School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment with Children Who Stutter

Autor/inn/en	Beita-Ell, Carolina; Boyle, Michael P.
Titel	School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment with Children Who Stutter
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 4, S.1172-1186 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boyle, Michael P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Self Efficacy; Speech Language Pathology; Allied Health Personnel; Stuttering; Intervention; Therapy; Empathy; Training; Language Fluency; Language Impairments; Correlation; Success; Beliefs; Individual Characteristics + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Stammer; Stottern; Therapie; Empathie; Ausbildung; Language skill; Language skills; Sprachkompetenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Korrelation; Erfolg; Belief; Glaube; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Purpose: The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method: Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results: Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions: Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01