Speech-language Pathology Practice Research Articles

Learning Acoustic Assessment of Voice: An Action Research-Based SoTL Project

The purpose of this action research, scholarship of teaching and learning study was to develop and integrate effective, student-informed teaching methods for voice acoustics instruction in a graduate speech-language pathology voice disorders course. An online focus group was used to determine what aspects of voice acoustics to include in the course as well as how these aspects were to be covered. A blend of face-to-face, technology-assisted, and practice-based teaching/learning activities resulted from the focused group and were employed in the course. An open-ended application question was used to measure student learning regarding application of voice acoustics to the understanding of human voice. A summative assessment of student recall and application of voice acoustics to speech-language pathology practice was also administered. Results showed significant, positive change pre- to post-course on the open-ended application question. Results of the summative assessment revealed that the largest distribution of student scores was in the 90%-100% range. While individual classes in different programs will differ, this project provides instructors with a baseline format from which to work to tailor acoustics instruction in their own classrooms.

Tutorial: The Speech-Language Pathologist's Role in Return to Work for Adults With Traumatic Brain Injury

Return to work (RTW) is a major life participation metric used for persons with a traumatic brain injury (TBI). Speech-language pathologists (SLPs) have clinical expertise in the cognitive-communication aspects of TBI. This clinical focus article aims to support the clinical practice of SLPs by summarizing key interprofessional vocational rehabilitation (VR) models and illustrating the role of the SLP throughout the RTW process with a case study. This clinical focus article was written by the Academy of Neurologic Communication Disorders and Sciences TBI Research Group along with a VR expert. Authors engaged in deliberative, agenda-based discussions beginning with a literature review based on previous systematic studies. Discussions explored relevant VR and SLP practices. This clinical focus article presents key VR models in parallel with SLP assessment and treatment to illustrate best practice patterns in an RTW field with a dearth of SLP-specific literature. We summarize general VR approaches and four evidence-supported VR models for adults with TBI. We highlight how a model of interprofessional assessment can assist with planning and communication of important work-related concerns. We illustrate how the chronological model of work return can assist with developing goals and planning treatment. SLPs play an important role in identifying, managing, and collaborating with an RTW team following TBI. A working knowledge of VR models can assist with improving the dialogue between SLPs and VR professionals and can inform practice when working with persons with TBI who have work return as a goal.

Professional socialisation and professional fit: Theoretical approaches to address student learning and teaching in speech-language pathology

Purpose: The sociocultural and historical context and membership of the speech-language pathology (SLP) profession underpins our norms of practice and our discourses. This context also informs and defines the ways that we practice today, including who we legitimise to enter our profession and why. In this paper, we used theory as a tool to critically explore how this socioculturally constituted knowledge and practice influences how students experience learning in SLP practice placements. Method: We used the theory of Legitimate Peripheral Participation (1991) as a conceptual framework to interpret qualitative data from two separate programs of research that had explored the phenomena of student learning in SLP practice placements. Result: The analysis cast light on how our understanding and expectations of SLP students’ learning and competency development in placements is recursive and strongly legitimised in our profession. Students adjust to accommodate the professional knowledges, practices and expectations they encounter in their placements. This facilitates the perpetuation of practices proffered by the majority culture. Conclusion: The use of theory allowed us to explore the phenomena of student learning in placements in a new light, which unmasked new understandings of the longstanding challenge to increase diversity in the SLP community.

