ERIC Number: EJ1314576
Record Type: Journal
Publication Date: 2020-Feb
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2381-473X
EISSN: N/A
School-Based Practicum: Exploring the Experiences of Student Clinicians, Supervisors, and New Employees
Giess, SallyAnn; Bland, Lauren E.; Farrell, C. Collin
Perspectives of the ASHA Special Interest Groups, v5 n1 p269-281 Feb 2020
Purpose: Data collected by the American Speech-Language-Hearing Association (ASHA) consistently show that over 50% of ASHA-certified speech-language pathologists (SLPs) are employed in a school-based setting. In such a setting, SLPs address a wide range of disorder areas. Key components of preparation for school-based practice are focused academic coursework, the clinical practicum in a school setting, and practicum supervisors who serve as key figures in training graduate students. This survey focused on the experiences and opinions of three groups: (a) graduate student clinicians who have completed a school-based practicum, (b) supervisors in the schools, and (c) new school-based SLPs. Method: Convenience sampling was used to survey newly practicing school-based SLPs and school-based supervisors as well as graduate student clinicians at universities in the mid-south who have completed a school-based practicum. Surveys were posted to two ASHA Special Interest Groups and disseminated by selected graduate program directors to graduate student clinicians. Results were analyzed to measure satisfaction with preparation for school-based service. Surveys were completed electronically and analyzed both qualitatively and quantitatively for consistent themes and trends in responses. Results: A total of 252 respondents completed the survey, the majority being school-based supervisors. Graduate clinicians and speech-language pathology supervisors shared similar attitudes regarding graduate clinician preparation for a school-based practicum, with most students indicating they received good or extensive preparation and, similarly, supervisors indicating that graduate students were adequately or well prepared. Differences were found in expectations between groups of what graduate students should know, skills identified as needing better development, and what is important for successful practice in the schools. Conclusions: Many factors contribute to the success of a clinical practicum. While students, supervisors, and new employees share beliefs in what is important and have similar confidence in preparedness, there are differences in expectations between groups as well. Communication between university training programs, school-based supervisors, and dedicated coursework to school-based practice are key factors in the successful preparation of school-based clinicians.
Descriptors: Speech Language Pathology, Allied Health Personnel, Practicums, Graduate Students, Student Attitudes, Supervisors, Evidence Based Practice, Caseworker Approach, Practicum Supervision
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 800-638-8255; Fax: 301-296-8580; e-mail: perspectives@asha.org; https://perspectives.pubs.asha.org/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A