Katelyn J Kotlarek, Katelan Rogers, Kazlin N Mason
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A total of 359 survey responses were collected.</p><p><strong>Results: </strong>Respondents varied in terms of age, type of certification, practice location, and clinical experience with cleft palate, with the largest percentage (46.7%) of respondents in a school-based setting. Only 28.5% reported currently feeling comfortable treating children with cleft palate. Respondents reported conventions/conferences (25.4%) and webinars (23.2%) were the most helpful resources, but DVDs were frequently not used for CE. Information from the child's cleft team (84.4%) and mentors/colleagues (70%) were considered high-quality resources. Respondents indicated information on treatment of articulation (79.2%) and resonance (78.4%) disorders as well as specific therapy techniques (76.9%) would be very helpful for clinical practice. Population density significantly influenced how respondents ranked the perceived helpfulness and quality of different resources as well as desired topics for future resources.</p><p><strong>Conclusions: </strong>There is a continued need for adequate training and CE opportunities for SLPs, particularly related to assessing and treating children with cleft palate. Increased access to high-quality CE resources will be key to filling educational gaps present for SLPs, especially in areas of low-population density.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.24891423.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"495-509"},"PeriodicalIF":2.2000,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11021046/pdf/","citationCount":"0","resultStr":"{\"title\":\"Continuing Education Needs of Speech-Language Pathologists for Assessing and Treating Children With Cleft Palate: A National Analysis Across Areas of Varying Population Density.\",\"authors\":\"Katelyn J Kotlarek, Katelan Rogers, Kazlin N Mason\",\"doi\":\"10.1044/2023_LSHSS-23-00071\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>The purpose of this study was to identify training gaps and continuing education (CE) needs for speech-language pathologists (SLPs) in evaluating and treating children with cleft palate across and among areas of varying population density.</p><p><strong>Method: </strong>An anonymous 35-question survey lasting approximately 10-15 min was created in Qualtrics based on a previously published study. 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引用次数: 0
摘要
目的：本研究旨在确定不同人口密度地区的语言病理学家（SLPs）在评估和治疗腭裂儿童方面的培训差距和继续教育（CE）需求：根据之前发表的一项研究，我们在 Qualtrics 中创建了一个包含 35 个问题的匿名调查，调查时间约为 10-15 分钟。调查信息和链接通过美国言语-语言-听力协会（ASHA）的列表服务器、社交媒体、各州SLP组织以及公开列出的SLP电子邮件列表，以电子方式分发给美国言语-语言-听力协会（ASHA）认证的SLP。共收集到 359 份调查回复：受访者的年龄、认证类型、执业地点和腭裂临床经验各不相同，其中在学校工作的受访者比例最高（46.7%）。只有 28.5% 的受访者表示目前在治疗腭裂患儿方面感到轻松自如。受访者表示，大会/会议（25.4%）和网络研讨会（23.2%）是最有帮助的资源，但 DVD 通常不用于 CE。来自儿童裂隙团队（84.4%）和导师/同事（70%）的信息被认为是优质资源。受访者表示，发音障碍（79.2%）和共鸣障碍（78.4%）的治疗信息以及特定的治疗技术（76.9%）对临床实践非常有帮助。人口密度在很大程度上影响了受访者对不同资源的有用性和质量以及对未来资源所需主题的排序：对于语言康复师来说，仍然需要足够的培训和 CE 机会，尤其是与评估和治疗腭裂儿童相关的培训和 CE 机会。增加获得高质量 CE 资源的机会将是填补 SLPs 教育空白的关键，尤其是在人口密度较低的地区。补充材料：https://doi.org/10.23641/asha.24891423。
Continuing Education Needs of Speech-Language Pathologists for Assessing and Treating Children With Cleft Palate: A National Analysis Across Areas of Varying Population Density.
Purpose: The purpose of this study was to identify training gaps and continuing education (CE) needs for speech-language pathologists (SLPs) in evaluating and treating children with cleft palate across and among areas of varying population density.
Method: An anonymous 35-question survey lasting approximately 10-15 min was created in Qualtrics based on a previously published study. The survey information and link were electronically distributed to American Speech-Language-Hearing Association (ASHA)-certified SLPs through ASHA listservs, social media, individual-state SLP organizations, and an e-mail list of publicly listed SLPs. A total of 359 survey responses were collected.
Results: Respondents varied in terms of age, type of certification, practice location, and clinical experience with cleft palate, with the largest percentage (46.7%) of respondents in a school-based setting. Only 28.5% reported currently feeling comfortable treating children with cleft palate. Respondents reported conventions/conferences (25.4%) and webinars (23.2%) were the most helpful resources, but DVDs were frequently not used for CE. Information from the child's cleft team (84.4%) and mentors/colleagues (70%) were considered high-quality resources. Respondents indicated information on treatment of articulation (79.2%) and resonance (78.4%) disorders as well as specific therapy techniques (76.9%) would be very helpful for clinical practice. Population density significantly influenced how respondents ranked the perceived helpfulness and quality of different resources as well as desired topics for future resources.
Conclusions: There is a continued need for adequate training and CE opportunities for SLPs, particularly related to assessing and treating children with cleft palate. Increased access to high-quality CE resources will be key to filling educational gaps present for SLPs, especially in areas of low-population density.
期刊介绍：
Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS 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 audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.
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