Practice-Based Research With Speech-Language Pathologists: A Case Study in Evaluating an Evidence-Informed Language and Phonological Awareness Assessment Tool.
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| Title: | Practice-Based Research With Speech-Language Pathologists: A Case Study in Evaluating an Evidence-Informed Language and Phonological Awareness Assessment Tool. |
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| Authors: | Vollebregt, Meghan1, Sarlo, Nancy2, Punnoose, Anila2, Archibald, Lisa M. D.1 larchiba@uwo.ca |
| Source: | Language, Speech & Hearing Services in Schools. Apr2026, Vol. 57 Issue 2, p359-370. 12p. |
| Subject Terms: | *Cognitive testing, *Data analysis, *Interprofessional relations, *Universities & colleges, *Educational tests & measurements, *Teachers, *Storytelling, *Research methodology, *Comparative studies, *Phonology, *Inter-observer reliability, *School health services, Repeated measures design, Pearson correlation (Statistics), Professional practice, Word deafness, Research funding, T-test (Statistics), Evaluation of human services programs, Descriptive statistics, Analysis of variance, Statistics, Evidence-based medicine |
| Geographic Terms: | Ontario |
| Abstract: | Purpose: Practice-based research (PBR) is one approach to knowledge translation that involves conducting research in a clinical setting. In this project, a clinical-research partnership was established with a school board in Ontario. The research objectives were to examine the utility and validity of a boarddesigned language tool that assessed phonological awareness and story retell. Method: In Study 1, kindergarten children referred to the speech-language pathologist (SLP) for evaluation (n = 108) and another not referred group (n = 121) completed an assessment tool designed by school board SLPs at 2 points in the school year (Fall of 2017 and Spring of 2018). In Study 2, a second group of kindergarten children (n = 37) completed an updated tool at two time points (Spring of 2019 and Fall of 2019), and at the first time point, they completed a series of standardized assessments of language. Results: Study 1 revealed that the phonological awareness component of the tool captured differences between the different groups and the Fall of 2017 and Spring of 2018 time points, whereas the narrative retell component captured differences in group but not time. Members of the partnership then revised the narrative component of the tool for Study 2, the results of which revealed that both the phonological awareness and narrative language components captured differences between groups and over time. The tool components were also found to correlate with corresponding tests of language ability, providing some evidence for its validity. Conclusions: This PBR project evaluated a bespoke clinical assessment tool and identified a needed revision. Ultimately, scores on both tool components captured expected differences in group and time and expected correlations were found with related measures. The PBR approach enabled practice capture and timely implementation of practice change. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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