ERIC Number: EJ1433127
Record Type: Journal
Publication Date: 2024-Jul
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0161-1461
EISSN: EISSN-1558-9129
Written Language Practice, Self-Efficacy, and Beliefs: A Survey of Speech-Language Pathologists Working with School-Aged Clients
Language, Speech, and Hearing Services in Schools, v55 n3 p741-755 2024
Purpose: This study examined the clinical practice, self-efficacy, and beliefs about assessing and treating written language among speech-language pathologists (SLPs) working with school-aged clients (aged 5-21 years) in school and non-school settings in the United States. Method: A survey was completed by a nationwide sample of 344 SLPs working with school-aged clients in the United States. Statistical analyses were conducted to determine differences between (a) SLPs' self-efficacy in assessing and treating spoken versus written language and (b) school-based and non-- school-based SLPs' clinical practice, self-efficacy, and beliefs about their roles with written language. Results: All respondents reported significantly lower rates of self-efficacy in assessing and treating written language compared to spoken language, and their self-efficacy had a significant, positive relationship with the amount of clinical time devoted to written language. School-based SLPs devoted a significantly lower percentage of clinical time to written language, had significantly lower self-efficacy in addressing written language, and had lower rates of agreement on statements about their roles and responsibilities with written language compared to non--school-based SLPs. These differences were not found with spoken language. The most prevalent written language needs on respondents' workloads were reported as written expression (69.3%) and reading comprehension (66%). Conclusions: School-based and non--school-based SLPs report different levels of clinical time devoted to written language, self-efficacy in addressing written language, and beliefs about their roles in addressing written language. There is a need to investigate the reasons for these differences and the potential impact of preservice and in-service training in ameliorating them.
Descriptors: Allied Health Personnel, Speech Language Pathology, Preadolescents, Adolescents, Children, Written Language, Writing Evaluation, Self Efficacy, Resource Teachers
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A