This study examined whether children’s speech and literacy skills were impacted by co-working among student speech-language pathologists (SLPs) and student teachers during an inter-professional education (IPE) initiative. Seven five-year-old children who demonstrated difficulties with speech and/or phonological awareness participated in three weeks of classroom-based instruction delivered by student SLP–teacher pairs during professional practice placements. A multiple single-participant design with repeated measures was utilized to examine the impact of the co-instruction on children’s speech and phonological awareness. Four out of seven children, each of whom were instructed by a different student professional pair, improved on at least one of two goal areas. More specifically, two out of six children improved their production of trained and untrained speech targets. Three out of seven children also improved on phoneme segmentation of trained and untrained words. Children’s improvement in phoneme awareness was accompanied by improved letter–sound knowledge and spelling. Moreover, analysis of instructional logs confirmed that children who improved on their target goals received classroom-based co-instruction from their student SLP–teacher pairs. The findings support the potential of the placement-based IPE in that most of the student pairs learned to establish co-instruction which positively influenced children’s speech and early literacy outcomes.

中文翻译：

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了解学生语言病理学家和学生教师在跨专业学校实习期间合作的有效性

本研究调查了在跨专业教育 (IPE) 计划期间，学生言语语言病理学家 (SLP) 和学生教师之间的合作是否会影响儿童的言语和识字技能。七名在言语和/或语音意识方面表现出困难的五岁儿童参加了为期三周的课堂教学，由学生 SLP-教师在专业实践实习期间提供。使用重复测量的多单参与者设计来检查协同教学对儿童语音和语音意识的影响。七个孩子中的四个，每个人都由不同的专业学生指导，在两个目标领域中的至少一个方面有所提高。进一步来说，六分之二的儿童提高了他们训练和未训练言语目标的能力。七分之三的孩子在训练和未训练单词的音素分割方面也有所改进。儿童音素意识的提高伴随着字母发音知识和拼写的提高。此外，对教学日志的分析证实，在他们的目标目标上有所提高的孩子从他们的学生 SLP-老师那里得到了基于课堂的共同指导。研究结果支持基于安置的 IPE 的潜力，因为大多数学生结对学会了建立共同教学，这对儿童的言语和早期识字结果产生了积极影响。儿童音素意识的提高伴随着字母发音知识和拼写的提高。此外，对教学日志的分析证实，在他们的目标目标上有所提高的孩子从他们的学生 SLP-老师那里得到了基于课堂的共同指导。研究结果支持基于安置的 IPE 的潜力，因为大多数学生结对学会了建立共同教学，这对儿童的言语和早期识字结果产生了积极影响。儿童音素意识的提高伴随着字母发音知识和拼写的提高。此外，对教学日志的分析证实，在他们的目标目标上有所提高的孩子从他们的学生 SLP-老师那里得到了基于课堂的共同指导。研究结果支持基于安置的 IPE 的潜力，因为大多数学生结对学会了建立共同教学，这对儿童的言语和早期识字结果产生了积极影响。