SUBSTANTIATION OF THE TYPOLOGY OF PRIMARY SYSTEMIC SPEECH UNDER DEVELOPMENT

The article considers the issue of the typology of speech development disorders that belong to the group of primary systemic speech underdevelopment (PSSU). The current state of science and practice development of speech-language pathology (SLP) allows us to identify within the once unified nosology several separate pathologies of speech activity which require separate study and use of differential methods for their diagnosis and overcoming. The author analyzes the historical way of forming scientific thought about alalia as a primary systemic underdevelopment of speech. He draws attention to some inaccuracies that have resulted from a certain inconsistency of the positions of individual scientists on the one hand, and the inertia of SLP practice on the other. This actually contributed to the consolidation in the SLP of somewhat outdated ideas about the nature of systemic speech underdevelopment and the variability of its expression in the speech activity of children. Outdated classifications inherited from the former USSR do not keep pace with the current pace of SLP development and do not fully reflect the state of our ideas about the nature and diversity of speech pathologies studied today. The author uses psycholinguistic approach to the analysis of PSSU, particularly for researching psychological mechanisms of speech associated with the functioning of the anterior and posterior tertiary fields of the dominant hemisphere, their role in the pathogenesis of different variants of motor alleles. This allowed the author to identify 10 separate disorders, 6 of them belonging to PSSU. Author raises the issue of making changes to the existing clinical and pedagogical classification and its coordination with the psychological and pedagogical classification of speech disorders currently used in domestic SLP practice. In particular, the author argues the necessity of introduction of speech disorders like apraxia and dyspraxia as separate nosologies into the classification as one of the variants of sound disorders; paraalalia as a separate form of PSSU and two variants of general speech underdevelopment with a predominant disorder in the assimilation of syntagmatic and paradigmatic organization of language signs, previously referred to as general speech underdevelopment of unknown etiology.

The communicative participation in pre-school children estimated by the FOCUS questionnaire: a functional communicative outcome measure

Purpose Participation-outcome measures are required in the phoniatric and speech-language pathology practice to evaluate real-life changes during interventions. In line with the bio-psycho-social model of health, ‘Focus on the Outcomes of Communication Under Six’ (FOCUS) is a validated scale by which parents rate their child’s Communicative Participation (CP). CP has been widely investigated in atypically-developing population, and it may be an innovative construct also for typically-developing children (TDC). The aim of the study is to describe the CP and its components observed in a large group of TDC, exploring whether children’s CP is influenced by their age. Method Through a cross-sectional observational study, parents of 355 Italian-speaking TDC aged 3.0–5.11 years without developmental impairments completed the Italian FOCUS (FOCUS-I). Result CP significantly increased with age (p < .001). Components’ scores differed by age, with some competences (‘pragmatics’, ‘receptive language/attention’, ‘social competence/play’, ‘coping strategies/emotions’) increased with age less than others (‘speech’, ‘intelligibility’, ‘independence’, ‘expressive language’). Conclusion The study suggests that a spontaneous significant increase in CP should be expected with a child’s development and it discusses the differences in the profile scores. When exploring real-life communicative participation, parents rate their children as changing mostly in their speech and expressive-linguistic competences.

Diagnostic validity, accuracy and inter-rater reliability of a phonological assessment for Danish-speaking children

PurposeThe identification and differential diagnosis of children with speech sound disorders (SSD) is an important task of paediatric speech-language pathologists (SLPs). A correct identification requires valid and reliable assessment tools. Therefore, the aim of the present study was to investigate the diagnostic validity and accuracy as well as inter-rater reliability of the phonology test of LogoFova which was developed for Danish-speaking children. MethodInvestigation was carried out on two Danish-speaking populations: 61 suspected typically developing (TD) children and 61 children with suspected speech sound disorder aged 2–6 years. All children were assessed with the single-word picture-naming test of LogoFoVa. In order to determine diagnostic validity, it was investigated whether the test differentiated TD children from children with SSD as well as subgroups of SSD via a phonetic and phonological pattern analysis. Two different cut-off criteria were applied for the definition of patterns. Sensitivity and specificity as well as likelihood ratios were additionally calculated. To determine inter-rater reliability, transcriptions, pattern analyses and subgrouping were compared across raters. ResultsOverall, diagnostic validity of the picture-naming test of LogoFoVa was good as differentiation between TD children and children with suspected SSD as well as amongst subgroups of SSD (articulation impairment, phonological delay and atypical speech development) was possible. However, accuracy of differentiation between TD children and children with SSD was affected by the cut-off criterion applied. Inter-rater reliability was found to be almost perfect for transcription and moderate for identification of phonological processes as well as for subgrouping. Again, agreement rates depended on the cut-off criterion chosen for the definition of a phonological pattern. ConclusionLogoFoVa was found to be a reliable and valid clinical tool for the identification and subgrouping of children with SSD in Danish SLP practice if a new cut-off criterion was applied.

