Research-Practice Partnerships in Pediatric Speech-Language Pathology with Tim DeLuca/Nerissa Hall/Julia Serra

Guests: Tim DeLuca, PHD, CCC-SLP/Nerissa Hall PHD, CCC-SLP/Julia Serra MS, CCC-SLP

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In this episode of School of Speech, host Carolyn Dolby, MS, CCC-SLP, welcomes Tim DeLuca, PhD, CCC-SLP; Nerissa Hall, PhD, CCC-SLP, BCS-AAC; and Julia Serra, MS, CCC-SLP for a timely conversation about how research-practice partnerships can strengthen speech-language pathology and close the gap between evidence and everyday clinical decision-making. Together, they explore what research-practice partnerships are, why they matter, and how collaboration between clinicians and researchers can lead to more relevant research questions, stronger implementation of evidence-based practices, and better outcomes for students.

You will hear practical examples of existing research-practice partnership models, along with real-world insights into how these collaborations are formed, maintained, and sustained over time. The discussion highlights the mutual benefits for clinicians, researchers, and the broader speech-language pathology community, while offering clear guidance for SLPs who are interested in becoming involved in partnerships that align with their caseload priorities and service delivery needs.

This course provides a practical roadmap for engaging in meaningful collaboration that supports clinically relevant research and fosters the use of research-informed interventions in everyday practice.

About the Guests: Tim DeLuca, PhD, CCC-SLP, is an assistant professor in the Department of Speech, Language, and Hearing Sciences at the University of Massachusetts Amherst and director of the Community Engaged Language and Literacy (CELL) Lab. His research examines best practices for improving language and literacy outcomes for children in schools, particularly those with developmental language disorder, dyslexia, and/or complex communication needs. His research is informed by over a decade of clinical practice as both a speech-language pathologist and reading specialist, continued mentorship and instruction of undergraduate and graduate students, and multiple clinician-researcher partnerships. His work focuses on harnessing implementation science and fostering interprofessional practice to enhance written and spoken language outcomes for children in schools. By bridging the gap between research and practice, the CELL Lab strives to unlock new strategies and tools that can significantly improve children's communication skills and overall quality of life.

Nerissa Hall, PhD, CCC-SLP, BCS-AAC, is a speech-language pathologist, AAC specialist, and co-Director of the Speech Language and Literacy Center with Tate Behavioral, where she works across disciplines—including behavior analysis, occupational therapy, physical therapy, and special education—to support students with complex access, learning, and communication needs. She is passionate about implementation and the interplay among learners, their communication partners, and their environments to maximize outcomes for learners and their partners. She collaborates with university partners, including UMass, agencies, and innovators, to bridge research and practice. Her work focuses on AAC intervention, assessment, consultation, and coaching, as well as tele-AAC, applied technology, and systems-level implementation of evidence-based practices. Dr. Hall is a national and international presenter and co-editor of foundational texts, with a strong emphasis on translating research into sustainable, real-world school practice.

Julia Serra, MA, CCC-SLP, is a speech-language pathologist and supervising clinician at Tate Learning Center, where she works closely with SLPs, BCBAs, OTs, PTs, special educators, and related service providers to support students with complex communication, learning, and behavioral needs and their teams. Her work focuses on AAC, language, and literacy assessment, intervention, and consultation, and she is heavily invested in helping interdisciplinary teams apply evidence-based practices with fidelity, flexibility, and sustainability. Julia brings a grounded, clinician-informed perspective on what it takes to make research work in classrooms, programs, and systems.

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