Year: 2022
Type: preprint
Study design: Observational Study
Abstract: PurposeAs critical shortages of school speech-language pathologists (SLPs) continue, it is important to gain a better understanding of the barriers they face in order to mitigate them. In contrast to previous surveys that report challenges identified by school-based SLPs, the present study investigated which workplace- and student-related barriers are perceived as having the greatest impact on clinical practice, and how these may differ as a function of caseload size and years of experience. MethodSchool-based SLPs completed a web-based questionnaire addressing barriers of efficient and effective clinical practice. The questionnaire was either partially or fully completed by 422 SLPs who work with children.ResultsFour workplace-related barriers reported as having the greatest impact were caseload size, preparation time, scheduling around other workplace commitments, and school/state policies. Four student-related barriers identified as having the greatest impact were inappropriate student behaviors, severity of student’s disorder(s), parent/family motivation, and student attendance. Logistic regressions indicated that SLPs’ years of experience was not a significant predictor of barriers, but caseload size was a significant predictor of SLPs perceiving caseload size, preparation time, and school/state policies as barriers. Respondents perceived scheduling and inappropriate student behaviors as barriers regardless of caseload size.ConclusionsThis study identified clinical practice barriers most frequently identified as having the greatest impact on school SLP practice. Because large caseload size likely exacerbates other challenges, an increased use of workload, rather than caseload, approaches to practice management could have a positive impact on school SLPs’ effectiveness, job satisfaction, and retention.
Institution: Idaho State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W4281285932