Towson University, Department of Audiology, Speech-Language Pathology, and Deaf Studies, 8000 York Road, Towson, MD 21252, USA.
Lang Speech Hear Serv Sch. 2011 Jan;42(1):3-17. doi: 10.1044/0161-1461(2010/09-0068). Epub 2010 Jul 2.
The current study was conducted to investigate the provision of written language services by school-based speech-language pathologists (SLPs). Specifically, the study examined SLPs' knowledge, attitudes, and collaborative practices in the area of written language services as well as the variables that impact provision of these services.
Public school-based SLPs from across the country were solicited for participation in an online, Web-based survey. Data from 645 full-time SLPs from 49 states were evaluated using descriptive statistics and logistic regression.
Many school-based SLPs reported not providing any services in the area of written language to students with written language weaknesses. Knowledge, attitudes, and collaborative practices were mixed. A logistic regression revealed three variables likely to predict high levels of service provision in the area of written language.
Data from the current study revealed that many struggling readers and writers on school-based SLPs' caseloads are not receiving services from their SLPs. Implications for SLPs' preservice preparation, continuing education, and doctoral preparation are discussed.
本研究旨在调查学校基础言语治疗师（SLP）提供书面语言服务的情况。具体而言，该研究考察了 SLP 在书面语言服务领域的知识、态度和合作实践，以及影响这些服务提供的变量。
从全国各地招募公立学校的 SLP 参与在线网络调查。使用描述性统计和逻辑回归分析了来自 49 个州的 645 名全职 SLP 的数据。
许多学校基础 SLP 报告说，他们没有为书面语言薄弱的学生提供任何书面语言服务。知识、态度和合作实践参差不齐。逻辑回归显示了三个可能预测书面语言服务提供高水平的变量。
本研究的数据显示，学校基础 SLP 的许多阅读和写作困难的学生并没有从他们的 SLP 那里获得服务。讨论了对 SLP 的职前准备、继续教育和博士准备的影响。