Service Delivery and the Use of Telepractice During the COVID-19 Pandemic in Iceland

Purpose: The purpose of this study was to examine changes in speech-language pathology service provision in Iceland during the first wave of the COVID-19 pandemic. Method: Data were analyzed for 53 Icelandic speech-language pathologists (SLPs) who completed an online questionnaire between September and October 2020. Participants represented 54.1% of all SLPs practicing in Iceland. The questionnaire examined SLP employment status, populations served, and use of telepractice pre-COVID-19, during COVID-19, and after the first wave of COVID-19. Results: During COVID-19, speech-language pathology services in Iceland were reduced, but many SLPs were able to continue working in some capacity. Services to children and those with lifelong communication difficulties were most affected. There was an increase in the use of telepractice during the first wave of COVID-19, and the most frequently reported platform used was Kara Connect. Qualitative analysis of participants' free-text responses revealed that SLPs saw a range of advantages (themes: SLP service delivery and client accessibility) and disadvantages (themes: technology, personal, interpersonal, and clinical context) of telepractice. Conclusions: Telepractice provided a viable solution for maintaining clinical services in Iceland in response to restrictions on traditional in-person services. This survey provides a unique window into the practices of SLPs in a context that is underrepresented in the literature.

Speech-Language Pathologists' Practice Patterns When Designing Home Practice Programs for Persons With Aphasia: A Survey.

Purpose We aimed to describe the current practices of speech-language pathologists regarding the creation and implementation of home practice programs for persons with poststroke aphasia. Method Survey participants were American Speech-Language-Hearing Association-certified speech-language pathologists, had 30% of their caseload include persons with aphasia, and had recently created at least two home programs for persons with aphasia. Respondents completed a web-based survey on home program creation, training, technology, and methods for tracking adherence with closed and open-ended questions. Results We analyzed 80 complete surveys. Most of the participants (n = 56) created home programs for greater than 75% of their caseload. Common interventions in home programs addressed functional practice and spoken expression. Participants describe instructional techniques including building skill practice in daily routines and guided practice. Applications of technology and formal mechanisms to monitor adherence were less frequently reported. Various factors were identified as facilitators and barriers to home program creation with environmental support from others and client factors (i.e., motivation, impairments) most evident. Conclusions This study provides insight into speech-language pathologists' home program creation and implementation. Results can be used to consider mechanisms to improve use of and adherence to home programs to further support recovery. Supplemental Material https://doi.org/10.23641/asha.16840204.

Language Sample Analysis in Clinical Practice: Speech-Language Pathologists' Barriers, Facilitators, and Needs.

Most speech-language pathologists (SLPs) working with children with developmental language disorder (DLD) do not perform language sample analysis (LSA) on a regular basis, although they do regard LSA as highly informative for goal setting and evaluating grammatical therapy. The primary aim of this study was to identify facilitators, barriers, and needs related to performing LSA by Dutch SLPs working with children with DLD. The secondary aim was to investigate whether a training would change the actual performance of LSA. A focus group with 11 SLPs working in Dutch speech-language pathology practices was conducted. Barriers, facilitators, and needs were identified using thematic analysis and categorized using the theoretical domain framework. To address the barriers, a training was developed using software program CLAN. Changes in barriers and use of LSA were evaluated with a survey sent to participants before, directly after, and 3 months posttraining. The barriers reported in the focus group were SLPs' lack of knowledge and skills, time investment, negative beliefs about their capabilities, differences in beliefs about their professional role, and no reimbursement from health insurance companies. Posttraining survey results revealed that LSA was not performed more often in daily practice. Using CLAN was not the solution according to participating SLPs. Time investment remained a huge barrier. A training in performing LSA did not resolve the time investment barrier experienced by SLPs. User-friendly software, developed in codesign with SLPs might provide a solution. For the short-term, shorter samples, preferably from narrative tasks, should be considered.

