Voice Disorder Management Competencies: A Survey of School-Based Speech-Language Pathologists in Nebraska Purpose The purpose of this survey was to determine the self-perceived competence levels in voice disorders of practicing school-based speech-language pathologists (SLPs) and identify correlated variables. Method Participants were 153 master's level, school-based SLPs with a Nebraska teaching certificate and/or licensure who completed a survey, including demographic information ... Research Article
Research Article  |   January 01, 2016
Voice Disorder Management Competencies: A Survey of School-Based Speech-Language Pathologists in Nebraska
 
Author Affiliations & Notes
  • Amy F. Teten
    University of Nebraska at Omaha
  • Shari L. DeVeney
    University of Nebraska at Omaha
  • Mary J. Friehe
    University of Nebraska at Omaha
  • 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 Amy F. Teten: ateten@unomaha.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Katherine Verdolini Abbott
    Associate Editor: Katherine Verdolini Abbott×
Article Information
Speech, Voice & Prosodic Disorders / Voice Disorders / School-Based Settings / Professional Issues & Training / Research Articles
Research Article   |   January 01, 2016
Voice Disorder Management Competencies: A Survey of School-Based Speech-Language Pathologists in Nebraska
Language, Speech, and Hearing Services in Schools, January 2016, Vol. 47, 31-43. doi:10.1044/2015_LSHSS-14-0098
History: Received October 23, 2014 , Revised April 13, 2015 , Accepted September 21, 2015
 
Language, Speech, and Hearing Services in Schools, January 2016, Vol. 47, 31-43. doi:10.1044/2015_LSHSS-14-0098
History: Received October 23, 2014; Revised April 13, 2015; Accepted September 21, 2015

Purpose The purpose of this survey was to determine the self-perceived competence levels in voice disorders of practicing school-based speech-language pathologists (SLPs) and identify correlated variables.

Method Participants were 153 master's level, school-based SLPs with a Nebraska teaching certificate and/or licensure who completed a survey, including demographic information and a 25-item voice disorders competency checklist.

Results Findings indicated school-based SLPs did not feel particularly competent in their ability to assess and treat students with voice disorders. Only 1 response mean was higher than a “moderately competent” level. All other item means were at or below this level. Four correlations indicated positive associations with SLPs' overall self-perceived competence levels: number of continuing education activities related to voice disorders, number of clients with voice disorders in the last 3 months, percentage of time spent with clients who have voice disorders, and feelings of preparation in the area of voice disorders immediately after academic program completion. Informal comparisons to medically based SLP respondents (n = 22) were included.

Conclusion School-based SLPs' competence perceptions with voice disorders are consistent with the minimal levels of competence reported for other underserved or low-incidence populations. Pursuing continuing education in voice disorders is recommended at the same time as access to the population becomes available.

Acknowledgments
The authors would like to thank the many SLPs in Nebraska who took time to complete this survey.
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