Identification of Gaps in Training, Research, and School-Based Practice: A Survey of School-Based Speech-Language Pathologists

Purpose Speech-language pathologists (SLPs) encounter many challenges in the school environment. We sought to identify school-based SLPs' needs in the areas of training and research to support school-based practice. Method We collected surveys from 145 school-based SLPs practicing in Wisconsin. Respondents were asked to describe aspects of preservice training that most and least prepared them for school-based practice. Respondents next described training needs for early-career SLPs and desired topics for general professional development. Respondents then described research topics that require further study to advance school-based practice. After completing this series of open-ended questions, the respondents completed a series of preferential-ranking questions about general needs for training and research. We employed mixed methods to analyze the data, using grounded theory for the qualitative analysis. Results During preservice training, respondents most valued the applied aspects of their training. Respondents noted that early-career SLPs require significant support, particularly with the professional responsibilities of school-based practice (e.g., individualized education programs, interprofessional practice, and scheduling). When describing general professional development and research needs, the respondents placed high value on practical topics that have clear implications for school-based practice. Conclusions Understanding the perceived needs of school-based SLPs can assist in designing training supports and ensuring that the developing evidence base is relevant to SLPs practicing in the schools. This exploration-stage study established a foundation for future testing of implementation initiatives to fill gaps in school-based practice.

First-Year Graduate Clinicians' Perceptions of Synchronous Telepractice Delivery

Purpose Telepractice in speech-language pathology is a continually evolving part of clinical service delivery. Despite its popularity, little evidence exists on how to educate beginning-level student clinicians in telepractice provision. The purpose of this study is to assess the perceived comfort level of first-year graduate clinicians providing telepractice services during the COVID-19 pandemic. Identifying these perceptions and potential challenges allows faculty and clinic supervisors to improve their instruction for telepractice service delivery. Method Survey data were collected from graduate clinicians ( n = 23) during the onset of the COVID-19 pandemic regarding their perceptions of telepractice-based clinical service delivery. Results All student clinicians surveyed had accrued between 1 and 15 hr of telepractice hours during the Spring 2020 semester (February–May 2020). Student clinicians were largely comfortable finding evidence to support therapies, providing basic therapeutic services, and completing clinical documentation for telepractice sessions. They noted challenges in using cloud-based computing software and selecting appropriate therapeutic intervention approaches for telepractice services. Conclusion The findings from this study may provide insight into preservice training using telepractice and yield recommendations in integrating telepractice into early graduate training curricula.

Finding the Sweet Spot: The Intersection of Technology, Pedagogy, and Mathematics in Preservice Training

The purpose of this research was to look critically at successful technology integration in teacher preparation programs. Researchers used the Technology, Pedagogy and Content Knowledge (TPACK) framework developed by Mishra and Koehler (2006) to provide a lens that quantitatively and qualitatively examines student knowledge. Data was collected for three years to see if the development of TPACK had increased in pre-service teachers. Results from the study found that the pre-service teachers developed pedagogical knowledge more than any other constructs, followed by content knowledge, and finally technological knowledge. This knowledge can help us learn how to instruct future teachers more seamlessly in methods for integrating technology into the K-12 classroom, without compromising the content or pedagogy. These three areas (TK, CK, and PK) can be developed independently, but in order for TPACK to truly evolve and successful learning to happen in the classroom, having overlap between these separate content knowledge constructs is imperative.

Are Australian speech-language therapists working in the literacy domain with children and adolescents? If not, why not?

A cross-sectional online survey was completed by 219 speech-language therapists (SLTs) to explore their views and practices when working with children and adolescents who have literacy difficulties. They were recruited via 11 workshops hosted by Speech Pathology Australia, held across Australia and completed the survey prior to attending their respective workshop. Participants reported overwhelming support for SLTs to work with students struggling to learn literacy and supported not only a role for SLTs to work with children in the preschool years to promote readiness to learn to read at school, but also a role for services to students beyond the early years of school. While SLTs valued specific clinical and collaborative activities, a significant gap was found between their perceived feasibility of those activities and their perceived value. Results show SLTs are less confident providing written support to students than they are in providing phonological awareness and vocabulary interventions. While SLTs clearly value their role in the literacy domain, this study highlights evident gaps in preservice training in this area, as well as a need for improved SLT and teacher knowledge exchange, and collaboration in supporting children and adolescents with literacy difficulties.

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

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.

Using the Study Abroad Experience to Augment Preservice Teachers’ Practicum

Preservice training for secondary-school teachers in Japan has been criticized as inconsistent and ineffective and is seen to have little influence on their teaching repertoire. Early career teachers tend to be more strongly influenced by their experiences as students and their observation of senior teachers. However, they lack training in how to effectively observe lessons. In this study, we explored preservice teachers using classroom-observation rubrics while studying abroad as a method to encourage them to observe other teachers’ lessons more effectively. Results show that these preservice teachers noted aspects of their teacher’s classroom practice including flexibility in the pace and flow of the lesson, techniques for classroom management, and attention to students’ individual needs and progress. Results also indicate that the relatively simple intervention, introducing a classroom-observation rubric and encouraging discussion about it, was a catalyst for students to become reflective and critical observers of senior teachers’ classroom practice. 日本の中等教育向けの教職課程は、一貫性がなく、効果がないと言われている。実践的指導力の養成に与える影響は弱い。若手教員はむしろ、自身の学生時代の経験や先輩教員の授業観察を通して、より強い影響を受けているようだ。しかし、教職課程の学生には、授業を効果的に観察するための訓練の機会が不足している。本稿では、海外研修プログラムに参加中の教員志望の学生に、先輩教員の授業を効果的に観察する方法として授業観察の注意項目を提示し、その結果を調査した。研究対象者は、授業中の教員がとる、進め方の調整や、全体をまとめつつ、学生ひとりひとりにあった働きかけを行うといった授業運営の特徴への気づきがあった。また、この授業観察時の注意項目を提示し、気づいた点を話し合うといった比較的単純な作業によって、研究対象者が先輩教員の授業をより意識的かつ批判的に観察できるようになった。