Written Language Practice, Self-Efficacy, and Beliefs: A Survey of Speech-Language Pathologists Working With School-Aged Clients

Author:

Yi Julia J.1ORCID,Erickson Karen A.2ORCID

Affiliation:

1. Division of Speech and Hearing Sciences, Department of Health Sciences, The University of North Carolina at Chapel Hill

2. Center for Literacy and Disability Studies, Division of Speech and Hearing Sciences, Department of Health Sciences, The University of North Carolina at Chapel Hill

Abstract

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 nonschool 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. Supplemental Material: https://doi.org/10.23641/asha.25511047

Publisher

American Speech Language Hearing Association

Reference46 articles.

1. The effects of reading comprehension on the performance in science and mathematics;Akbasli S.;Journal of Education and Practice,2016

2. American Speech-Language-Hearing Association. (n.d.-a). Implementation of Common Core State Standards. https://www.asha.org/slp/schools/implications/

3. American Speech-Language-Hearing Association. (n.d.-b). Private practice in speech-language pathology. https://www.asha.org/slp/Private-Practice-in-Speech-Language-Pathology/

4. American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Position Statement]. https://www.asha.org/policy/ps2001-00104

5. American Speech-Language-Hearing Association. (2010). Roles and responsibilities of speech-language pathologists in schools [Position Statement]. https://www.asha.org/policy/PS2010-00318/

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3