Speech-Language Pathologists' Practices Related to Evaluating Persistence Prognosis for Children Who Stutter: A Survey Study

Purpose: Multiple studies and review papers have been published recently that provide recommendations to speech-language pathologists (SLPs) on how to assess young children who stutter and their likelihood of continuing to stutter or recovering naturally (i.e., prognosis). This study explored the current, self-reported evaluation practices of SLPs related to evaluating prognosis for a child who stutters. Method: Certified SLPs were recruited to complete an electronic questionnaire that focused on their experience, confidence, and practices evaluating preschool-aged children who stutter. Results: Findings, based on completed questionnaires from 87 SLPs, revealed that (a) assessing a child's chances of persisting is a common practice for many SLPs, (b) the types of information commonly collected during evaluations of young children, (c) the length SLPs typically spend on these evaluations (i.e., about an hour), and (d) SLPs' recommendations to caregivers influenced by a child's likelihood of persisting. Conclusions: SLPs are following many of the published recommendations for assessing preschoolers who stutter, including collecting risk factor information supported by empirical evidence and also valuing risk factors that have yet to receive much, if any, empirical exploration. Clinicians and researchers are encouraged to consider present findings when planning future work relative to evaluations of young children who stutter. Empirical evidence and clinical experience are, collectively, important sources of information in evidence-based practice.

Psychosocial care of people with aphasia: Practices of speech-language pathologists in South Africa

Purpose: The study aimed to explore the practices of a sample of South African speech-language pathologists (SLPs) in providing psychosocial care to people with aphasia. People with aphasia are at risk of adverse psychosocial disruptions and access to appropriate support may be particularly challenging for individuals with compromised communication abilities. The study considered the multilingual and multicultural context of South Africa. By understanding current practices, direction for improved psychosocial care to clients as well as support to SLPs is highlighted. Method: A 20-item previously published online survey was completed by 56 South African SLPs. Purposive and snowball sampling were used to recruit participants. Descriptive and inferential statistics, and qualitative content analysis, were used. Result: Respondents recognised addressing psychosocial wellbeing to be very important. A variety of psychosocial approaches were used in practice. However, 67.9% of the sample felt ill-equipped to provide psychosocial care to people with aphasia. Further barriers included: time/caseload pressures (60.7%) and feeling out of their depth (48.2%). Enablers were: access to more training opportunities (89.3%), adequate time (62.5%), and ongoing support from skilled professionals (55.4%). The majority of respondents also perceived mental health professionals to have limited expertise in working with people with aphasia, making onward referral challenging. Conclusion: Respondents support people with aphasia’s psychosocial wellbeing by employing counselling strategies, including family, and person-centred goal-setting. However, many challenges to the provision of psychosocial care to people with aphasia were identified. To improve services, more training opportunities, improved role definition and interprofessional collaboration, are required.

