Title:
School-based speech-language pathologists' perceptions of training and competence for telepractice service delivery
Author:
Amanda Elizabeth Spaeth
Thesis Advisor:
Lena Caesar
Committee Member:
Janet Preis
Committee Member:
Brianne Roos
Committee Member:
Steve Fowl
Degree Granting Institution:
Loyola University Maryland--College of Arts and Sciences
Place:
Baltimore (Md.)
Publisher:
Loyola Univeristy Maryland
Date Created:
2021
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
Delivery of speech-language pathology services in the United States public school system dramatically changed in March 2020 due to the COVID-19 pandemic. To comply with the Center for Disease Control’s (CDC) national guidelines, schools implemented distance learning to protect students from the spread of COVID-19, and related service providers (including speech-language pathologists) were mandated to continue providing services via telepractice. The purpose of this study, therefore, was to investigate SLPs’ perceptions of their training adequacy, relevant knowledge and competence for providing telepractice service delivery. The study also investigated SLPs’ familiarity with ASHA’s roles and responsibilities for telepractice service delivery, and their perceptions of competence for providing telepractice services. This study used an online survey-based methodology to collect quantitative and qualitative data from 178 United States school-based speech-language pathologists providing services via telepractice. Results from the study indicated that although the majority of respondents perceived themselves as somewhat competent to implement telepractice service delivery, older SLPs felt less competent and less well-trained than their younger counterparts. Issues related to training, knowledge, familiarity, and perceived levels of competence are also discussed. These findings have implications for future research regarding the quality of training provided by graduate programs and employers.
Subject:
Speech disorders
Subject:
Electronic dissertations
Subject:
Academic theses
Degree:
Master of Science
Level:
Master
Discipline:
Speech-Language-Hearing Pathology
Restrictions on Access:
Author has given permission to make this work available online.
Use and Reproduction:
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Identifier:
SpaethAE-22
