Faculty Focus: Meaghan McKenna

By VINCE LARA-CINISOMO

Meaghan McKenna joined the faculty of the Department of Speech and Hearing Science in the fall of 2023. McKenna’s research focuses on engaging in collaborative partnerships to solve educational problems of practice. Find out more about her below.

Q: Who or what influenced you to go into research or academia?

A: I have always been interested in implementation of evidence-based practices in educational settings. The summer before my senior year of college, I joined the team at the Shafer Center for Early Intervention [in Maryland]. One of my job responsibilities was attending summer camp with a child to support his interactions with peers. I observed that his expression language output was always highest during movement-based activities. The following year I conducted my first research study at the Shafer Center with Dr. Janet Preis to answer each of the research questions I generated. When working as a speech-language pathologist in educational and private practice settings, I engaged in ongoing data collection to evaluate the effectiveness of interventions. I also served as a member of interprofessional teams in school-based and medical settings where we engaged in ongoing data-based decision-making to inform tiered instructional plans/comprehensive plans of care for children. In 2016, I was encouraged to return back to the university setting to pursue an educational leadership certification and the professor of my first course at the University of South Florida, Dr. Steve Permuth, asked me to meet with him after reading my first assignment. During this meeting he encouraged me to consider a doctorate degree. He also involved me in educational policy research and writing. The following semester [spring 2017] I enrolled in educational leadership doctoral coursework. However, I soon sought mentorship in the investigation of multi-tiered system of supports (MTSS). I began meeting with Drs. Jose Castillo and Howard Goldstein in the summer of 2017 and they each invited me to become part of research projects they led. I realized that completing the doctorate degree in Communication Sciences and Disorders was best for me while continuing to collaborate with the College of Education. I continued working in Hillsborough County [Fla.] Public Schools for the entirety of my doctoral studies and my colleagues helped me realize that all of our collaborations addressing MTSS and early elementary writing could shape my research agenda. I was able to form instantaneous research partnerships because the foundation of trust was already established. All that needed to change was a more rigorous approach to evaluating the work we were already doing.

Q: What led you to study speech-language pathology?

A: I completed observations in a variety of work settings before declaring my major. When I went to observe a speech-language pathologist in a school-based setting I was intrigued by the diversity of her caseload. I also enjoyed learning about the different options for service delivery. It was exciting to watch how effectively the SLP collaborated with administration, general education teachers, special education teachers and related service providers. I became interested in all of the possibilities within this field. I also had opportunities for different service learning experiences with adults and children while attending Loyola University in Maryland as an undergraduate. All of these experiences along with the exceptional mentorship I received from Dr. Lisa Schoenbrodt and Dr. Janet Preis while completing my undergraduate coursework in the Department of Speech-Language-Hearing Sciences solidified my decision.

Q: Did you always want to teach?

A: I realized the importance of providing high quality learning experiences to the future of the field while serving as a speech-language externship supervisor and providing professional development to different groups of educators in Hillsborough County Schools. Teaching allows me to impact generations of future speech-language pathologists, general and special educators and healthcare professionals who can in turn influence more people than I can reach through my individual efforts. I hope to pass on the legacy of the wonderful professors and mentors who I have learned from, and encourage students to be lifelong learners.

Q: What led you to Illinois?

A: The tenure-track position at Illinois in educational speech-language pathology was a perfect match for my skills and interests. Beginning my career as a school-based speech-language pathologist allowed for identification of problems of practice, a desire to equip myself with the skills to investigate under-researched areas and an understanding of the importance of engaging practitioners. My entire research agenda is influenced by my experiences as an educational SLP. The Speech and Hearing Science Department embraces implementation science and recognizes the value of translation of research into authentic practice settings. I knew this institution was the ideal environment to continue learning, growing and accomplishing my career objectives.

Q: What is your primary area of research?

A: My objective is to engage in ongoing communication, collaboration and continuous problem-solving in partnership with early childhood centers and school districts to drive system-wide change and continuous quality improvement. My overriding research aim is to optimize the success of educators and students, especially in preschool and early elementary grade levels. This has led to a variety of opportunities to join large teams investigating components of a multi-tiered system of supports framework. My primary area of focus is early elementary writing in kindergarten through second grade. I study assessment, data-based decision-making, tiered instruction and professional development.