Journal article
Embedding Social-Emotional Learning in Elementary School-Based Speech-Language Therapy: A Pilot Randomized Controlled Trial
Language, speech & hearing services in schools, Vol.56(4), pp.1141-1159
10/08/2025
DOI: 10.1044/2025_LSHSS-25-00001
PMID: 40779716
Abstract
Many students with communication disorders have unique social-emotional needs, yet school speech-language pathologists (SLPs) are not typically trained in how to address those needs. We developed a new training (STIRS [SLP Training to Increase Resilience in Students]) to equip elementary school SLPs to embed social-emotional learning (SEL) practices within their routine speech-language sessions with K-3 students with communication disorders. The primary objective of this pilot trial was to evaluate the preliminary effects and feasibility of STIRS.
This was a single-blind, parallel two-arm pilot randomized controlled trial with elementary school SLPs within a local education agency in Iowa. At a scheduled professional development meeting, the SLPs were randomly assigned to either the STIRS condition or active control condition (speech assessment of bilingual students). Both conditions involved a one-time 3-hr training. SLPs' attitudes, knowledge, and self-efficacy in addressing SEL with their K-3 students were measured immediately before and after the training. After the training, we also collected data on acceptability, appropriateness, and feasibility to inform a future definitive trial.
Twenty SLPs who attended the professional development meeting consented to participate, were randomized by remote web-based allocation, and completed both pretraining and posttraining measures (12 SLPs in the STIRS condition and eight in the active control condition). Compared to the control group, there was a small positive main effect of the STIRS training on SLPs' openness, knowledge, and self-efficacy immediately posttraining. The SLPs in the STIRS condition also reported adequate levels of acceptability, appropriateness, and feasibility of the training.
The one-time STIRS training has the potential to increase SLPs' willingness and confidence to support SEL of K-3 students with communication disorders. In a future definitive trial, engagement could be enhanced through more clinical application training. Enrollment challenges may be mitigated by using a different design (e.g., team-based coaching, waitlist control).
Details
- Title: Subtitle
- Embedding Social-Emotional Learning in Elementary School-Based Speech-Language Therapy: A Pilot Randomized Controlled Trial
- Creators
- Naomi H Rodgers - University of IowaYanchen Zhang - University of IowaPhilip Combiths - University of IowaElizabeth A Walker - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Language, speech & hearing services in schools, Vol.56(4), pp.1141-1159
- DOI
- 10.1044/2025_LSHSS-25-00001
- PMID
- 40779716
- NLM abbreviation
- Lang Speech Hear Serv Sch
- ISSN
- 1558-9129
- eISSN
- 1558-9129
- Publisher
- American Speech-Language-Hearing Association; ROCKVILLE
- Grant note
- NSA's Advancement of Clinical Research in Childhood Stuttering award
Co-PI: Rodgers) , who also aided our recruitment efforts for this project. We express our deep gratitude to the Canadeo family for funding the NSA's Advancement of Clinical Research in Childhood Stuttering award that made this work possible and to all the participants who shared their experiences.
- Language
- English
- Electronic publication date
- 08/08/2025
- Date published
- 10/08/2025
- Academic Unit
- Communication Sciences and Disorders; Center for Social Science Innovation; Psychological and Quantitative Foundations; Otolaryngology
- Record Identifier
- 9984944728202771
Metrics
38 Record Views