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.

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 Effectiveness of the Fun for Wellness Web-Based Behavioral Intervention to Promote Physical Activity in Adults With Obesity (or Overweight): Randomized Controlled Trial

10.2196/15919 ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. e15919 ◽  
Author(s):  
Nicholas D Myers ◽  
Adam McMahon ◽  
Isaac Prilleltensky ◽  
Seungmin Lee ◽  
Samantha Dietz ◽  
...  
Keyword(s):  
Physical Activity ◽  
Direct Effect ◽  
Behavioral Intervention ◽  
Self Efficacy ◽  
Controlled Trial ◽  
The United States ◽  
Web Based ◽  
Randomized Controlled ◽  
Global Pandemic ◽  
Insufficient Physical Activity

Background Insufficient physical activity in the adult population is a global pandemic. Fun for Wellness (FFW) is a self-efficacy theory- and Web-based behavioral intervention developed to promote growth in well-being and physical activity by providing capability-enhancing opportunities to participants. Objective This study aimed to evaluate the effectiveness of FFW to increase physical activity in adults with obesity in the United States in a relatively uncontrolled setting. Methods This was a large-scale, prospective, double-blind, parallel-group randomized controlled trial. Participants were recruited through an online panel recruitment company. Adults with overweight were also eligible to participate, consistent with many physical activity–promoting interventions for adults with obesity. Also consistent with much of the relevant literature the intended population as simply adults with obesity. Eligible participants were randomly assigned to the intervention (ie, FFW) or the usual care (ie, UC) group via software code that was written to accomplish equal allocations to the FFW and UC groups. Data collection was Web based, fully automated, and occurred at three time points: baseline, 30 days after baseline (T2), and 60 days after baseline (T3). Participants (N=461) who were assigned to the FFW group (nFFW=219) were provided with 30 days of 24-hour access to the Web-based intervention. A path model was fit to the data consistent with the FFW conceptual model for the promotion of physical activity. Results There was evidence for a positive direct effect of FFW on transport-related physical activity self-efficacy (beta=.22, P=.02; d=0.23), domestic-related physical activity self-efficacy (beta=.22, P=.03; d=0.22), and self-efficacy to regulate physical activity (beta=.16, P=.01; d=0.25) at T2. Furthermore, there was evidence for a positive indirect effect of FFW on physical activity at T3 through self-efficacy to regulate physical activity at T2 (beta=.42, 95% CI 0.06 to 1.14). Finally, there was evidence for a null direct effect of FFW on physical activity (beta=1.04, P=.47; d=0.07) at T3. Conclusions This study provides some initial evidence for both the effectiveness (eg, a positive indirect effect of FFW on physical activity through self-efficacy to regulate physical activity) and the ineffectiveness (eg, a null direct effect of FFW on physical activity) of the FFW Web-based behavioral intervention to increase physical activity in adults with obesity in the United States. More broadly, FFW is a scalable Web-based behavioral intervention that may effectively, although indirectly, promote physical activity in adults with obesity and therefore may be useful in responding to the global pandemic of insufficient physical activity in this at-risk population. Self-efficacy to regulate physical activity appears to be a mechanism by which FFW may indirectly promote physical activity in adults with obesity. Trial Registration ClinicalTrials.gov, identifier: NCT03194854; https://clinicaltrials.gov/ct2/show/NCT03194854.

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.

scholarly journals Evidence from internet search data shows information-seeking responses to news of local COVID-19 cases

2020 ◽  
Vol 117 (21) ◽  
pp. 11220-11222 ◽  
Author(s):  
Ana I. Bento ◽  
Thuy Nguyen ◽  
Coady Wing ◽  
Felipe Lozano-Rojas ◽  
Yong-Yeol Ahn ◽  
...  
Keyword(s):  
Information Seeking ◽  
Public Discourse ◽  
Public Information ◽  
The United States ◽  
School Closures ◽  
The Public ◽  
Global Pandemic ◽  
First Case ◽  
Search Data ◽  
Collective Attention

The COVID-19 outbreak is a global pandemic with community circulation in many countries, including the United States, with confirmed cases in all states. The course of this pandemic will be shaped by how governments enact timely policies and disseminate information and by how the public reacts to policies and information. Here, we examine information-seeking responses to the first COVID-19 case public announcement in a state. Using an event study framework for all US states, we show that such news increases collective attention to the crisis right away. However, the elevated level of attention is short-lived, even though the initial announcements are followed by increasingly strong policy measures. Specifically, searches for “coronavirus” increased by about 36% (95% CI: 27 to 44%) on the day immediately after the first case announcement but decreased back to the baseline level in less than a week or two. We find that people respond to the first report of COVID-19 in their state by immediately seeking information about COVID-19, as measured by searches for coronavirus, coronavirus symptoms, and hand sanitizer. On the other hand, searches for information regarding community-level policies (e.g., quarantine, school closures, testing) or personal health strategies (e.g., masks, grocery delivery, over-the-counter medications) do not appear to be immediately triggered by first reports. These results are representative of the study period being relatively early in the epidemic, and more-elaborate policy responses were not yet part of the public discourse. Further analysis should track evolving patterns of responses to subsequent flows of public information.

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.

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.

