American journal of speech-language pathology · 2025
Training on Childhood Apraxia of Speech: Experiences of Speech-Language Pathologists.
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Keller Sydney, Valentine Hannah, Harel Daphna, Grigos Maria I
Аннотация
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.
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.