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ERIC Number: EJ909120
Record Type: Journal
Publication Date: 2010-Oct
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0161-1461
Written Language Disorders: Speech-Language Pathologists' Training, Knowledge, and Confidence
Blood, Gordon W.; Mamett, Callie; Gordon, Rebecca; Blood, Ingrid M.
Language, Speech, and Hearing Services in Schools, v41 n4 p416-428 Oct 2010
Purpose: This study examined speech-language pathologists' (SLPs') perceptions of their (a) educational and clinical training in evaluating and treating written language disorders, (b) knowledge bases in this area, (c) sources of knowledge about written language disorders, (d) confidence levels, and (e) predictors of confidence in working with written language disorders. Method: A 6-part survey was developed and was mailed to 1,000 school-based SLPs. Results: SLPs (n = 599) practicing in 47 states responded to the survey. A majority (60.3%) reported working with a child with a written language disorder either weekly or daily. SLPs described their educational and clinical training as "limited" in the evaluation and treatment of children with written language disorders. The average SLP stated feeling "somewhat confident" to evaluate and treat written language disorders, and 63.8% reported that they received most of their knowledge through "on-the job" training. Confidence was related to four variables: on-the-job training, general knowledge about written language disorders, attendance at conventions, and understanding of collaborative efforts. Conclusion: Our findings provide information about SLPs' training, knowledge, and confidence about written language beyond anecdotal reports and fill research gaps regarding SLPs' preservice and professional development needs. Predictors of confidence are discussed.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States