Teaching Language Sample Analysis to SLPs: A Descriptive Study

Autor/inn/en	Steele, Sara C.; Gibbons, L. Grace; Leigh, Elizabeth
Titel	Teaching Language Sample Analysis to SLPs: A Descriptive Study
Quelle	In: Communication Disorders Quarterly, 45 (2023) 1, S.20-31 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steele, Sara C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/15257401221145890
Schlagwörter	Allied Health Personnel; Speech Language Pathology; Training; Instructional Effectiveness; Evaluation Methods; Expressive Language; Diagnostic Tests; Attitudes + Suchen Sie Ihr Suchwort? Ausbildung; Unterrichtserfolg; Diagnostic test; Diagnostischer Test; Attitude; Einstellung; Verhalten
Abstract	Previous research has indicated the benefits of language sample analysis (LSA) as well as significant limitations to wide-scale, standardized implementation. The purpose of this project was to advance this line of inquiry by documenting how school-based speech-language pathologists' (SLPs) perception and use of one computerized LSA program was affected by an 8-month training program. In this descriptive qualitative study, participants completed rating scales before and after training. Data were triangulated with semi-structured interviews and field notes. A content analysis approach was used to develop codes, subthemes, and themes from interviews. Speech-language pathologists preferred their familiar protocols, though their perceptions of computerized LSA shifted by the end of the training. Ultimately, SLPs viewed the depth of information gained from LSA as a benefit for supporting their diagnostic decisions and communicating with the educational team. The primary implementation barrier was time. Results inform features to consider for future training programs. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01