• Sherine R Tambyraja, Mary Beth Schmitt, and Laura M Justice.
• Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus.
• Am J Speech Lang Pathol. 2017 Nov 8; 26 (4): 1193-1201.

PurposeThe present study investigates the extent to which school-based speech-language pathologists (SLPs) communicate with the caregivers of children with language impairment and the factors that are significantly associated with frequent communication. In addition, this study investigates the extent to which frequent SLP-caregiver communication is associated with change in language and literacy abilities of children.MethodTo address the study aims, weekly communication logs from 73 SLPs, serving 3-5 children with language impairment in grades K-2, were collected for a complete academic year. Logs detailed the frequency and nature of SLP-caregiver communication. Information regarding children's age, language ability, and socioeconomic status were gathered at study onset; additionally, SLPs completed a questionnaire about their work experience and current work conditions (e.g., caseload size and job satisfaction). Finally, children were administered grammar, vocabulary, and early literacy assessments at the beginning and end of the academic year.ResultsDescriptive results indicate that (a) the most common type of communication was via homework, (b) children's socioeconomic status was related to communication frequency, and (c) increased SLP-caregiver communication related to increased grammar gains over the academic year.ConclusionThese results suggest that SLP-caregiver communication may be important for children's language outcomes; further studies exploring ways to support these communicative efforts are warranted.

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