View in EDS PDF Full Text

Dynamic Changes Toward Reflective Practice: Documented Shifts in Speech-Language Pathologists’ Evaluation Practices.

Saved in:
Bibliographic Details
Title: Dynamic Changes Toward Reflective Practice: Documented Shifts in Speech-Language Pathologists’ Evaluation Practices.
Authors: Núñez, Giselle1 gnunez@sxu.edu, Buren, Molly2, Bailey, Tara3, Crowley, Catherine4
Source: American Journal of Speech-Language Pathology. Nov2024, Vol. 33 Issue 6, p2921-2938. 18p.
Subject Terms: *Speech therapists, *Computer simulation, *Qualitative research, *Interprofessional relations, *Confidence, *Professional employee training, *Speech evaluation, *Learning strategies, *Case studies, Communities of practice, Questionnaires, Descriptive statistics, Thematic analysis, Attitudes of medical personnel, Metropolitan areas, Conceptual structures, Trust, Evidence-based medicine, Health equity, Psychosocial factors
Abstract: Purpose: This qualitative study explored the experiences of speech-language pathologists (SLPs) in professional learning communities (PLCs) during a yearlong virtual professional development (PD) opportunity using an implementation science (IS) framework in an urban public school district for dynamic assessment (DA) training. The DA presented in the PD was modified based on ongoing discussions with key stakeholders in the district, so that it could be reasonably implemented in clinical practice while preserving the integrity of the DA’s purpose. Method: SLPs in an urban district were trained virtually using DA over the course of the school year. PD topics focused on decreasing bias and incorporating evidence-based practice into SLP approaches to speech-language evaluations. The SLPs underwent three training sessions and three separate PLC sessions. The SLPs were assigned a series of case studies to complement PLC sessions. An IS framework informed each step of the PD and PLCs to ensure applicability and integration of the content. Of the 366 SLPs working in the district, 209 consented and filled out two questionnaires and three exit slips to gather information on their experiences with the DAs and PLC models. Results: SLPs reported new insights into their practice, including changes in assessment practices, awareness of bias in assessment practices, and increased confidence in working with families during the evaluation process. Two additional themes emerged: increased collaboration and enhanced group problem-solving skills when working with peers in PLC groups, and expanded proficiencies and heightened skills when applying DA practices to evaluations. The two challenges faced by SLPs included time constraints and confidence in the mastery of DA. Conclusion: This study offers an approach to shifting evaluation practices in large districts to incorporate more evidence-based approaches. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 180662861
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Dynamic Changes Toward Reflective Practice: Documented Shifts in Speech-Language Pathologists’ Evaluation Practices.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Núñez%2C+Giselle%22">Núñez, Giselle</searchLink><relatesTo>1</relatesTo><i> gnunez@sxu.edu</i><br /><searchLink fieldCode="AR" term="%22Buren%2C+Molly%22">Buren, Molly</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Bailey%2C+Tara%22">Bailey, Tara</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Crowley%2C+Catherine%22">Crowley, Catherine</searchLink><relatesTo>4</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. Nov2024, Vol. 33 Issue 6, p2921-2938. 18p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Speech+therapists%22">Speech therapists</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+simulation%22">Computer simulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Confidence%22">Confidence</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+evaluation%22">Speech evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Case+studies%22">Case studies</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+practice%22">Communities of practice</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+of+medical+personnel%22">Attitudes of medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Metropolitan+areas%22">Metropolitan areas</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Trust%22">Trust</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+medicine%22">Evidence-based medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Health+equity%22">Health equity</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This qualitative study explored the experiences of speech-language pathologists (SLPs) in professional learning communities (PLCs) during a yearlong virtual professional development (PD) opportunity using an implementation science (IS) framework in an urban public school district for dynamic assessment (DA) training. The DA presented in the PD was modified based on ongoing discussions with key stakeholders in the district, so that it could be reasonably implemented in clinical practice while preserving the integrity of the DA’s purpose. Method: SLPs in an urban district were trained virtually using DA over the course of the school year. PD topics focused on decreasing bias and incorporating evidence-based practice into SLP approaches to speech-language evaluations. The SLPs underwent three training sessions and three separate PLC sessions. The SLPs were assigned a series of case studies to complement PLC sessions. An IS framework informed each step of the PD and PLCs to ensure applicability and integration of the content. Of the 366 SLPs working in the district, 209 consented and filled out two questionnaires and three exit slips to gather information on their experiences with the DAs and PLC models. Results: SLPs reported new insights into their practice, including changes in assessment practices, awareness of bias in assessment practices, and increased confidence in working with families during the evaluation process. Two additional themes emerged: increased collaboration and enhanced group problem-solving skills when working with peers in PLC groups, and expanded proficiencies and heightened skills when applying DA practices to evaluations. The two challenges faced by SLPs included time constraints and confidence in the mastery of DA. Conclusion: This study offers an approach to shifting evaluation practices in large districts to incorporate more evidence-based approaches. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180662861
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2024_AJSLP-23-00172
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 2921
    Subjects:
      – SubjectFull: Speech therapists
        Type: general
      – SubjectFull: Computer simulation
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Confidence
        Type: general
      – SubjectFull: Professional employee training
        Type: general
      – SubjectFull: Speech evaluation
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Case studies
        Type: general
      – SubjectFull: Communities of practice
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Attitudes of medical personnel
        Type: general
      – SubjectFull: Metropolitan areas
        Type: general
      – SubjectFull: Conceptual structures
        Type: general
      – SubjectFull: Trust
        Type: general
      – SubjectFull: Evidence-based medicine
        Type: general
      – SubjectFull: Health equity
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
    Titles:
      – TitleFull: Dynamic Changes Toward Reflective Practice: Documented Shifts in Speech-Language Pathologists’ Evaluation Practices.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Núñez, Giselle
      – PersonEntity:
          Name:
            NameFull: Buren, Molly
      – PersonEntity:
          Name:
            NameFull: Bailey, Tara
      – PersonEntity:
          Name:
            NameFull: Crowley, Catherine
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 10580360
          Numbering:
            – Type: volume
              Value: 33
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: American Journal of Speech-Language Pathology
              Type: main
ResultId 1