Speech and Language Therapists' Views Regarding Their Scope of Practice in Written Language

Area of Science:

• Speech and Language Therapy
• Literacy Studies
• Applied Linguistics

Background:

• Speech and Language Therapists (SLTs) possess expertise in language skills fundamental to both spoken and written communication.
• Unlike in the US and Australia, UK SLTs currently lack specific guidance regarding their professional role in written language.
• This study investigates UK SLTs' perspectives to inform the development of a national position statement.

Purpose of the Study:

• To examine the views of UK-based SLTs concerning their role and scope of practice in written language assessment and intervention.
• To determine the necessity and potential impact of a UK-specific position statement for SLTs in written language.

Main Methods:

• An online survey was administered to 511 SLTs across the UK in 2021.
• The survey collected data on SLTs' self-perceived roles, knowledge, and involvement in written language assessment and intervention.
• Quantitative data analysis was performed using R.

Main Results:

• SLTs working with adults or across all age groups reported greater engagement with written language compared to those exclusively working with children.
• Practitioners already involved in written language interventions held more positive views regarding their professional role.
• A significant majority (89%) of UK SLT respondents endorsed the creation of a UK position statement, with strong support for integrating language-literacy links in university curricula.

Conclusions:

• A clear need exists for UK-specific guidance on the role of SLTs in written language, particularly for those working with children.
• Enhanced pre-registration education and continuing professional development are crucial to address the language-literacy gap.
• Developing a UK position statement and refining educational curricula are key implications for advancing SLT practice in written language.