A Survey of Speech-Language Pathologists' Current Clinical Practices in Setting Mastery Criteria

Area of Science:

• Speech-Language Pathology
• Clinical Practice
• Educational Psychology

Background:

• Mastery criteria in speech-language pathology goal setting are not well-documented.
• Understanding these criteria is crucial for effective therapeutic interventions in schools.

Purpose of the Study:

• To document the mastery criteria selected by school-based speech-language pathologists (SLPs).
• To determine the data collection methods employed by school-based SLPs.
• To examine the rationale behind the chosen mastery criteria.

Main Methods:

• A mixed-methods online survey was distributed to school-based SLPs in the United States.
• The survey included up to 16 items on mastery criteria, data collection, and rationales.
• Quantitative data were analyzed using descriptive statistics, and qualitative data through reflexive thematic analysis.

Main Results:

• 125 school-based SLPs completed the survey.
• The majority reported using an 80% accuracy criterion across three sessions.
• The most common data collection method was trial-by-trial continuous data collection.

Conclusions:

• A prevalent reliance on familiar 80% accuracy thresholds was observed.
• The belief that these criteria promote generalization and retention was the most cited reason.
• Findings suggest a need to better integrate empirical evidence into clinical decision-making for goal setting.