Evidence-Based Speech-Language Pathology Practices in Schools: Findings From a National Survey

2013 ◽  
Vol 44 (3) ◽  
pp. 266-280 ◽  
Author(s):  
LaVae M. Hoffman ◽  
Marie Ireland ◽  
Shannon Hall-Mills ◽  
Perry Flynn
Keyword(s):  
Public Schools ◽  
Online Survey ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Journal Articles ◽  
School Based ◽  
Resource Needs ◽  
Training Format ◽  
Language Pathology ◽  
Scheduled Time

Purpose This study documented evidence-based practice (EBP) patterns as reported by speech-language pathologists (SLPs) employed in public schools during 2010–2011. Method Using an online survey, practioners reported their EBP training experiences, resources available in their workplaces, and the frequency with which they engage in specific EBP activities, as well as their resource needs and future training format preferences. Results A total of 2,762 SLPs in 28 states participated in the online survey, 85% of whom reported holding the Certificate of Clinical Competence in Speech-Language Pathology credential. Results revealed that one quarter of survey respondents had no formal training in EBP, 11% of SLPs worked in school districts with official EBP procedural guidelines, and 91% had no scheduled time to support EBP activities. The majority of SLPs posed and researched 0 to 2 EBP questions per year and read 0 to 4 American Speech-Language-Hearing Association (ASHA) journal articles per year on either assessment or intervention topics. Conclusion Use of ASHA online resources and engagement in EBP activities were documented to be low. However, results also revealed that school-based SLPs have high interest in additional training and resources to support scientifically based practices. Suggestions for enhancing EBP support in public schools and augmenting knowledge transfer are provided.

Preparing Alaskan Speech-Language Pathology Graduates for School-Based Employment

2010 ◽  
Vol 11 (2) ◽  
pp. 56-59
Author(s):  
Laura Young-Campbell ◽  
Ellen Brigham
Keyword(s):  
Public Schools ◽  
Graduate Program ◽  
Speech Language Pathology ◽  
School Based ◽  
University Of Alaska Anchorage ◽  
Language Pathology ◽  
The University ◽  
East Carolina University ◽  
Collaborative Training ◽  
Significant Shortage

Abstract Alaska, like the rest of the nation, has been experiencing a significant shortage of speech-language pathologists (SLPs). This shortage has been acutely felt in Alaska's public schools. Without an in-state graduate program, Alaska is unable to produce a qualified pool of candidates to fill SLP positions. This article will discuss a collaborative training program between the University of Alaska Anchorage and East Carolina University designed to address the SLP shortage in Alaska schools.

How to Recruit, Support, and Retain Speech-Language Pathologists in Public Schools

2020 ◽  
pp. 105268462096606
Author(s):  
Kelly Farquharson ◽  
Michelle Therrien ◽  
Andrea Barton-Hulsey ◽  
Ann F. Brandt
Keyword(s):  
Public Schools ◽  
School Leadership ◽  
The United States ◽  
Evidence Based ◽  
Highly Qualified ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Job Openings ◽  
Language Pathology ◽  
Bureau Of Labor Statistics

Over the past two decades, there has been a persistent shortage of qualified speech-language pathologists (SLPs) across the United States. This shortage is predicted to continue, as data reported by the American Speech Language Hearing Association (ASHA) from the US Bureau of Labor Statistics indicates that there will be a 27% increase in job openings through the year 2028. In some states, the shortage has led to service provision from individuals without a background in speech-language pathology and/or without speech-language pathology certification and licensure. Speech and language services that are delivered by unqualified personnel may lead to inadequate time devoted to therapy—either too much, or too little—which is ultimately unethical, illegal, and expensive. However, there is a real issue at hand for school leadership—and that is: How to recruit, support, and retain highly qualified SLPs? In the current tutorial, we will provide evidence-based action steps for how and why to recruit, support, and retain certified and licensed SLPs. Specifically, we discuss the qualifications of the SLP, roles and responsibilities of school-based SLPs, caseload versus workload considerations, various service delivery models, and a review of SLP job satisfaction research. Throughout the tutorial, we will provide concrete and evidence-based ideas for school leadership to consider when recruiting, supporting, and retaining SLPs.

Speech-Language Pathology Assistants Current State of Affairs

2009 ◽  
Vol 10 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Lemmietta McNeilly
Keyword(s):  
United States ◽  
Public Schools ◽  
The United States ◽  
Speech Language Pathology ◽  
The Public ◽  
School Based ◽  
Current State ◽  
Language Pathology ◽  
Educational Requirements ◽  
State Of Affairs

Abstract The utilization of speech-language pathology assistants (SLPAs) is increasing in the United States particularly in the public schools. The American Speech-Language-Hearing Association provides specific guidelines regarding the training, use, and supervision of (SLPAs; ASHA, 2004). The current state of affairs of SLPAs involves variable requirements across the states to qualify for SLPA credentials. The programs that educate SLPAs have variable technical and curricular requirements, and the educational requirements for regulating SLPAs also vary across the states. School-based SLPs continue to raise questions about the supervision requirements, funding, and reimbursement issues for working with SLPA in schools across the country.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Evidence-Based Practice & Practice-Based Evidence Applied to Adult, Medical Speech-Language Pathology

2013 ◽  
Vol 18 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Rik Lemoncello ◽  
Bryan Ness
Keyword(s):  
Evidence Based Practice ◽  
Single Case ◽  
Quality Data ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Clinical Practices ◽  
High Quality ◽  
Randomized Controlled Clinical Trials ◽  
Relative Paucity ◽  
Language Pathology

In this paper, we review concepts of evidence-based practice (EBP), and provide a discussion of the current limitations of EBP in terms of a relative paucity of efficacy evidence and the limitations of applying findings from randomized controlled clinical trials to individual clinical decisions. We will offer a complementary model of practice-based evidence (PBE) to encourage clinical scientists to design, implement, and evaluate our own clinical practices with high-quality evidence. We will describe two models for conducting PBE: the multiple baseline single-case experimental design and a clinical case study enhanced with generalization and control data probes. Gathering, analyzing, and sharing high-quality data can offer additional support through PBE to support EBP in speech-language pathology. It is our hope that these EBP and PBE strategies will empower clinical scientists to persevere in the quest for best practices.

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