Embedding Social–Emotional Learning in Elementary School–Based Speech-Language Therapy: A Pilot Randomized Controlled Trial

Abstract

Purpose: 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. Method: 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–3students 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. Results: Twenty SLPs who attended the professional development meeting consented to participate, were randomized by remote web-based allocation, and completed both pretraining and post training 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 post training. The SLPs in the STIRS condition also reported adequate levels of acceptability, appropriateness, and feasibility of the training. Conclusions: 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).