Purpose: Growing awareness of the importance of oral language for academic success, the underidentification of students with developmental language disorders, and the promotion of a multi-tiered system of supports have led to calls for universal oral language screenings. However, specific information, guidance, and related case studies for school-based speech-language pathologists (SLPs) have been limited. Method: The purpose of this tutorial is to equip SLPs with the necessary background knowledge and guiding questions to make informed choices about implementation that fit within their unique contexts. The tutorial is divided into three sections, which frame engagement with universal screening as a journey that requires SLPs to consider their purpose, make plans, and assess their progress as they journey forward. Results: Universal screening provides different student data from what can be obtained by diagnostic testing or progress monitoring. It represents a shift away from depending only on traditional referral systems. Identifying students who are at risk for language disorders raises awareness of the importance of language to academic success, is central to the success of multitiered frameworks, and facilitates the provision of support to students who may otherwise fall through the cracks. Given the strong rationale for universal screening of language, SLPs must make thoughtful implementation decisions that fit within their school contexts. Conclusions: By framing engagement with universal screening as a journey, this tutorial acknowledges that SLPs may make and revisit different decisions related to universal screening depending on their context and as the field continues to evolve. The goal of the tutorial is to empower SLPs to thoughtfully advocate for and implement universal language screening in order to make a positive impact on the children and communities they serve.
Sylvan et al. (Wed,) studied this question.