Counselling education for speech-language pathology students in Australia: a survey of education in post-stroke aphasia

ABSTRACT Background Speech-language pathology practice guidelines recommend competency in counselling to support psychological adjustment and well-being in people with communication disability. However, there is limited information about what counselling education speech-language pathology students need or receive to attain this competency. Speech-language pathologists report that they frequently use counselling to support psychological well-being in people with post-stroke aphasia, a patient group particularly vulnerable to mood disorders, but they also report low knowledge, skill, and confidence in this practice. We aimed to describe the content, methods, duration, and evaluation of counselling education currently offered to Australian speech-language pathology students, including education specifically aimed at supporting the psychological well-being of people with post-stroke aphasia. Methods and Procedures Directors of all accredited speech-language pathology programs (N = 21) across 15 eligible Australian Universities were invited to participate in an online survey. Outcomes and Results Responses from 12 of the 21 eligible (57%) programs were obtained. Ten programs (83%) reported offering counselling education with four programs (33%) offering this specifically for people affected by post-stroke aphasia. Most programs provided over 10 hours of counselling coursework but provided less than 3 hours of counselling observation and practicum. Teaching on a variety of counselling topics was reported, most commonly general principles of counselling, while specific approaches included motivational interviewing and cognitive behavioural therapy. Counselling was taught using a range of methods, most frequently problem-based learning and role-play. Student counselling knowledge, skills, and competence were evaluated by written assignment, review of video/written transcripts of role-play, oral presentation, and problem-based learning (case studies) group discussion. Academics had mixed opinions on graduate competency for counselling. Conclusions While the majority of university programs reported providing counselling education, few offered education to support the psychological needs of people specifically affected by post-stroke aphasia. Some courses offered no counselling education. Minimum standards of counselling education for speech-language pathology students are required to ensure graduates are competent to provide counselling to support adjustment and well-being in people with communication disabilities.

Making a Case for Studying Gender-Neutral Pronouns in Speech-Language Pathology.

Purpose The purpose of this article is to review current policies and research in the field of speech-language pathology in regard to targeting gender-neutral pronouns in language therapy and propose further research on the topic. Method Official documents from the American Speech-Language-Hearing Association for the practice of speech-language pathology were searched for information about pediatric language therapy and ethical requirements of practice as they relate to targeting gender-neutral pronouns in treatment. Conclusions Based on the current standards, it is ethical and within the scope of practice for speech-language pathologists to target gender-neutral pronouns in language treatment. Research on the topic is needed to establish evidence-based practice guidelines. Recommendations are provided for potential research questions and methodologies.

Efficacy of Online Learning Modules for Teaching Dialogic Reading Strategies and Phonemic Awareness.

Purpose The purpose of this study was to create and evaluate online learning modules designed to teach speech-language pathologists (SLPs) dialogic reading strategies and phonemic awareness skills. Method School-based SLPs (n = 28) were assigned to complete one of two online learning modules. One module taught dialogic reading strategies, and the other taught phonemic awareness. Participants in the dialogic reading group served as controls for the phonemic awareness group and vice versa. Participants completed a pretest that assessed phonemic awareness skill and knowledge of dialogic reading strategies to control for prior knowledge and skill, completed their assigned module, and then completed a posttest that assessed phonemic awareness skill and knowledge of dialogic reading strategies. Results Data were analyzed using multiple regression. The independent variables were pretest score, group, and the pretest score by group interaction. The dependent variable in the first model was posttest score on the dialogic reading measure. The dependent variable in the second model was posttest score on the phonemic awareness measure. There was a statistically significant group by posttest score interaction in the dialogic reading model, indicating that the dialogic reading module was effective for improving knowledge of dialogic reading strategies. There was not a statistically significant group by posttest score interaction in the phonemic awareness module, indicating that the phonemic awareness module was not effective for improving phoneme segmentation skill and phoneme manipulation skill. Conclusions Online learning modules may be effective for establishing knowledge needed for evidence-based practice in speech-language pathology. Additional research is warranted to determine whether online learning modules can be used to change clinician intervention behavior.

