Current Training and Continuing Education Needs of Preschool and School-Based Speech-Language Pathologists Regarding Children With Cleft Lip/Palate

• Published in: Language, speech & hearing services in schools Vol. 41; no. 4; pp. 405 - 415
• Main Authors: Bedwinek, Anne P., Kummer, Ann W., Rice, Gale B., Grames, Lynn Marty
• Format: Journal Article
• Language: English
• Published: United States American Speech-Language-Hearing Association (ASHA) 01.10.2010; American Speech-Language-Hearing Association
• Subjects: Allied Health Personnel; Care and treatment; Child; Child, Preschool; Cleft Lip - rehabilitation; Cleft Palate; Cleft Palate - rehabilitation; Communication Disorders; Communication Disorders - diagnosis; Communication Disorders - rehabilitation; Communicative disorders; Computer Mediated Communication; Congenital Impairments; Continuing Education; Continuing medical education; Cooperative Behavior; Cooperative learning; Curriculum; Data collection; Design; Education; Education, Continuing; Education, Special; Evaluation Methods; Health aspects; Human subjects; Humans; Interdisciplinary Communication; Internet; Lips; Methods; Occupations; Orofacial clefts; Pathology; Practice; Preschool Children; Respondents; School districts; Speech Language Pathology; Speech therapists; Speech Therapy; Speech-language pathologists; Speech-Language Pathology - education; Speech/Language Therapists; Student Needs; Surveys; United States
• ISSN: 0161-1461; 1558-9129; 1558-9129
• DOI: 10.1044/0161-1461(2009/09-0021)

Purpose: The purpose of this study was to obtain information regarding the education and experience of preschool and school-based speech-language pathologists (SLPs) regarding the assessment and treatment of children born with cleft lip and/or palate and to determine their continuing education needs in this area. Method: A 16-item mixed-methods survey to collect quantitative and qualitative data was distributed via postal mail to a geographically diverse random sample of 565 preschool and school SLPs. Results: The response rate was 59%. With an average of 15.93 years in practice, respondents reported that they infrequently saw children with cleft lip/palate. When treating these children, respondents wanted communication with the cleft-craniofacial team, accessible continuing education through Web sites and conferences, and clinically practical information relevant to the school setting. Conclusion: When assessing and treating a low-incidence population such as children with cleft-related communication disorders, school-based SLPs need accessible, accurate continuing education resources and collaboration with specialists in the field.