The KASE for telepractice: Examining the knowledge and self-efficacy of speech-language pathologists

This study holds significant implications as it delves into the knowledge and confidence levels of school-based speech-language pathologists (SLPs) in the United States regarding various aspects of telepractice service delivery. Furthermore, we aimed to identify predictors of SLPs' specific self-efficacy for telepractice, a crucial aspect in the field of speech-language pathology.

A total of 514 SLPs working in schools in the U.S. participated in an online survey with four sections: participant demographic information, general self-efficacy, telepractice knowledge, and specific self-efficacy for telepractice.

Respondents indicated the following levels of telepractice knowledge: high knowledge (50.6 %), medium knowledge (24.9 %), and minimal knowledge (24.5 %). In terms of confidence in providing telepractice, respondents reported high confidence (54.4 %), medium confidence (23 %), and low confidence (22.6 %). Notably, SLPs expressed higher confidence levels in telepractice intervention practices than in assessment practices. Several significant positive correlations were found between telepractice knowledge and general and specific self-efficacy, as well as between general and telepractice-specific self-efficacy. Additionally, positive correlations were observed between general self-efficacy and total telepractice training, as well as between telepractice self-efficacy and total training. Using linear regression, we determined that 56 % of the variance in telepractice self-efficacy was predicted by telepractice knowledge and general self-efficacy. Telepractice experience did not emerge as a significant predictor.

The study's findings underscore the importance of enhancing SLPs' telepractice knowledge and general self-efficacy. This can lead to an increase in their telepractice self-efficacy, potentially improving client outcomes. The role of a growth mindset, as reflected through general self-efficacy, in influencing SLPs' self-perceived confidence in telepractice service delivery is highlighted, indicating a need for further investigation. These findings should be considered in the development of preservice training and professional development models for SLPs, emphasizing the need to equip them with the necessary knowledge and confidence for effective telepractice.