A Survey of Speech-Language Pathologists and Librarians' Perception of Collaborative Service Delivery to Children with Communication Disorders

Abstract

Interprofessional practice (IPP) is essential for supporting positive outcomes for children with communication disorders. However, collaboration between speechlanguage pathologists (SLPs) and librarians remains largely under-researched. This study investigated the perceptions of collaboration between librarians and speech-language pathologists (SLPs) to support children with communication disorders, specifically examining attitudes, perceived benefits, challenges, and the potential impact of such partnerships on literacy and language development. Surveys were distributed to SLPs and librarians in Tennessee to collect quantitative and qualitative data regarding their experiences and professional needs. Results revealed a significant gap in professional awareness. While librarians reported a moderate level of familiarity with SLP roles, an overwhelming number of SLPs indicated having little to no familiarity with the librarian’s professional scope. Despite the gap, both professions expressed positive perceptions of partnership, with librarians showing strong interest in joint literacy events and inclusive storytime training. Findings highlighted the library’s potential as a natural setting for language generalization and as a hub for parent education. However, the lack of role awareness and healthcare focus among SLPs emerged as barriers. Findings suggest that for effective collaboration to occur, interprofessional education must be integrated into university curriculum and professional workshops. Strengthening these community-based ties can provide a more integrated support system for children with communication disorders and their families