Training on Childhood Apraxia of Speech: Experiences of Speech-Language Pathologists.

IF 2.3 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

American Journal of Speech-Language Pathology Pub Date : 2025-06-02 DOI:10.1044/2025_AJSLP-24-00224

Sydney Keller, Hannah Valentine, Daphna Harel, Maria I Grigos

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引用次数: 0

Abstract

Purpose: The diagnosis and treatment of childhood apraxia of speech (CAS) remains a clinical challenge for many speech-language pathologists (SLPs). Given this, it is imperative to understand how SLPs learn about CAS during graduate school and throughout their careers.

Method: In the current study, American Speech-Language-Hearing Association-certified SLPs who practice in the United States and work with young children completed a 32-item online survey. Survey items aimed to understand SLPs' experiences learning about CAS during graduate school and through continuing education (CE). Respondents were evaluated on their knowledge of diagnosing and treating CAS (against an expert consensus). Finally, the survey sought to investigate how respondents' learning experiences related to their knowledge of diagnosing and treating CAS.

Results: In total, 346 clinicians completed the survey. Reliance on CE (p < .001) and scientific literature in SLP (p < .01) were found to be the only positive significant predictors of CAS knowledge. No graduate school experiences positively predicted CAS knowledge. The majority of clinicians indicated being unprepared to diagnose and treat CAS based on their graduate-level education but reported high levels of satisfaction for CE resources for CAS.

Conclusions: Results of this study highlight challenges in graduate program models for training on CAS. Implications for graduate program models are discussed.

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儿童言语失用症的训练：语言病理学家的经验。

目的：儿童言语失用症（CAS）的诊断和治疗仍然是许多言语语言病理学家（slp）面临的临床挑战。鉴于此，必须了解slp在研究生院和整个职业生涯中如何学习CAS。方法：在当前的研究中，美国言语语言听力协会认证的在美国执业并与幼儿一起工作的slp完成了一项32项的在线调查。调查项目旨在了解学生在研究生期间和通过继续教育（CE）学习CAS的经验。受访者评估他们的知识诊断和治疗CAS（反对专家共识）。最后，调查试图调查受访者的学习经历与他们诊断和治疗CAS的知识之间的关系。结果：共有346名临床医生完成了调查。对CE的依赖（p < 0.001）和SLP中的科学文献（p < 0.01）被发现是CAS知识的唯一正显著预测因子。没有研究生院经历正向预测CAS知识。大多数临床医生表示，基于其研究生水平的教育，他们没有准备好诊断和治疗CAS，但报告了对CAS的CE资源的高满意度。结论：本研究的结果突出了CAS研究生培养模式的挑战。讨论了研究生课程模型的含义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

American Journal of Speech-Language Pathology AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATION

CiteScore

4.30

自引率

11.50%

发文量

353

审稿时长

>12 weeks

期刊介绍： Mission: AJSLP publishes peer-reviewed research and other scholarly articles on all aspects of clinical practice in speech-language pathology. The journal is an international outlet for clinical research pertaining to screening, detection, diagnosis, management, and outcomes of communication and swallowing disorders across the lifespan as well as the etiologies and characteristics of these disorders. Because of its clinical orientation, the journal disseminates research findings applicable to diverse aspects of clinical practice in speech-language pathology. AJSLP seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of speech-language pathology, including aphasia; apraxia of speech and childhood apraxia of speech; aural rehabilitation; augmentative and alternative communication; cognitive impairment; craniofacial disorders; dysarthria; fluency disorders; language disorders in children; speech sound disorders; swallowing, dysphagia, and feeding disorders; and voice disorders.