Speech-Language Therapy Clinical Services, Student Education, and Practical Training in the Time of COVID-19: The Rise of Telepractice, Telesupervision, and Distance Learning in Cyprus

Purpose This study aimed to outline the changing forms of speech-language pathology practices, for both clinical services, as well as the profession's education and practicum training in the time of COVID-19 at the European University Cyprus (EUC). This study also aimed to document the steps taken to continue service delivery safely and effectively for both the EUC's Speech, Language and Hearing Clinic's clients and the speech-language therapy students completing their practicum. Method The steps for the access to and continuity of speech-language therapy services and education/training are outlined chronologically, throughout the different phases of the COVID-19 pandemic status in the country. The rise of telepractice, telesupervision, and distance learning, adapted as solutions to the obstacles caused by the pandemic, are explained in detail, while the benefits and limitations are discussed at each step. The professional development that had to take place before this rise is also described. Conclusions The utilization of online/telecommunication technology for education, practical training, and speech-language pathologist service delivery during the time of COVID-19 in Cyprus is here to stay and will probably affect the future of the profession's clinical practice, and consequently, training programs in Cyprus in the years to come. It is uncertain if the effects of such adaptations can generalize in other populations or countries, especially where regulations and policies are already in place, or where the technological foundation is not similar. Through the benefits and limitations presented, conclusions are drawn for the future applications of telepractice, telesupervision, and distance learning post–COVID-19. Suggestions are made for the possible areas of future research, concerning clinical practice and clinical practicum training, as well as for the need to define regulations and establish these types of services in the country. Supplemental Material https://doi.org/10.23641/asha.15057396

Using peer-assessment to mitigate variability in graduate students’ phonetic transcription skills

ABSTRACT Phonetic transcription is a cornerstone skill in the practice of speech-language pathology. Several factors may impact transcription proficiency including when it was learned, how it was learned, and whether practice continued. Graduate student cohorts are often comprised of students from several different universities and vastly different experiences, resulting in differing levels of proficiency in phonetic transcription. Bringing students to the same proficiency level is time-consuming and often involves re-teaching this skill, which detracts from teaching advanced material. Therefore, the purpose of the present study was to explore the use of peer-assessment of phonetic transcription to mitigate these differences in proficiency. Thirty-four graduate students participated in an experimental study investigating proficiency in phonetic transcription as a result of peer-assessment activities. The students also rated and described their opinions about the peer-assessment process. The results of pretest to posttest measures indicated that students who were not at ceiling at pretest improved their phonetic transcription skills significantly. Results of the survey indicated that not only did students enjoy the process, but they also stated that it promoted self-reflection and improvement of their skills, regardless of proficiency at pretest. These findings suggest that peer-assessment is a beneficial way for students to engage in improving their phonetic transcription skills.

Cognitive Assessments for Patients With Neurological Conditions: A Preliminary Survey of Speech-Language Pathology Practice Patterns

Purpose Speech-language pathologists (SLPs) are often responsible for assessing cognitive disorders that affect communication for individuals with diagnosed or suspected acute or degenerative neurological conditions. However, consensus on appropriate assessment tools for various neurological disorders remains elusive. This preliminary survey was conducted to study current practices in the use of published and unpublished tools by SLPs when assessing cognitive-communication impairments across common neurologic conditions. Method An 18-item web-based survey was sent to SLPs through ASHA Communities and social media, asking them to select which cognitive assessment tools they use to evaluate the cognitive-communication status of individuals with Parkinson's disease, multiple sclerosis, dementia, stroke (i.e., cerebrovascular accident), and traumatic brain injury. The 100 SLPs who completed the online survey represent a spectrum of professionals seeing neurologic patients across the United States. Results Among the 100 responding SLPs, no unique pattern of assessment tool use was noted across neurologic disorders as indicated by a chi-square analysis. A common set of nonstandardized and observational assessment practices was reported most commonly, regardless of the neurologic condition. Conclusions This study shows consistent cognitive assessment practices by SLPs across various neurological conditions rather than unique protocols relevant to the patterns typical across disorders. However, the amount of clinical evaluations supported by informal observation and/or the completion of select subtests of standardized assessment tools is considerable. This preliminary information conflicts with principles of rigorous assessment and increases the risk of erroneous findings when identifying cognitive impairments. Further research into the decision-making process of clinician assessment selection is warranted to encourage consistent, evidence-based practice for persons with cognitive impairments. Better recognition of the limitations imposed by providing clinical services that impact the reliability and validity of cognitive assessments can drive future clinical practice policy and practice recommendations.

