Evidence-Based Guidance for Alphabet Knowledge Across Service Delivery Models

Abstract

Purpose: The purposes of this alphabet knowledge (AK) tutorial are to provide (a) a description of its developmental sequence, (b) evidence-based assessment considerations, (c) evidence-based intervention guidance, and (d) a discussion of three service delivery models that speech-language pathologists (SLPs) can use when providing intervention that supports AK skills. Method: The tutorial begins with a description of AK's developmental progression, followed by evidence-based assessment considerations, guidance for evidence-based intervention, and a discussion of three service delivery models. Finally, an example is provided of a preschool student with developmental language disorder (DLD) to demonstrate how an SLP could collaborate with a general education teacher to provide intervention addressing AK skills. The application of three different service delivery models is discussed: pull-out, collaborative-consultation, and classroom-based. Conclusions: SLPs should consider a variety of service delivery models, which may include both direct and indirect services, when planning intervention targeting emergent literacy skills for children with DLD. Although these models can be challenging to implement due to barriers such as time and resistance from other professionals, they have the potential to positively impact children's outcomes and educators' knowledge and skills. SLP training programs should incorporate interprofessional education experiences to provide student SLPs with the interprofessional knowledge and skills required to collaborate effectively with other educators in schools.