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Conclusion The RE-AIM framework offers a valuable guide for planning and evaluating the implementation of interventions in clinical practice. At first glance, consideration of the five domains of reach , effectiveness , adoption , implementation , and maintenance could seem time consuming. However, by planning implementation from the outset using RE-AIM, not only could inefficiencies and poor or unknown outcomes be mitigated, but implementation could be optimised. Returning to Astrid’s team, together they could consider each domain to ensure that the right client population is reached, the outcomes of interventions are measured, the effectiveness of intervention is determined, the needs of SLPs within the team to adopt and faithfully implement the intervention are identified and facilitated, and strategies for maintaining ongoing success are realised. We encourage SLPs in clinical practice to adopt implementation frameworks such as RE-AIM and share their efforts to help build an evidence base informed by empirical research and practice-based evidence. References Baker, E., & Williams, A. L. (2021). Implementing interventions. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds.), Interventions for speech sound disorders in children (2nd ed., pp. 23–31). Paul. H. Brookes Publishing. Burns, C. L., Wishart, L. R., Kularatna, S., & Ward, E. C. (2020). Knowing the costs of change: an introduction to health economic analyses and considerations for their use in implementation research. Speech, Language and Hearing , 23 (1), 30–36. https://doi.org/10.1080/205057 1X.2019.1693750 Capone Singleton, N. (2018). Late talkers: Why the wait-and-see approach is outdated. Pediatric Clinics of North America , 65 (1), 13–29. https://doi.org/10.1016/j. pcl.2017.08.018 Crooke, P. J., & Olswang, L. B. (2015). Practice-based research: Another pathway for closing the research- practice gap. Journal of Speech, Language and Hearing Research , 58 (6), S1871–S1882. https://doi.org/http:// dx.doi.org/10.1044/2015_JSLHR-L-15-0243 Dunst, C. J. (2017). Research foundations for evidence-informed early childhood intervention performance checklists. Education Sciences , 7 (4), 78. https://www.mdpi.com/2227-7102/7/4/78 Fenson, L., Marchman, V., Thal, D.J., Dale, P.S., Reznick, J.S., & Bates, E. (2007). Communicative Development Inventories . Paul. H. Brookes Publishing. Fixen, D., Naoom, S., Blase, K., Friedman, R., & Wallace, F. (2005). Implementation research: A synthesis of literature . Tampa, FL: University of South Florida, The National Implementation Research Network (FMHI Publication #231). Girolametto, L., Pearce, P. S., & Weitzman, E. (1996). Interactive focused stimulation for toddlers with expressive vocabulary delays. Journal of Speech, Language, and Hearing Research , 39 (6), 1274–1283. https://doi.org/doi:10.1044/jshr.3906.1274 Glasgow, R. E., Harden, S. M., Gaglio, B., Rabin, B., Smith, M. L., Porter, G. C., Ory, M. G., & Estabrooks, P. A. (2019). RE-AIM planning and evaluation framework: Adapting to new science and practice with a 20-year

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