Sun, J., Justice, L. M., Jhuo, R.-A., & Jiang, H. (2025). Quantity and Complexity of Speech-Language Pathologists’ Talk During School-Based Therapy. American Journal of Speech-Language Pathology, 1–15. https://doi.org/10.1044/2024_AJSLP-24-00303
Children with developmental language disorder (DLD) have difficulties learning language for no obvious reasons. Speech and language therapy is critical in helping children with DLD develop their language skills. One way speech-language pathologists (SLPs) can promote language growth is by using child-directed speech (e.g., how SLPs talk to children) to create a language rich-environment. We know from previous work that how parents and teachers talk to children influences children’s language growth, but this has not yet been studied in SLPs. Based on a previous study from this same research group (Sun et al., 2023), SLP talk was measured in the following ways: 1) Quantity – the volume of talk was characterized by number of utterances and number of words; 2) Grammatical complexity – based on auxiliary verbs/copulas, conjunctions; and 3) Lexical complexity – based on verbs, adjectives, and different words used.
There are also SLP-specific and session-specific factors that may contribute to language growth. The current study focuses on 5 SLP characteristics: years of experience, caseload size, job satisfaction, self-efficacy, and time pressure; and 9 session characteristics: number of children in session, session duration, child’s age, grade, gender, family income, and measures on language, phonological awareness, and intelligence. The aim was to determine these factors predicted SLPs’ talk (e.g., quantity, grammatical complexity, lexical complexity).
The study involved observing 75 SLPs and 281 children (kindergarten to grade 2) across 209 business-as-usual therapy sessions. The findings showed wide variability in SLP talk. For example, number of words used (indexing quantity) ranged from 167-4000 per session. Further, some characteristics studied were related to SLPs’ quantity and complexity of talk, but not others. In terms of SLP characteristics: 1) SLPs with more years of experience produced less quantity of talk; 2) higher time pressure was positively linked to all dimensions (e.g., more quantity, greater lexical and grammatical complexity). In terms of session characteristics: 1) longer sessions led to more talk and more complex talk; 2) the older the child, the more complex the SLP’s talk; 3) lower phonological awareness score was linked to greater quantity and complexity too.
Overall, the findings serve as a starting point for understanding how SLP talk can serve as a source of rich language input during therapy sessions, and what factors potentially influence the quantity and quality of talk. More research is needed to understand how we can leverage on SLPs’ and other professionals’ (e.g., educators) talk as a means to improve language outcomes for children with DLD.