As speech-language pathologists (SLPs) working within school settings, finding effective and acceptable professional development (PD) modalities to support teachers can be challenging. A recent study, "Exploring Kindergarten Teachers Perception of In-Class Modelling by School-Based Speech-Language Pathologists Through Four Implementation Outcomes," published in the Canadian Journal of Speech-Language Pathology and Audiology, sheds light on the potential of in-class modelling as a valuable PD modality.
In-class modelling, where an expert demonstrates a target behavior in an ecological context, may offer a non-threatening and respectful approach to PD. This study aimed to explore kindergarten teachers' perceptions of a PD program that used in-class modelling as the main modality to foster language skills through interactive book reading. The research focused on four implementation outcomes: acceptability, appropriateness, adoption, and feasibility.
Acceptability
The study found high levels of satisfaction among teachers regarding the PD program, with a mean satisfaction score of 4.23 out of 5. Teachers appreciated the SLPs' facilitation during the interactive book reading sessions, the language aspects targeted, and the choice of books. Qualitative responses highlighted that teachers found the project enjoyable and enriching, with some expressing initial reluctance that later turned into appreciation.
Appropriateness
In-class modelling was identified as the most determinant modality for assimilating the PD program content, chosen by 96% of respondents. Teachers perceived significant positive impacts on their pupils, including increased participation, interest in reading, and specific learning outcomes. The project was seen as beneficial for all children, with suggestions to extend it to more grade levels and provide additional support for children with difficulties.
Adoption
Most teachers reported actual changes in their practices (86%) and planned further changes (93%). Changes included adopting language targets, scaffolding strategies, ways to engage pupils in reading, and the structure of interactive book reading sessions. This indicates a strong intention among teachers to integrate the modelled practices into their teaching.
Feasibility
Teachers provided feedback on improving the feasibility of the PD program, emphasizing the need for better access to books, adjustments to the schedule, and more time to practice and plan interactive book reading sessions. Addressing these time-related issues could enhance the overall feasibility and effectiveness of in-class modelling.
Conclusion
In-class modelling appears to be a promising PD modality for SLPs to support teachers in implementing language-enhancing practices. It offers a non-threatening approach that respects teachers' autonomy and can lead to positive outcomes for both teachers and pupils. Future research should continue to explore the benefits of in-class modelling and address any feasibility concerns to optimize its implementation in various educational settings.
To read the original research paper, please follow this link: Canadian Journal of Speech-Language Pathology and Audiology.
