研究。在研究开始时，每位 SLP 完成了一次关于 SSD 儿童治疗实践的一次性人口统计调查。然后，SLP 使用专门的 ESM 电话应用程序，每天在一周内参加一系列简短的调查，该应用程序会随机提醒参与者报告他们对 SSD 儿童的治疗实践。
研究结果表明，尽管大多数 SLP 在一次性调查中报告使用了多种 SSD 干预方法，但大多数 SLP 在现场报告使用了三种方法之一：传统的发音治疗方法、循环和最小对。我们还报告了 SLP 的经验年限与使用的不同方法数量之间存在显著的负相关关系。
这项研究是首次使用 ESM 来确定学校为基础的 SLP 用于治疗 SSD 儿童的方法。研究结果表明，SLP 对许多不同的 SSD 方法有了解，但在学校环境中倾向于只使用几种方法。
