| Sumario: | Purpose: The objective of this feasibility study was to determine whether or not brief, recorded teaching modules would increase the use of evidence-based practices (EBPs) for vocabulary instruction by undergraduate student clinicians. Method: This study used a single-case, multiple-baseline design across behaviors and was replicated across participants. Ten undergraduates were asked to watch 3 recorded teaching modules that taught EBPs for vocabulary instruction during shared storybook reading. Outcome measures were derived from lesson plans and videos of shared storybook reading sessions with preschoolers. Results: Engagement with teaching modules was low. Of the expected 30 viewings, participants watched just 14 teaching modules. However, when participants watched the teaching modules, moderate increases in the use of EBPs were frequently observed (9 treatment replications of a possible 14). In particular, participants increased in the selection of appropriate vocabulary targets. Conclusions: Findings provide preliminary information about the feasibility and potential effects of recorded teaching modules on the use of EBPs. Although rates of engagement with the teaching modules were low, participants who watched the modules often incorporated EBPs into shared storybook reading session. Further practice-based research is necessary to design and implement effective approaches to improve the use of EBPs by student clinicians and practicing speech-language pathologists.
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