"Sometimes I Feel Grateful…": Experiences of the Adolescent Siblings of Children with Autism Spectrum Disorder in Malaysia.

Sibling relationships remain understudied in typically developing adolescents who have siblings with autism spectrum disorder (ASD). This study explored the lived experiences and perceptions of adolescents who have a brother or a sister with a diagnosis of ASD using semi-structured interviews. Using thematic analysis, the participants reported having difficulties communicating with their siblings. Feeling a mixture of emotions was common when interacting with their siblings with ASD and emotional self-regulation was a typical coping strategy utilized by these adolescents. Despite the challenges, having a sibling with ASD led to closer relationships between the siblings. These findings offer insights into these adolescents’ needs and how they may be best supported, informing the practice of speech-language pathology and other health professions.

The Impact of COVID-19 on Speech-Language Pathologists Engaged in Clinical Practices With Elevated Coronavirus Transmission Risk.

Purpose This study assessed and described potential clinical practice changes secondary to COVID-19 that emerged as an early response to the pandemic for speech-language pathologists (SLPs) engaged in voice, alaryngeal, and swallowing activities that may increase the risk of virus transmission. Method SLPs from the United States and Canada (n = 665) who were engaged in clinical activities that might elevate the risk of COVID-19 exposure completed an online survey regarding their clinical practices. Topics assessed included potential clinical service modifications, COVID-19 testing and health, and potential financial impacts in the early time period of the pandemic. Results The percentage of SLPs completing the most endoscopic procedures prepandemic (≥ 10/week) was reduced from 39% of respondents to 3% due to the pandemic. Those who completed the most tracheoesophageal puncture voice prosthesis changes (≥ 5/week) reported a reduction in frequency from 24% to 6%. Twenty-five percent of SLPs reported that they were tested for COVID-19, and 6% reported a positive result. Descriptive statistics suggest that COVID-19 testing rates of SLPs, the percentage of SLPs experiencing a financial impact, and the percentage who were furloughed varied across SLP work setting. Conclusions These findings provide the first data characterizing the impact on COVID-19 on clinical practice for SLPs engaged in procedures such as endoscopy and laryngectomy care. The results indicate that, as frontline workers, SLPs were directly impacted in their practice patterns, personal health, safety, and financial security, and that these reported impacts occurred differently across SLP work settings.

Putting Policy Into Practice: Impact of the Every Student Succeeds Act on Speech-Language Pathologists and Students With Disabilities.

Purpose Public policies can influence how speech-language pathologists (SLPs) provide services to students with disabilities. Specifically, this article is intended to provide background information and critical analysis regarding the Every Student Succeeds Act (ESSA) as it relates to speech-language pathology practice and provision of services to students with disabilities within the schools. Method The authors reviewed legislation text, publications from national education and speech and language organizations, and critical educational policy and research articles to examine the role that SLPs can play in the implementation of ESSA for students with disabilities. Results SLPs and other education professionals utilize ESSA to improve access to a well-rounded, college- and career-focused education for all students. ESSA state plans may not fully maximize equal opportunities for students with disabilities. There are additional ways that SLPs can capitalize on ESSA to expand and improve their service provision to students with disabilities, including SLPs broadening their understanding of the role ESSA plays in facilitating positive practices for students with and without disabilities. Conclusions SLPs, teachers, and other stakeholders can improve the impact of ESSA on students with disabilities by helping to improve accountability systems for the educational outcomes of students with disabilities, supporting funding allocation for students with disabilities and struggling learners in the general education setting, and assisting local education agencies to better align ESSA with the Individuals with Disabilities Education Act.