Effects of a Scaffolded Clinical Experience on Evidence-Based Practice Behavior in Undergraduate Speech-Language Pathology Student Clinicians

Purpose: This study examined the effects of a scaffolded clinical experience designed to teach speech-language pathology student clinicians to provide opportunities to respond (OTR) during storybook reading with preschoolers. A learning module introduced the evidence-based instructional procedures. Clinicians then used scripts embedded in storybooks to provide vocabulary instruction. Method: Four undergraduate speech-language pathology student clinicians participated in a multiple-baseline design across participants. Following baseline observations of storybook readings, clinicians viewed a learning module describing a streamlined evidence-based practice (EBP) process for teaching novel vocabulary words. The participants were then provided with books containing embedded scripts to teach four novel words per book. Baseline and generalization probes measured the extent to which clinicians provided OTRs without scripts. Results: During baseline and following the learning module, few OTRs to targeted vocabulary were provided. Upon introduction of the scripted practice, OTRs increased immediately. During unscripted generalization readings, OTRs decreased compared to scripted readings but remained higher than baseline levels. Conclusions: Sharing information on EBPs through a learning module may not be sufficient for student clinicians to master effective instructional practices. However, scripted practice appears to be a feasible way for clinical educators to incorporate EBP into early clinical experiences.