Purpose: This study examined the effects of a scaffolded clinical experience using a learning module and scripted storybook practice on novice speech-language pathology (SLP) student clinicians’ use of the number of opportunities to respond (OTR) during vocabulary instruction and their self-efficacy in applying evidence to clinical practice. Method: Four student clinicians participated in this multiple baseline design across participants study. Before the intervention phase, clinicians viewed a learning module describing a streamlined evidence-based practice (EBP) process related to vocabulary instruction. Generalization probes measured clinicians’ use of OTR without scripts. A secondary measure examined if the intervention affected the number of times participants engaged children in other story-related conversations (SRC). Student EBP self-efficacy was measured with pre- and post-test surveys. Results: During baseline and following the learning module, few OTR to targeted vocabulary were provded. Upon introduction of the scripted practice, clinicians’ use of OTR immediately increased while no change was noted in other SRC. During unscripted generalization readings, OTR decreased compared to scripted readings, but did not return to baseline levels. Additionally, clinicians improved their self-efficacy in applying EBP to clinical practice. Conclusion: Scripted storybook practice improved novice student clinicians’ use of OTR during vocabulary instruction. This teaching model provides a feasible way for clinical educators to incorporate EBP into early clinical experiences.