COVID-19 and the Changes in Daily Streaming Behavior of Consumers in the United States

2021 ◽  
Vol 8 (3) ◽  
pp. 26-39
Author(s):  
Wesley S. Boyce ◽  
Joseph Morris ◽  
Patrick M. Tracy
Keyword(s):  
Social Media ◽  
Professional Sports ◽  
The United States ◽  
Educational Institutions ◽  
School Closures ◽  
Internet Users ◽  
Global Pandemic ◽  
Media Platform ◽  
Sports Leagues ◽  
Novel Coronavirus

In response to the 2019 novel coronavirus (COVID-19) pandemic, many aspects of day-to-day life were considerably altered. Professional sports leagues, educational institutions, public worship, and workplace closures were commonplace. Quarantines and lockdowns put public life on hold due to social distancing requirements. As a result, internet users increased their web activity as a way of staying connected and passing the time. In this manuscript, streaming activity on Facebook Gaming, YouTube Gaming, Mixer, and Twitch is analyzed to discover changes in consumption. It is compared to school closures and stay-at-home orders in US states to better understand changes in social media platform utilization during the global pandemic. This helps to provide insights into user patterns that firms can consider in planning their future social media efforts.

scholarly journals Capturing a Moment in Time: A Survey of School-Based Speech-Language Pathologists' Experiences in the Immediate Aftermath of the COVID-19 Public Health Emergency

2020 ◽  
Vol 5 (6) ◽  
pp. 1735-1749
Author(s):  
Lesley Sylvan ◽  
Erica Goldstein ◽  
Megan Crandall
Keyword(s):  
Public Health ◽  
The United States ◽  
Public Health Emergency ◽  
Speech Language Pathologists ◽  
Personal Lives ◽  
Face To Face ◽  
Self Confidence ◽  
School Based ◽  
Key Issues ◽  
Personal Challenges

Purpose Data collected by the American Speech-Language-Hearing Association in the spring of 2020 showed that most speech-language pathologists (SLPs) experienced a moderate to major impact on their work practices as a result of the COVID-19 public health emergency. This study focused on gaining a deeper understanding of the experiences of school-based SLPs at this unique moment in time. Method This study involved a survey of 280 school-based SLPs working across the United States in May 2020. The results of the survey were analyzed both qualitatively and quantitatively to identify key themes and trends related to participants' confidence levels, workload changes, and personal challenges. Results Results indicated that SLPs faced variation in the guidance, communication, and resources they were provided by employers and variations regarding the timelines and expectations for the pivot from traditional face-to-face school services to remote services. Few SLPs had previous experience with teletherapy, and many reported low levels of self-confidence and large increases in their workload. Additionally, SLPs faced high levels of stress in their personal lives. Conclusions Despite the challenges faced, participants largely reported they were able to adapt with the support of the SLP community. Participants reported concerns regarding the relative success of their students under new service delivery models, especially for students from disadvantaged groups, and worries regarding future legal challenges. This study identifies key issues to consider with respect to speech-language services in schools as the COVID-19 public health emergency continues to unfold.

Confidence of School-Based Speech-Language Pathologists and School Psychologists in Assessing Students With Hearing Loss and Other Co-Occurring Disabilities

2019 ◽  
Vol 50 (2) ◽  
pp. 224-236 ◽  
Author(s):  
Monica P. Muncy ◽  
Sarah E. Yoho ◽  
Maryellen Brunson McClain
Keyword(s):  
Hearing Loss ◽  
School Psychologists ◽  
Professional Training ◽  
Online Survey ◽  
Interdisciplinary Collaboration ◽  
The United States ◽  
Professional Organizations ◽  
Speech Language Pathologists ◽  
School Based ◽  
Children With Hearing Loss

PurposeThis study assessed the confidence of speech-language pathologists (SLPs) and school psychologists (SPs) in working with children with hearing loss (HL) and other co-occurring disabilities. Professionals' opinions on barriers to and importance of interdisciplinary collaboration were also of interest.MethodA 59-item online survey was distributed to SLPs and SPs in the United States through state professional organizations and social media posts. A total of 320 respondents completed the survey and met criteria. Perceptions of confidence across 5 different skill set types were assessed, along with experiences and attitudes concerning professional training and interdisciplinary collaboration.ResultsA 2-way analysis of variance revealed significant main effects of profession and skill set type on professionals' confidence in assessing a student with HL and other co-occurring disabilities, as well as their confidence in determining the etiology of a student's difficulties. Results from a multiple linear regression revealed the number of students worked with who have HL and the amount of training in graduate school as significant predictors of confidence in both aforementioned skill set types. Results indicate that respondents value interdisciplinary collaboration but that time and access to other professionals are barriers to collaboration.ConclusionsResults of the current study indicate that many school-based SLPs and SPs have insufficient training or experience in working with students who have HL and other co-occurring disabilities. Limited training and experience with this unique population among practitioners have the potential to affect the quality of services provided to these students and thus need to be addressed within the school system and the fields of school psychology and speech-language pathology.Supplemental Materialhttps://doi.org/10.23641/asha.7772867

Perceptions of Job Stress and Satisfaction Among School-Based SLPs: Challenges Versus Rewards

2008 ◽  
Vol 9 (4) ◽  
pp. 126-134 ◽  
Author(s):  
Lena G. Caesar ◽  
Nickola Wolf Nelson
Keyword(s):  
Job Satisfaction ◽  
Job Stress ◽  
Survey Design ◽  
Speech Language Pathologists ◽  
Related Factors ◽  
Factors Affecting ◽  
School Based ◽  
Significant Relationships ◽  
Employment Factors ◽  
Low Levels

Abstract This study utilized a survey design to gather information regarding caseload and employment factors affecting school-based speech-language pathologists' (SLP) perceptions of job stress and job satisfaction. Results indicated that respondents experienced relatively low levels of job stress and high levels of job satisfaction. The majority of respondents (95%) reported being somewhat satisfied or very satisfied with their jobs, while only one-third of respondents (35%) reported experiencing serious work problems. With the exception of caseload size, no significant relationships were found between caseload factors and job stress or satisfaction. However, one employment factor (paperwork) was a consistent predictor of all three stress measures. An analysis of open-ended responses indicated that responding SLPs were more challenged by employment-related factors than by student-related issues. Implications regarding the critical shortage of SLPs will be presented.

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