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Evidence-Based Practice
Utilizing evidence-based practices is vital when it comes to the practical implementation of formal education on speech and language pathology. Namely, by employing an evidence-based approach, risks are minimized while success is maximized. The status of the technique correlates with its benefits. In case a particular method has been widely researched in studies and proven to be effective, it is clear that it becomes a priority. On the opposite end of the spectrum, a practice that is not evidence-based is more likely to be linked with less advantageous results and can potentially disrupt progress.
Article Analysis
Purpose
The study that has been selected is related to the educational outcomes of children attending schools who have speech impairments. The purpose of the research is to identify whether such individuals are more likely to meet difficulties in their academic goals or whether speech impairments do not correlate with lower grades. The research statement correlates with the idea that school children with persistent speech disorders are more likely to experience lower academic achievements (Wren et al., 2021). The aforementioned arguments were applied to initiating the study of the topic.
Rationale
The authors mentioned the existing literature highlighting the link between impaired speech acquisition and lower literacy. While no theoretical framework is provided, the existing statistics do, indeed, support the claim. On the other hand, the authors highlight that other studies did not take into consideration educational achievements through an assessment of grades and class performance (Wren et al., 2021). Thus, rather than new information inspiring the authors to add to the pool of knowledge, the researchers have generated unique data themselves and were the first to kink speech and academic performance.
Method
The researchers have acquired information by assessing data gathered from school-age children (aged 11 to 13). Namely, 263 children with persistent speech disorder and almost 6400 without the condition have been analyzed (Wren et al., 2021). The participants were appropriately selected for the study as the researchers managed to acquire proof of their speech impairment as well as establish a school-setting examination through performance assessment. Instead of participating in an experiment, the researchers obtained data from children using the English school standard attainment tests. As a result, they were able to determine the level of educational attainment. In relation to checking whether the individual did, indeed, have a persistent speech disorder, the information was obtained through speech tests that were later examined by speech experts who determined whether the children had PSD. The study was performed by examining the control group in comparison with those consisting of individuals with PSD through data analysis.
Results
The study highlighted that children with PSD are, indeed, more likely to show academic challenges in regard to their performances at school. The authors fulfilled the purpose of the study by determining a correlation between one’s speech abilities and grades and education attainment. Moreover, the authors have, indeed, exemplified their hypothesis and were truthful in hypothesizing that children with PSD are more likely to have difficulties learning.
Discussion
The authors explain the results by highlighting that despite speech problems being highlighted as relatively non-detrimental to educational opportunities, children with the said condition are disproportionately more likely to fail English, math, and science classes. The authors, however, did not go into detail to exemplify the root of the problem. They found what was expected as existing literature already highlighted similar findings as well as through effective methodology and research design choice.
Clinical Implications
The clinical implications of the research include the comprehension of PSD implications in different areas of life, including education. Moreover, another implication correlates with the importance of support provision. The researchers highlight the vitality of assistance and help that children with PSD require to overcome academic barriers. Clinically, the results convey the connection between speech challenges and performance in school, implying the additional monitoring required for individuals with the condition. In my personal clinical work, I will make sure to focus on ways I can assist children with PSD while ensuring they attain education and reach their goals.
Limitations of Study
The researchers did not have a particularly large sample size of children with PSD. Instead, the analysis consisted of the examination of data from less than 7000 children, of which less than 300 have impaired speech. Moreover, PSD may have been mistaken for language problems, impaired phonological awareness, and similar circumstances, disrupting the overall results. This was the challenge experienced during speech analysis as it was performed during the research with the help of experts in the field.
Future Research
Future research may focus on the reasons why children with PSD experience lower academic achievements. Thus, researchers may examine the physiological barriers as well as potential psychological and social issues such as discrimination, a lack of desire to participate in school programs, and similar issues. Moreover, future research may determine how to assist children with PSD in an educational setting, such as through accommodations with time, settings, and responses (Schraeder, 2019). As a result, the school environment can become more inclusive.
References
Schraeder, T. (2019). A guide to school services in speech-language pathology. Plural Publishing, Inc.
Wren, Y., Pagnamenta, E., Peters, T. J., Emond, A., Northstone, K., Miller, L. L., & Roulstone, S. (2021). Educational outcomes associated with persistent speech disorder. International Journal of Language & Communication Disorders, 56(2), 299–312. Web.
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