Predictors of Comfort Level in Speech-Language Pathologists Working With Students With Attention-Deficit/Hyperactivity Disorder

Abstract

Purpose Students with attention-deficit/hyperactivity disorder (ADHD) often demonstrate language deficits requiring speech-language pathologist (SLP) interventions. With the number of students diagnosed with ADHD on the rise, SLPs are being called upon increasingly to address the needs of these students. Ensuring SLPs are comfortable treating students with ADHD is of growing importance. To date, there is limited evidence examining what factors may predict how comfortable SLPs are working with students with ADHD. This study investigated the relationships between variables to better predict comfort levels of school SLPs in their management of students with ADHD. Method A total of 86 school SLPs from the American Speech-Language-Hearing Association's Special Interest Groups 1 (Language, Learning and Education) and 16 (School-Based Issues) whose clinical caseloads included students diagnosed with ADHD participated in an anonymous, online survey to determine the relationship between various factors and SLPs' comfort level when working with students with ADHD. Results Correlations revealed feeling adequately trained predicted SLPs' comfort level in working with students with ADHD. SLPs who either received coursework that included content regarding ADHD in school or sought out professional development reported feeling adequately trained. Regression analyses revealed feeling adequately trained and having a reasonable caseload as significant predictors of SLPs' comfort level. Conclusions Not all SLPs were comfortable working with students with ADHD. Many sought courses to increase their level of comfort, and many did not feel adequately trained. Results suggest the need for SLPs to have more preparation about managing ADHD prior to beginning their professional clinical careers.