School-Based Speech-Language Pathologists' Perceptions of Collaborative Language and Literacy Instruction With General Education Teachers: A Survey.

PURPOSE

This purpose of this national survey study was to assess K-5 school-based speech-language pathologists' (SLPs') perceived knowledge, training, support, and experiences related to collaborative language and literacy instruction with general education teachers.

METHOD

The authors developed and disseminated a 47-item electronic survey guided by the Theoretical Domain Framework for Behavior Change and the Interprofessional Education Collaborative's Core Competencies.

RESULTS

One hundred and sixty-seven school-based SLPs completed the survey, and their responses were included in the data analyses. There are four main findings from the current study related to SLPs' collaborative language and literacy instruction with general education teachers: (a) SLPs perceived to be the most knowledgeable about collaborating with teachers during development of an Individualized Education Program and least knowledgeable about implementing collaborative instruction in the general education classroom; (b) the majority of participants reported in-service training, but the timing of training (pre-service vs. in-service) was not correlated with perceived knowledge; (c) the majority of SLPs perceived support from principals and special education administrators, but only approximately 25% agreed that general education teachers think they should work with them to provide collaborative language and literacy instruction and have the knowledge to do so; and (d) SLPs' perception of the general value of collaborative language and literacy instruction was correlated with their reported environmental support.

CONCLUSIONS

Findings highlight the need to provide collaborative pre-service and in-service training with SLPs and general education teachers to enhance their engagement in collaborative language and literacy instruction. Engaging teachers as partners in collaborative training may have positive implications for collaborative language and literacy intervention, and in turn, student outcomes in the classroom.