PURPOSE Among the varied roles and responsibilities of school-based speech-language pathologists (SLPs) are the planning and delivery of effective vocabulary intervention for students with language disorders. Despite the abundant literature regarding effective vocabulary intervention, practice patterns indicate that the research has not yet translated to practice. The purpose of this study was to examine SLPs' beliefs and expectations regarding vocabulary instruction and the content of Individualized Education Program (IEP) goals to better inform continuing education and research programs to generate lasting effects on SLP practices. METHOD We queried a national sample of school-based SLPs via an online survey regarding their perspectives on robust vocabulary instruction, vocabulary intervention practices, and IEP goal development targeting vocabulary skills for school-age children with language disorders. RESULTS There was consistency across the sample for SLPs' beliefs about the importance and impact of robust vocabulary instruction. However, they reflected varied expectations about the vocabulary intervention they provide. Qualitative analysis of IEP goals for vocabulary reveals the range and frequency of strategies and intervention targets as an artifact of implementation of robust vocabulary instruction. CONCLUSIONS School-based SLPs believe that vocabulary is important and have a strong understanding of the impact robust vocabulary instruction can have on reading and writing outcomes. SLPs in this sample had varying expectations regarding the way their instruction is implemented and generalized. Implications and limitations of these results are discussed. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25077992.

中文翻译：

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探索言语病理学家对学龄语言障碍儿童词汇干预的看法和个性化教育计划目标。


目的 学校言语病理学家 (SLP) 的不同角色和职责包括为有语言障碍的学生规划和提供有效的词汇干预。尽管有大量关于有效词汇干预的文献，但实践模式表明该研究尚未转化为实践。本研究的目的是调查 SLP 对词汇教学和个性化教育计划 (IEP) 目标内容的信念和期望，以便更好地为继续教育和研究计划提供信息，从而对 SLP 实践产生持久影响。方法 我们通过在线调查询问了全国学校 SLP 样本，了解他们对健全的词汇教学、词汇干预实践以及针对有语言障碍的学龄儿童词汇技能的 IEP 目标制定的看法。结果 样本中的 SLP 对强有力的词汇教学的重要性和影响的信念是一致的。然而，他们反映了对其提供的词汇干预的不同期望。 IEP 词汇目标的定性分析揭示了策略和干预目标的范围和频率，作为实施稳健词汇教学的产物。结论 学校的 SLP 相信词汇很重要，并且对强有力的词汇教学对阅读和写作结果的影响有着深刻的理解。该样本中的 SLP 对于其指令的实施和推广方式有不同的期望。讨论了这些结果的含义和局限性。补充材料 https://doi.org/10.23641/asha.25077992。