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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Written language disorders: speech-language pathologists' training, knowledge, and confidence.

Gordon W Blood1, Callie Mamett, Rebecca Gordon

  • 1The Pennsylvania State University, Department of Communication Sciences and Disorders, 308 Ford Building, University Park, PA 16802, USA. f2x@psu.edu

Language, Speech, and Hearing Services in Schools
|August 4, 2010
PubMed
Summary
This summary is machine-generated.

Speech-language pathologists (SLPs) report limited training in written language disorders, relying heavily on on-the-job experience. Confidence in evaluating and treating these disorders is moderate, influenced by practical experience and continued learning.

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Area of Science:

  • Speech-language pathology
  • Written language disorders
  • Clinical education

Background:

  • Written language disorders significantly impact children's academic success.
  • Speech-language pathologists (SLPs) play a crucial role in addressing these challenges.
  • Understanding SLPs' preparedness is vital for effective intervention.

Purpose of the Study:

  • To assess SLPs' perceptions of their training, knowledge, and confidence in evaluating and treating written language disorders.
  • To identify sources of SLPs' knowledge regarding written language disorders.
  • To determine factors predicting SLPs' confidence in this specialized area.

Main Methods:

  • A 6-part survey was developed and administered to 1,000 school-based speech-language pathologists.
  • 599 SLPs from 47 states participated in the study.

Main Results:

  • A majority of SLPs (60.3%) regularly work with children with written language disorders.
  • SLPs perceived their formal education and clinical training as limited in this area.
  • Most SLPs (63.8%) gained knowledge through on-the-job training and reported moderate confidence levels.

Conclusions:

  • Findings highlight gaps in SLPs' preservice and professional development for written language disorders.
  • On-the-job training, general knowledge, convention attendance, and collaboration understanding predict SLP confidence.
  • This research informs targeted training initiatives to enhance SLP expertise in written language disorders.