Supporting language in preschoolers: using SOLEM, a collaborative approach between SLPs and teachers

Aims: The present study aims to determine the effects of a preventative, preschool-based child language intervention program, SOLEM (Soutenir et Observer le Language en Maternelle), on the use of language support strategies by preschool teachers. SOLEM features a collaborative coaching model involving Speech and Language Pathologists (SLPs) alongside preschool teachers, in French-speaking Belgian preschools.
Method: A single-case experimental design with repeated measures was applied within tailored on-site interventions. Specific language support strategies were targeted after being selected based on the contextual needs of each teacher and her classroom. Teachers’ use of language practices was documented through video sequences collected before, during and after the intervention. Videos were analyzed using a measurement grid that allowed for the identification of language practices that have been documented in the literature.
Results: Based on the repeated measures, the results indicated a significant decrease in directive language strategies. They also revealed a significant increase in the use of high-level decontextualized language within classroom activities. The data also allowed for the identification of the co-occurrence of different language support practices within the same interaction sequence. The use of strategies extended to different classroom activities (rituals, storytelling, free play, etc.). In particular, the findings highlight the variability in teacher’s proficiency in using targeted language practices, which reinforces the importance of tailoring language support goals based on the contextual needs of the teacher and her classroom.
Clinical implications: Implementing a collaborative program to support language development in preschoolers may have positive effects on teachers’ use of positive language practices. The study findings support the importance of embedding prevention programs in real-world contexts, through a collaborative coaching process that actively involves the speech and language pathologists and teachers.