Review of Ethics Continuing Education Requirements in State Licensure Laws for Speech-Language Pathologists

2017 ◽  
Author(s):  
Bess Sirmon-Taylor ◽  
Robin L. Edge
Keyword(s):  
Continuing Education ◽  
Speech Language Pathologists ◽  
Education Requirements

A Survey of American Speech-Language Pathologists' Perspectives on Augmentative and Alternative Communication Assessment and Intervention Across Language Domains

2021 ◽  
pp. 1-11
Author(s):  
Thomas Kovacs
Keyword(s):  
Continuing Education ◽  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
Perceived Competence ◽  
Evidence Base ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Communication Assessment ◽  
Pragmatic Skills ◽  
Training Practice

Purpose The aim of the study was to collect information about American speech-language pathologists' preprofessional training, practice, self-perceived competence, adequacy of resources, and interest in continuing education related to augmentative and alternative communication (AAC) assessment and intervention strategies addressing each of the five language domains: semantics, pragmatics, phonology, morphology, and syntax. Method An anonymous online survey of American speech-language pathologists was conducted. Results A majority of participants rated their preprofessional training for assessing semantic and pragmatic skills positively. Otherwise, a majority of participants rated preprofessional training for assessment and intervention negatively across language domains. High interest in continuing education opportunities addressing assessment and intervention was found across language domains. A discrepancy between responses to questions addressing semantic and pragmatic skills and responses to questions addressing phonological, morphological, and syntactic skills was consistently found for ratings of preprofessional training, practice, perceived competence, and adequacy of resources. In all cases, higher frequencies of positive ratings were found for questions addressing semantic and pragmatic skills. Conclusions Improved preprofessional training and continuing education opportunities are needed to support AAC assessment and intervention across language domains. Perspectives and practice patterns reflect a historical emphasis on semantic and pragmatic skills in the external evidence base, even though there are several recent journal articles addressing morphology and syntax in clients who use AAC.

scholarly journals Minimum Continuing Education Requirements

1997 ◽  
Vol 77 (2) ◽  
pp. 204-206
Author(s):  
Vincent J Gatto
Keyword(s):  
Continuing Education ◽  
Education Requirements

scholarly journals Attitudes of a group of South African speech-language pathologists towards stutterers and stuttering therapy

1997 ◽  
Vol 44 (1) ◽  
Author(s):  
Belinda Baker ◽  
Eleanor Ross ◽  
Joan Girson
Keyword(s):  
South Africa ◽  
Continuing Education ◽  
Personality Traits ◽  
South African ◽  
Psychological Problems ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Probability Sample ◽  
Student Training ◽  
Random Probability

The present study aimed to examine the attitudes of a group of South African speech-language pathologists towards stuttering and stuttering therapy. Further aims were to investigate whether a stereotype of stutterers was found among these speech-language pathologists, and to determine whether there was any relationship between the attitudes held about stutterers, and the therapists' training and experience. A random probability sample of respondents was selected from the population of speech therapists registered with the Interim Medical and Dental Council of South Africa (I.M.D.C.S.A.). A self-administered mailed questionnaire was employed to realise the aims of the study. The main result of this investigation indicated that almost 50% of the sample of qualified clinicians surveyed, viewed stutterers as a group characterised by specific personality traits and psychological problems. This belief held true irrespective of the number of years of experience working in the field, the time of graduation, the frequency of treating stutterers, or the training emphasis. Implications of these results are considered with respect to student training, continuing education of qualified practitioners and future research.

Clinical Decision Making in Speech-Language Intervention for Toddlers With Autism and Other Social Communication Delays

2019 ◽  
Vol 4 (2) ◽  
pp. 228-239 ◽  
Author(s):  
Sheri T. Stronach ◽  
Janine L. Schmedding-Bartley
Keyword(s):  
Decision Making ◽  
Young Children ◽  
Continuing Education ◽  
Social Communication ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Language Intervention ◽  
Communication Delays ◽  
Clinical Experiences ◽  
Speech Language Pathologists

Purpose This study investigated current speech-language intervention practices with young children with social communication delays including autism and the educational experiences that shape these practices. Method A 25-item web-based survey was completed by 264 speech-language pathologists who worked with children under the age of 3 years. Results A majority of respondents reported targeting a variety of areas of social communication across daily activities, regularly utilizing the parent as the primary agent, and often providing in-home services; however, a minority of respondents reported only using materials available in families' homes. Previous clinical experiences and continuing education were reported to most influence clinical decision making. Results indicated the incorporation of many aspects of evidence-based naturalistic interventions into practice and the use of continuing education opportunities to expand clinical knowledge. Conclusion Although speech-language pathologists reported promising directions toward recommended best practices, further research and training are needed to optimize services provided to young children and their families.

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