Abstract
<p><span>Speech–language pathologists (SLPs) are professionals who specialize in diagnosing and treating communication disorders. They are sometimes supported by a speech–language pathologist assistant (SLPA), who engages in treatment procedures under the guidance of the supervising SLP. Both the qualifications needed to practice as well as the scope of responsibilities vary for SLPAs depending on jurisdiction. Notably, these assistants can play a central role in the treatment of speech disorders. Research regarding the information needs of SLPAs, however, is limited. This paper seeks to explore the information resources and services available to a particular SLPA community and to examine the obstacles to meeting its information needs. An interview with a practicing school-based SLPA is used to discuss current practices and suggest improvements to information services available to SLPA communities. This interview highlights some of the challenges that may be faced by school-based SLPAs when seeking information, and it provides an opportunity to consider context-specific solutions to these issues.</span></p>
Highlights
SpeechÁlanguage pathologists (SLPs) are professionals who diagnose and treat communication disorders
This paper aims to instigate a discussion regarding information access and information literacy in a schoolbased speechÁlanguage pathologist assistant (SLPA) community
The interview provided an illuminating glimpse into the information needs and behaviours of school-based SLPAs
Summary
SpeechÁlanguage pathologists (SLPs) are professionals who diagnose and treat communication disorders. They may be assisted by paraprofessionals who perform tasks related to the treatment of communication disorders under the guidance of their supervising SLP. The training and certification necessary to be a speechÁlanguage pathologist assistant (SLPA) varies geographically. The scope and settings of an SLPA’s practice varies based on provincial guidelines, they may be responsible for preparing programming materials, assisting with formal and informal documentation, participating in family conferences with a supervising SLP, using screening protocols, and assisting the SLP with patients as needed [1]. SLPAs may be responsible for assisting with departmental operations, research projects, in-service training, and both family and community education [1]. This paper aims to instigate a discussion regarding information access and information literacy in a schoolbased SLPA community
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