Evidence-Based Speech-Language Pathology Practices in Schools: Findings From a National Survey Purpose This study documented evidence-based practice (EBP) patterns as reported by speech-language pathologists (SLPs) employed in public schools during 2010–2011. Method Using an online survey, practioners reported their EBP training experiences, resources available in their workplaces, and the frequency with which they engage in specific EBP activities, as ... Research Article
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Research Article  |   July 2013
Evidence-Based Speech-Language Pathology Practices in Schools: Findings From a National Survey
 
Author Affiliations & Notes
  • LaVae M. Hoffman
    University of Virginia, Charlottesville
  • Marie Ireland
    Virginia Department of Education, Richmond
  • Shannon Hall-Mills
    Florida State University, Tallahassee
  • Perry Flynn
    University of North Carolina Greensboro
  • Correspondence to LaVae M. Hoffman: lmh3f@virginia.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Sally Marinellie
    Associate Editor: Sally Marinellie×
Article Information
School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Research Articles
Research Article   |   July 2013
Evidence-Based Speech-Language Pathology Practices in Schools: Findings From a National Survey
Language, Speech, and Hearing Services in Schools, July 2013, Vol. 44, 266-280. doi:10.1044/0161-1461(2013/12-0041)
History: Received May 11, 2012 , Revised September 24, 2012 , Accepted February 21, 2013
 
Language, Speech, and Hearing Services in Schools, July 2013, Vol. 44, 266-280. doi:10.1044/0161-1461(2013/12-0041)
History: Received May 11, 2012; Revised September 24, 2012; Accepted February 21, 2013
Web of Science® Times Cited: 3

Purpose This study documented evidence-based practice (EBP) patterns as reported by speech-language pathologists (SLPs) employed in public schools during 2010–2011.

Method Using an online survey, practioners reported their EBP training experiences, resources available in their workplaces, and the frequency with which they engage in specific EBP activities, as well as their resource needs and future training format preferences.

Results A total of 2,762 SLPs in 28 states participated in the online survey, 85% of whom reported holding the Certificate of Clinical Competence in Speech-Language Pathology credential. Results revealed that one quarter of survey respondents had no formal training in EBP, 11% of SLPs worked in school districts with official EBP procedural guidelines, and 91% had no scheduled time to support EBP activities. The majority of SLPs posed and researched 0 to 2 EBP questions per year and read 0 to 4 American Speech-Language-Hearing Association (ASHA) journal articles per year on either assessment or intervention topics.

Conclusion Use of ASHA online resources and engagement in EBP activities were documented to be low. However, results also revealed that school-based SLPs have high interest in additional training and resources to support scientifically based practices. Suggestions for enhancing EBP support in public schools and augmenting knowledge transfer are provided.

Acknowledgment
The research reported in this article was funded by a grant from the Virginia Department of Education.
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