Draft:The Informed SLP


The Informed SLP (also known as TISLP) is a subscription-based website for speech–language pathologists (SLPs), offering an information database and professional development based on current research. Founded in 2016 by Dr. Meredith Poore Harold, the company provides practical summaries of peer-reviewed research and continuing education services to address challenges in implementing current research in clinical practice.[1]

History

The Informed SLP was founded on April 30, 2016, by Dr. Meredith Poore Harold in Leawood, Kansas.

The platform was created to address barriers between research and clinical implementation in speech–language pathology. Studies show it takes an average of 17 years to incorporate high quality research into practice.[2] The Informed SLP was created to bridge this gap by making current research more accessible to practicing clinicians.

In early 2022, The Informed SLP began offering continuing education to subscribers. In February 2024, The Informed SLP launched its first live continuing education offering, EBPirl (Evidence-Based Practice in real life). EBPirl offers live, interactive continuing education sessions on implementing evidence-based practices in clinical settings. In January 2025, The Informed SLP launched a jobs board, Informed Jobs.

As of 2026, The Informed SLP includes a team of over 50 speech–language pathologists and PhDs, working together to make research accessible to practicing speech–language pathologists.[3]

Founder and Leadership

Dr. Meredith Poore Harold[4] founded The Informed SLP in 2016. She holds a PhD in Developmental Speech Physiology from the University of Kansas and is a speech–language pathologist.[5] Harold has served as Assistant Professor at Rockhurst University in Kansas City, where she taught courses in speech sound disorders, neuroscience, and research methods.

Harold has held leadership positions in professional organizations, including President of Speech–Language Pathology for the Kansas Speech-Language-Hearing Association and membership on ASHA's Committee on Clinical Research, Implementation Science, and Evidence-Based Practice. [5][6] Her scholarly work focuses on implementation science and bridging the gap between researchers and practicing clinicians. In 2019, Harold published "The Research Translation Problem: A Modest Proposal" in The ASHA Leader, discussing systemic barriers to evidence-based practice and the role of various stakeholders in research implementation.[7]

Services

Research Summaries:

The Informed SLP reviews peer-reviewed articles from speech–language pathology journals and provides practical summaries for subscribers.[1][8][9] Staff screens approximately 3,000 abstracts monthly from journals indexed in medical databases, selecting the most clinically useful articles (typically 200–400) to read and review.[10] Staff consults regularly with SLP experts and contacts original research authors to verify the accuracy of reviews.[10]

Continuing Education:

The Informed SLP operates as an American Speech-Language-Hearing Association (ASHA) approved continuing education provider, offering courses for professional licensure requirements.[11][12] The Informed SLP provides continuing education on various topics in speech–language pathology and relevant to communication disorders, including articulation, aphasia, dysphagia, ethics, early intervention, feeding, and linguistic diversity.[13] As of 2026, the website has hundreds of hours of continuing education available to SLPs.

The Informed SLP's continuing education approach is unique in the field of speech pathology. It allows busy SLPs the option to earn CE credit minutes at a time, making it ideal for busy SLPs seeking continuing education grounded in research evidence.

Jobs database:

In 2025, the company launched a jobs database, Informed Jobs. Job opportunities in speech pathology are often difficult to interpret because of variable pay and contract structures (e.g., salaried, hourly, pay-per-visit). Informed Jobs was created to provide SLPs with accessible information about jobs, mirroring The Informed SLP's mission of making research evidence accessible to SLPs. Job posts at Informed Jobs are reviewed in detail by staff, and transparency for SLPs is a key goal for Informed Jobs. Employers are required to disclose details such as pay, caseload, productivity, location, and setting for each position they wish to post.[14] In its first year, Informed Jobs processed over 500 jobs, including clinical, faculty, and non-clinical SLP jobs, and the database continues to grow.

Business Model and Reach

The Informed SLP operates on a subscription model with both individual and institutional membership options. The company grew from having 12,000 subscribers in 2021 to having over 40,000 members as of 2026.[15] The platform serves speech–language pathologists, a profession with approximately 210,000 ASHA-certified practitioners in the United States.[16] The platform also serves international members, with the largest concentrations in Canada, Australia, and other English-speaking countries. Members include speech–language pathologists working in schools, hospitals, private practices, early intervention programs, and other clinical and academic settings.

