scholarly journals Providing Telepractice in Schools During a Pandemic: The Experiences and Perspectives of Speech-Language Pathologists

2021 ◽  
pp. 1-17
Author(s):  
Shannon Hall-Mills ◽  
Lakeisha Johnson ◽  
Melissa Gross ◽  
Don Latham ◽  
Nancy Everhart
Keyword(s):  
Service Delivery ◽  
Technology Use ◽  
The United States ◽  
School Capacity ◽  
Speech Language Pathologists ◽  
Language Services ◽  
School Year ◽  
School Based ◽  
Global Pandemic ◽  
Effective Delivery

Purpose: The main objective of this study was to gain insight into school-based speech-language pathologists' (SLPs') perspectives on and experiences with telepractice as a service delivery model at the onset of the COVID-19 global pandemic. A better understanding of the facilitating and challenging factors that belie telepractice-based services will guide the creation of training and resource development to further support remote speech-language services in schools. Method: Four focus group sessions using a semistructured format were conducted with 22 school-based SLPs from 14 states in the United States. The focus groups provided an opportunity for SLPs to reflect on their telepractice experiences, including pros and cons, necessary knowledge and skills, factors impacting telepractice service delivery, and student and family participation. Inductive thematic analysis was used to describe the collective experiences and perspectives of the participants. Results: Three themes regarding telepractice emerged: technology use, locus of control for decision making, and student and family engagement. Participants reported experiencing a range of successes and challenges when attempting to meet students' needs and identified gaps in resources and school capacity for telepractice. Conclusions: The findings revealed how school SLPs experienced telepractice service delivery during the remote learning portion of the 2019–2020 school year due to the onset of the COVID-19 pandemic. The study increases our understanding of factors that facilitated and challenged the effective delivery of speech-language services via telepractice. To assist SLPs in future telepractice efforts, implications for professional development and further research are provided.

A Survey of U.S. Immigrants: Service Delivery Issues for School-Based SLPs

2013 ◽  
Vol 14 (4) ◽  
pp. 86-94 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
United States ◽  
Service Delivery ◽  
21St Century ◽  
The United States ◽  
Speech Language Pathologists ◽  
Unique Challenge ◽  
School Based ◽  
Practical Implications

In the 21st century, many residents of the United States are immigrants. Increasing numbers of immigrants and their children present a unique challenge for school-based speech-language pathologists (SLPs). In this study, 376 immigrants from 82 different countries were interviewed about a variety of issues, including their greatest challenges living in the United States, as well as their perceptions of SLPs and SLPs’ services. Practical implications are discussed.

scholarly journals Change in School-Based Speech-Language Pathologists' Job Satisfaction During COVID-19 School Closures: Applying the Conservation of Resources Theory

2021 ◽  
pp. 1-12
Author(s):  
Kelly Farquharson ◽  
Sherine Tambyraja ◽  
Jaumeiko Coleman
Keyword(s):  
Job Satisfaction ◽  
Self Efficacy ◽  
The United States ◽  
Conservation Of Resources ◽  
Speech Language Pathologists ◽  
Delivery Methods ◽  
School Closures ◽  
Web Based ◽  
School Based ◽  
Global Pandemic

Purpose: The purpose of this investigation was to explore how school-based speech-language pathologists' (SLPs') job satisfaction changed because of the COVID-19 global pandemic. We situated job satisfaction within the Conservation Resources (COR) theory. Method: We distributed a web-based survey to school-based SLPs throughout the United States. A total of 1,352 SLPs followed the link and 1,069 completed at least 90% of the survey. The survey was composed of four parts: (a) demographic information, (b) obstacles faced during COVID-19 school closures, (c) job satisfaction, and (d) self-efficacy. Self-efficacy was divided into three subscales: decision-making, instructional, and disciplinary. Results: Nearly half (48%, n = 522) of the sample reported a decline in job satisfaction following COVID-19 school closures. Using a binomial logistic regression, we found that time pressures and disciplinary self-efficacy predicted this change in job satisfaction. Individuals who reported higher disciplinary self-efficacy and more pressures on their time were 1.2 times more likely to experience a decline in job satisfaction. Number of obstacles faced, caseload size, years of experience, and the additional two self-efficacy scales were not related to this change. Conclusions: Job satisfaction is considered a malleable resource within the COR theory. Indeed, we observed a change in this resource due to the rapid shift in service delivery methods, paired with variable levels of support and resources from school districts. Our results have implications for how administration may support SLPs in and out of times of acute crises.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

