Department of Communicative Disorders and Deaf Education, Utah State University, Logan.
Department of Psychology, Utah State University, Logan.
Lang Speech Hear Serv Sch. 2019 Apr 23;50(2):224-236. doi: 10.1044/2018_LSHSS-18-0091.
Purpose This study assessed the confidence of speech-language pathologists (SLPs) and school psychologists (SPs) in working with children with hearing loss (HL) and other co-occurring disabilities. Professionals' opinions on barriers to and importance of interdisciplinary collaboration were also of interest. Method A 59-item online survey was distributed to SLPs and SPs in the United States through state professional organizations and social media posts. A total of 320 respondents completed the survey and met criteria. Perceptions of confidence across 5 different skill set types were assessed, along with experiences and attitudes concerning professional training and interdisciplinary collaboration. Results A 2-way analysis of variance revealed significant main effects of profession and skill set type on professionals' confidence in assessing a student with HL and other co-occurring disabilities, as well as their confidence in determining the etiology of a student's difficulties. Results from a multiple linear regression revealed the number of students worked with who have HL and the amount of training in graduate school as significant predictors of confidence in both aforementioned skill set types. Results indicate that respondents value interdisciplinary collaboration but that time and access to other professionals are barriers to collaboration. Conclusions Results of the current study indicate that many school-based SLPs and SPs have insufficient training or experience in working with students who have HL and other co-occurring disabilities. Limited training and experience with this unique population among practitioners have the potential to affect the quality of services provided to these students and thus need to be addressed within the school system and the fields of school psychology and speech-language pathology. Supplemental Material https://doi.org/10.23641/asha.7772867.
目的 本研究评估了言语语言病理学家（SLP）和学校心理学家（SP）对与听力损失（HL）和其他共患残疾儿童合作的信心。专业人员对跨学科合作障碍和重要性的看法也很感兴趣。 方法 通过州专业组织和社交媒体帖子，向美国的 SLP 和 SP 分发了一份 59 项的在线调查。共有 320 名受访者完成了调查并符合标准。评估了 5 种不同技能类型的信心感知，以及与专业培训和跨学科合作相关的经验和态度。 结果 2 因素方差分析显示，专业和技能类型对专业人员评估 HL 及其他共患残疾儿童的信心以及确定学生困难病因的信心有显著的主效应。多元线性回归的结果表明，与 HL 学生一起工作的学生人数和研究生培训量是这两种技能类型信心的重要预测指标。结果表明，受访者重视跨学科合作，但时间和与其他专业人员的联系是合作的障碍。 结论 目前的研究结果表明，许多学校的 SLP 和 SP 在与 HL 和其他共患残疾儿童合作方面的培训或经验不足。从业人员对这一独特群体的培训和经验有限，有可能影响到这些学生所获得的服务质量，因此需要在学校系统以及学校心理学和言语语言病理学领域加以解决。 补充材料 https://doi.org/10.23641/asha.7772867.
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