K–8 Speech-Language Pathologists' Training and Implementation of Research-Based Behavioral Intervention Strategies

Abstract

Purpose: The purpose of this study was to examine school-based speech-language pathologists' (SLPs') training and implementation of research-based behavioral intervention strategies and to determine if there were differences in the SLPs' training and implementation based on school district size and years of experience. Method: Nonexperimental and quantitative survey research methods, using a researcher-developed survey with 21 response items inquiring about training and implementation of research-based behavioral intervention strategies, were distributed to current members of the American Speech-Language-Hearing Association. Seventy-eight qualified respondents completed the survey. The researchers utilized multiple independent-samples two-tailed t tests for analysis. Results: Results indicated that SLPs in the study had some training in research-based behavioral intervention strategies and that these strategies were implemented sometimes during speech therapy sessions. There was no statistically significant difference in amount of SLP training or implementation based on years of experience or district size. Insight was gained on the types of behaviors that SLPs encountered during speech therapy sessions and how those behaviors negatively impacted their ability to provide services as well as their overall job satisfaction. Conclusions: Although K–8 SLPs have some training and sometimes implement research-based behavioral intervention strategies, regardless of their years of experience or the size of the district in which they worked, SLPs identified several topics of behavior intervention strategies that would be helpful to address in future training. To better prepare SLPs to work with students who exhibit behavioral issues, more training in research-based behavioral intervention strategies in preparation programs and professional development plans should be considered.