Academic Recognition and Citations

The Informed SLP has been recognized in peer-reviewed academic literature as a knowledge broker in research translation in the field of speech language pathology. Multiple peer-reviewed studies have cited research reviews produced by The Informed SLP, indicating the platform’s integration into academic discourse and evidence-based literature.[17][18][19][20][21][22][23][24] The platform has also been referenced in academic publications examining research implementation, clinical decision-making, and evidence-based practice in various areas of speech-language pathology. [25][26][27][28][29]

See Also

● Speech–language pathology ● Evidence-based practice ● Continuing medical education ● American Speech-Language-Hearing Association

References

  1. ^ a b Greenwell, T., & Walsh, B. (2021). Evidence-based practice in speech-language pathology: Where are we now? American Journal of Speech-Language Pathology, 30(1), 186–198. https://doi.org/10.1044/2020_AJSLP-20-00194
  2. ^ Munro, Cindy L.; Savel, Richard H. (May 2016). "Narrowing the 17-Year Research to Practice Gap". American Journal of Critical Care. 25 (3): 194–196. doi:10.4037/ajcc2016449.
  3. ^ "About Our Team | The Informed SLP". www.theinformedslp.com. Retrieved 2025-10-27.
  4. ^ "Meredith Poore Harold". scholar.google.com. Retrieved 2025-10-27.
  5. ^ a b "Meredith Poore Harold, PhD, CCC-SLP". Meredith Poore Harold, PhD, CCC-SLP. Retrieved 2025-10-27.
  6. ^ Hahn, Lauren; et al. (April 14, 2021). "BONUS EPISODE: Being an Informed SLP with Meredith Harold". Unbabbled Podcast.
  7. ^ Harold, Meredith (July 2019). "The Research Translation Problem: A Modest Proposal". The ASHA Leader. 24 (7): 52–59. doi:10.1044/leader.FTR2.24072019.52.
  8. ^ Spelts, Jennifer (April 11, 2023). "The Best Online Tools for SLPs". Speechy Musings.
  9. ^ Snyders, Natalie (June 2017). "Review: The Informed SLP Subscription". SLP Natalie Snyders.
  10. ^ a b "EBP Review Methods for Speech-Language Pathologists | The Informed SLP". www.theinformedslp.com. Retrieved 2025-10-27.
  11. ^ "CEFind - Thousands of courses. All from ASHA Approved CE Providers". find.asha.org. Retrieved 2025-10-27.
  12. ^ "Evidence-Based Practice Catalog". American Speech-Language-Hearing Association.
  13. ^ "Free Speech Pathology CEUs Online". Speech Sprouts. June 29, 2025.
  14. ^ "Hire SLPs". InformedJobs.com.
  15. ^ "The Informed SLP | Know the evidence. Build your confidence". www.theinformedslp.com. Retrieved 2025-10-27.
  16. ^ "Survey Research and Reports". American Speech-Language-Hearing Association. Retrieved 2025-10-27.
  17. ^ Douglas, Natalie; Oshita, Jennifer; Schliep, Megan; Feuerstein, Julie (2022-06-13). "Knowledge Brokering in Communication Sciences and Disorders". Perspectives of the ASHA Special Interest Groups. 7 (3): 663–668. doi:10.1044/2022_PERSP-21-00204.
  18. ^ Kasdan, Anna V.; Levy, Deborah F.; Pedisich, Isaac; Wilson, Stephen M.; Herrington, Dominique (2025-06-10). "A Practical Guide to Translating Scientific Publications Into Aphasia-Friendly Summaries". Perspectives of the ASHA Special Interest Groups. 10 (3): 719–727. doi:10.1044/2025_PERSP-24-00141. PMC 12208688. PMID 40589613.
  19. ^ Willard, Claire; Kelley, Elizabeth (2025-10-08). "Supporting Speech-Language Pathologists in Evidence-Based Language Intervention: Lessons Learned From a Researcher–Practitioner Collaboration". Language, Speech, and Hearing Services in Schools. 56 (4): 881–895. doi:10.1044/2025_LSHSS-25-00043.
  20. ^ Cabbage, Kathryn; Farquharson, Kelly; DeVeney, Shari (2022-07-06). "Speech Sound Disorder Treatment Approaches Used by School-Based Clinicians: An Application of the Experience Sampling Method". Language, Speech, and Hearing Services in Schools. 53 (3): 860–873. doi:10.1044/2022_LSHSS-21-00167.
  21. ^ Long, Helen L.; Drown, Lee; El Amin, Mariam (2023-06-20). "The Effect of Open Access on Scholarly and Societal Metrics of Impact in the ASHA Journals". Journal of Speech, Language, and Hearing Research. 66 (6): 1948–1957. doi:10.1044/2022_JSLHR-22-00315.
  22. ^ Senter, Reed; Chow, Jason C. (2023-11-06). "A Mixed-Methods Analysis of Speech-Language Pathologists' Executive Function Services". American Journal of Speech-Language Pathology. 32 (6): 2734–2751. doi:10.1044/2023_AJSLP-22-00238.
  23. ^ Kotlarek, Katelyn J.; Rogers, Katelan; Mason, Kazlin N. (2024-04-11). "Continuing Education Needs of Speech-Language Pathologists for Assessing and Treating Children With Cleft Palate: A National Analysis Across Areas of Varying Population Density". Language, Speech, and Hearing Services in Schools. 55 (2): 495–509. doi:10.1044/2023_LSHSS-23-00071.
  24. ^ O'Brien, Katy H.; Lundine, Jennifer P.; Pei, Yalian; Kemp, Amy M. (2022-09-07). "The School-Based Speech-Language Pathologist and Students With Concussion: An Examination of Evolving Knowledge and Confidence". American Journal of Speech-Language Pathology. 31 (5): 1992–2003. doi:10.1044/2022_AJSLP-21-00315.
  25. ^ Moser, Alexis; Farquharson, Kelly; Bush, Erin J.; Louw, Brenda (2025-03-10). "Speech-Language Pathologists' Perceptions of the Severity of Speech Sound Disorder". American Journal of Speech-Language Pathology. 34 (2): 722–738. doi:10.1044/2024_AJSLP-24-00150.
  26. ^ Roberts, Megan Y.; Sone, Bailey J.; Jones, Maranda K.; Standley, Murielle; Conner, Tracy; Lee, E. Debbie; Norton, Elizabeth S.; Roman, Judith; Speights, Marisha; Young, Rylie; Weisleder, Adriana (2023-09-13). "What the Evidence Does (and Does Not) Show for the Centers for Disease Control and Prevention Child Development Milestones: An Illustrative Example Using Expressive Vocabulary". Journal of Speech, Language, and Hearing Research. 66 (9): 3622–3632. doi:10.1044/2023_JSLHR-23-00020.
  27. ^ Crowe, Kathryn; McLeod, Sharynne (2020-11-12). "Children's English Consonant Acquisition in the United States: A Review". American Journal of Speech-Language Pathology. 29 (4): 2155–2169. doi:10.1044/2020_AJSLP-19-00168.
  28. ^ Heilmann, John; Tucci, Alexander; Plante, Elena; Miller, Jon F. (2020-06-30). "Assessing Functional Language in School-Aged Children Using Language Sample Analysis". Perspectives of the ASHA Special Interest Groups. 5 (3): 622–636. doi:10.1044/2020_PERSP-19-00079.
  29. ^ Ogiela, Diane A.; Montzka, Jennifer L. (2021-01-19). "Norm-Referenced Language Test Selection Practices for Elementary School Children With Suspected Developmental Language Disorder". Language, Speech, and Hearing Services in Schools. 52 (1): 288–303. doi:10.1044/2020_LSHSS-19-00067.

