Teaching Active Listening Skills to Pre-Service Speech-Language Pathologists: A First Step in Supporting Collaboration With Parents of Young Children Who Require AAC Purpose This study examined the effect of instruction in an active listening strategy on the communication skills of pre-service speech-language pathologists (SLPs). Method Twenty-three pre-service SLPs in their 2nd year of graduate study received a brief strategy instruction in active listening skills. Participants were videotaped during a simulated ... Research Article
Research Article  |   January 2015
Teaching Active Listening Skills to Pre-Service Speech-Language Pathologists: A First Step in Supporting Collaboration With Parents of Young Children Who Require AAC
 
Author Affiliations & Notes
  • Jennifer J. Thistle
    The Pennsylvania State University, University Park
  • David McNaughton
    The Pennsylvania State University, University Park
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Jennifer J. Thistle, who is now at the University of Wisconsin–Eau Claire: thistljj@uwec.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Joe Reichle
    Associate Editor: Joe Reichle×
  • Copyright © 2015 American Speech-Language-Hearing Association
Article Information
Augmentative & Alternative Communication / Professional Issues & Training / Research Articles
Research Article   |   January 2015
Teaching Active Listening Skills to Pre-Service Speech-Language Pathologists: A First Step in Supporting Collaboration With Parents of Young Children Who Require AAC
Language, Speech, and Hearing Services in Schools, January 2015, Vol. 46, 44-55. doi:10.1044/2014_LSHSS-14-0001
History: Received January 2, 2014 , Revised May 1, 2014 , Accepted September 18, 2014
 
Language, Speech, and Hearing Services in Schools, January 2015, Vol. 46, 44-55. doi:10.1044/2014_LSHSS-14-0001
History: Received January 2, 2014; Revised May 1, 2014; Accepted September 18, 2014
Acknowledgments
This research was conducted in partial fulfillment of the first author's doctoral training. The first author received funding from the Department of Education, Doctoral Training Grant H325D110008. Many thanks to the pre-service speech-language pathologists who participated in this study and the special education faculty who acted as parents during simulated parent interactions. We also thank Sarah Douglas, Carolyn Mires, and Katherine Fagan for assistance with data collection and analysis.

Purpose This study examined the effect of instruction in an active listening strategy on the communication skills of pre-service speech-language pathologists (SLPs).

Method Twenty-three pre-service SLPs in their 2nd year of graduate study received a brief strategy instruction in active listening skills. Participants were videotaped during a simulated parent meeting before and after the strategy instruction. Simulated parent meetings addressed issues that parents of children who use augmentative and alternative communication (AAC) may face. Social validity measures were gathered from the participants and from parents of children who use AAC.

Results Pre- and postinstruction use of the active listening strategy was scored and compared using a Wilcoxon signed-ranks test, with statistically significant results. Postinstruction scores were significantly higher than preinstruction scores, providing evidence of the effectiveness of the instruction. Furthermore, participants and parents of children who use AAC described the postinstruction interactions more positively than the preinstruction interactions, suggesting that the pre-service SLPs benefited from the instruction.

Conclusion The current study provides evidence of the effectiveness of strategy instruction in active listening skills that may be incorporated into SLP preparation programs.

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