Written language disorders: Speech-language pathologists' training, knowledge, and confidence

Gordon W. Blood, Callie Mamett, Rebecca Gordon, Ingrid Maria Blood

Research output: Contribution to journalArticlepeer-review

16 Scopus citations

Abstract

Purpose: This study examined speech-language pathologists' (SLPS') perceptions of their (a) educational and clinical training in evaluating and treating written language disorders, (b) knowledge bases in this area, (c) sources of knowledge about written language disorders, (d) confidence levels, and (e) predictors of confidence in working with written language disorders. Method: A 6-part survey was developed and was mailed to 1,000 school-based SLPS. Results: SLPS (n = 599) practicing in 47 states responded to the survey. A majority (60.3%) reported working with a child with a written language disorder either weekly or daily. SLPS described their educational and clinical training as "limited" in the evaluation and treatment of children with written language disorders. The average SLP stated feeling "somewhat confident" to evaluate and treat written language disorders, and 63.8% reported that they received most of their knowledge through "on-the job" training. Confidence was related to four variables: on-the-job training, general knowledge about written language disorders, attendance at conventions, and understanding of collaborative efforts. Conclusion: Our findings provide information about SLPS' training, knowledge, and confidence about written language beyond anecdotal reports and fill research gaps regarding SLPS' preservice and professional development needs. Predictors of confidence are discussed.

Original languageEnglish (US)
Pages (from-to)416-426
Number of pages11
JournalLanguage, Speech, and Hearing Services in Schools
Volume41
Issue number4
DOIs
StatePublished - Oct 1 2010

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

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