● Official website ● ASHA Evidence-Based Practice Catalog ● ASHA Event: How Medical SLP Experiences Vary

This page will be placed in the following categories if it is moved to the article namespace.
Categories:
This page will be placed in the following categories if it is moved to the article namespace.
Categories:
This page will be placed in the following categories if it is moved to the article namespace.
Categories:
This page will be placed in the following categories if it is moved to the article namespace.
Categories:
This page will be placed in the following categories if it is moved to the article namespace.
Categories:
This page will be placed in the following categories if it is moved to the article namespace.
Categories:

Content Disclaimer

Informasi ini disarikan dari Wikipedia dan disajikan kembali untuk tujuan edukasi. Konten tersedia di bawah lisensi CC BY-SA 3.0. Kami tidak bertanggung jawab atas ketidakakuratan data yang bersumber dari kontribusi publik tersebut.

  1. The information displayed on this website is sourced in part or in whole from Wikipedia and has been adapted for the purpose of restating it. We strive to provide accurate and relevant information, however:
  2. There is no guarantee of absolute accuracy. Wikipedia is an open, collaborative project that can be edited by anyone, so information is subject to change.
  3. It is not intended to constitute professional advice. The content displayed is for informational and educational purposes only. For important decisions (e.g., medical, legal, or financial), please consult a professional.
  4. Content copyright. Wikipedia is licensed under the Creative Commons Attribution-ShareAlike License (CC BY-SA). This means that content may be reused with appropriate attribution and shared under a similar license.
  5. Responsible use. Any risk arising from the use of information from this website is entirely the responsibility of the user.