Collaboration training between SLPs and classroom teachers: Better together or apart?
Karmen Caporaso
Co-Presenters: Individual Presentation
College: The College of Health Professions and Human Services
Major: Doctor of SLP
Faculty Research Mentor: Iyad Ghanim
Abstract:
SLPS and classroom teachers’ have different sets of skills that are complimentary to one another, therefore, when used in collaboration with each other, promoting positive student outcomes (Cirrin et al., 2010 & McGinty & Justice, 2006).To encourage the sharing of roles and responsibilities in the school based setting, training needs to be targeted at both teachers and SLPs and should be provided through the districts by those who are successfully doing the work in the field to build a stronger link between theory and practice (Green et al., 2019). A shared training on collaboration can demonstrate how SLPs and CTs can work together to reach a shared-creation level of collaboration in the school based setting. There needs to be further research to examine how to best support teachers and SLPs in this training of a more collaborative practice. This research aimed to compare the effects of two types of training modules (group vs. per-profession) on SLPs’ and CTs’ self-reported use of collaboration in practice before and after the training session and compare the effects of a group training module on SLPs’ and CTs’ perceptions of collaboration in practice before and after the training. To do this, a mixed methods group design was utilized. The methods included the use of pre- and post-surveys, three online training sessions and three online focus groups. Preliminary data is currently being gathered and analyzed. Data collection is anticipated to be complete by May 2025.