2020 ◽  
Vol 5 (6) ◽  
pp. 1666-1682
Author(s):  
Lena G. Caesar ◽  
Merertu Kitila
Keyword(s):  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
The United States ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Confidence Levels ◽  
Graduate School Preparation ◽  
Graduate Preparation ◽  
Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

scholarly journals Dysphagia Management in Schools: A Survey of Speech-Language Pathologists

2020 ◽  
Vol 5 (2) ◽  
pp. 527-546
Author(s):  
Catherine Felicetti ◽  
Kelly Richardson ◽  
Angela Mansolillo
Keyword(s):  
Service Provision ◽  
Treatment Plan ◽  
The United States ◽  
Speech Language Pathologists ◽  
School Based ◽  
Study Results ◽  
Wide Range ◽  
Pediatric Feeding ◽  
Survey Responses

Purpose To date, few studies have examined school-based pediatric feeding and swallowing practices across the United States. This study aims to (a) identify barriers to feeding and swallowing service provision in an educational setting and (b) identify the types of service suggested by school-based speech-language pathologists in response to a fictional case study. Method School-based speech-language pathologists and clinical fellows were invited to participate in a 15-min web-based survey. The survey questions addressed demographic and vocational information and perceived barriers to service provision. Survey respondents were also asked to develop a treatment plan in response to a fictional case study. In total, 200 anonymous survey responses were coded and analyzed using qualitative analysis methods. Results A number of barriers to practice were identified, which include academic and/or clinical preparedness and concerns related to the educational relevance of service. Analysis of the case study results indicated a wide range of treatment plans. The most common type of direct intervention suggested was an oral motor exercise regime, followed by diet modifications, and the implementation of safe swallow strategies. Conclusions Information gained in this study may be used to support policies and protocols related to the assessment and treatment of pediatric feeding and swallowing impairment in school settings.

scholarly journals Pediatric Speech-Language Pathologists’ Use of Mobile Health Technology: Qualitative Questionnaire Study (Preprint)

2019 ◽  
Author(s):  
Kelsey Thompson ◽  
Emily Zimmerman
Keyword(s):  
Parent Education ◽  
Technology Use ◽  
Online Survey ◽  
Mobile Apps ◽  
Clinical Work ◽  
The United States ◽  
Mobile App ◽  
Future Research ◽  
Age Group ◽  
Speech Language Pathologists

BACKGROUND While technology use in pediatric therapies is increasing, there is so far no research available focusing on how pediatric speech-language pathologists (SLPs) in the United States use technology. OBJECTIVE This paper sought to determine if, and to what extent, pediatric SLPs are using mobile apps, to determine what purpose they are using them for, and to identify gaps in available technology to provide guidance for future technological development. METHODS Pediatric SLPs completed an online survey containing five sections: demographics, overall use, use in assessment, use in intervention, barriers, and future directions. RESULTS Mobile app use by 485 pediatric SLPs in the clinical setting was analyzed. Most (364/438; 83.1%) pediatric SLPs reported using technology ≤50% of the time in their clinical work, with no differences evident by age group (&lt;35 years and ≥35 years; <italic>P</italic>=.97). Pediatric SLPs are currently using apps for intervention (399/1105; 36.1%), clinical information (241/1105; 21.8%), parent education (151/1105; 13.7%), assessment (132/1105; 12%), client education (108/1105; 9.8%), and other uses (55/1105; 5.0%). Cost (46/135; 34.1%) and lack of an evidence base (36/135; 26.7%) were the most frequently reported barriers. Most SLPs (268/380; 70.7%) desired more technology use, with no difference evident by age group (<italic>P</italic>=.81). CONCLUSIONS A majority of pediatric SLPs are using mobile apps less than 50% of the time in a pediatric setting and they use them more during intervention compared to assessment. While pediatric SLPs are hesitant to add to their client’s screen time, they would like more apps to be developed that are supported by research and are less expensive. Implications for future research and app development are also discussed.

Speech-Language Pathologists’ Perceived Competence in Working With Culturally and Linguistically Diverse Clients in the United States

2020 ◽  
pp. 152574012091520
Author(s):  
Sabiha Parveen ◽  
Siva priya Santhanam
Keyword(s):  
United States ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
The United States ◽  
Perceived Competence ◽  
Culturally And Linguistically Diverse ◽  
English Speakers ◽  
Speech Language Pathologists ◽  
Preservice Training ◽  
English Speaking

A clinician’s perceived competence determines his or her ability to attain clinical outcomes and persevere through challenging situations. This study examined the perceived competence of 337 speech-language pathologists (SLPs), including monolingual and bilingual, working with culturally and linguistically diverse (CLD) clients within the United States. Results indicated comparable competence levels of both monolingual and bilingual SLPs in their service delivery to monolingual English-speaking clients. However, bilingual SLPs reported significantly higher competency than monolingual SLPs while working with non-English-speaking clients in different areas of service delivery, including speech and language assessment, dealing with challenging clinical situations, and responding to questions regarding intervention outcomes. It is likely that language concordance, awareness, and understanding of linguistic and cultural expectations of non-English-speakers help surpass communication barriers leading to increased perceived competence among bilingual SLPs. This study summarizes persisting challenges in service delivery of CLD populations and possible recommendations for preservice training of SLPs.

Speech-Language Pathologists and Inclusive Service Delivery: What Are the First Steps?

2014 ◽  
Vol 15 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Lyndsey Pollack Zurawski
Keyword(s):  
Service Delivery ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
Speech Language Pathologists ◽  
Roles And Responsibilities ◽  
Service Delivery Models ◽  
School Based ◽  
Delivery Models

Changing service delivery models can be difficult for a variety of reasons. The expanding roles and responsibilities of school-based speech-language pathologists (SLPs) along with the implementation of Common Core State Standards (CCSS) only create more pressure. Implementation of the CCSS does not have to be an anxiety driven task. School-based SLPs can accept the challenge of providing inclusive-based services to meet the diverse needs of the SLPs caseload while providing educationally relevant services.

Missing School-Based Data due to COVID-19: Some Guidelines

2020 ◽  
Author(s):  
Jessica A. R. Logan
Keyword(s):  
Missing Data ◽  
Data Collection ◽  
Educational Research ◽  
Research Note ◽  
School Buildings ◽  
Research Strategies ◽  
Critical Data ◽  
School Year ◽  
School Based ◽  
Global Pandemic

In the wake of a global pandemic, most school buildings closed for the 2019-2020 school year two or three months early, while universities and research firms forced all in-person data collection to stop. Education scientists testing the efficacy or effectiveness of particular interventions were forced to abruptly stop data collection prior to collecting the critical data on children’s end-of school year progress. Methodological researchers have spent years developing ways to accommodate missing data into research strategies, both retrospectively and prospectively. In this research note, I discuss the potential educational research scenarios, and how missing data theory and methods can be applied to data collected during COVID-19 school year, allowing researchers to maximize the time, effort, and resources invested in their previously collected data.

Getting into the Classroom and Making it Work!

1990 ◽  
Vol 21 (2) ◽  
pp. 110-113 ◽  
Author(s):  
Susan S. Christensen ◽  
Catherine H. Luckett
Keyword(s):  
School District ◽  
Service Delivery ◽  
Elementary Students ◽  
Regular Education ◽  
Speech Language Pathologists ◽  
San Luis ◽  
School Based ◽  
Whole Class ◽  
Unified School District

Since 1988, speech-language pathologists of the San Luis Coastal Unified School District (San Luis Obispo, California) have met the needs of some elementary students with speech-language IEPs by providing "whole class" language experiences in the regular education classroom. This paper provides techniques that the authors have found effective in this type of service delivery and suggestions to aid other school-based speech-language professionals in initiating such a model.

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