Purpose Data collected by the American Speech-Language-Hearing Association in the spring of 2020 showed that most speech-language pathologists (SLPs) experienced a moderate to major impact on their work practices as a result of the COVID-19 public health emergency. This study focused on gaining a deeper understanding of the experiences of school-based SLPs at this unique moment in time. Method This study involved a survey of 280 school-based SLPs working across the United States in May 2020. The results of the survey were analyzed both qualitatively and quantitatively to identify key themes and trends related to participants' confidence levels, workload changes, and personal challenges. Results Results indicated that SLPs faced variation in the guidance, communication, and resources they were provided by employers and variations regarding the timelines and expectations for the pivot from traditional face-to-face school services to remote services. Few SLPs had previous experience with teletherapy, and many reported low levels of self-confidence and large increases in their workload. Additionally, SLPs faced high levels of stress in their personal lives. Conclusions Despite the challenges faced, participants largely reported they were able to adapt with the support of the SLP community. Participants reported concerns regarding the relative success of their students under new service delivery models, especially for students from disadvantaged groups, and worries regarding future legal challenges. This study identifies key issues to consider with respect to speech-language services in schools as the COVID-19 public health emergency continues to unfold.

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The term brain based is often used to describe learning theories, principles, and products. Although there have been calls urging educators to be cautious in interpreting and using such material, consumers may find it challenging to understand the role of the brain and to discriminate among brain based products to determine which would be suitable for specific educational goals. We offer a framework for differentiating the multiple meanings of the brain based label and guidelines for educators and consumers to use when evaluating educational products labeled as brain based. The guidelines include: identifying educational goals and target student populations, aligning goals and product purposes, reviewing product merits, identifying benefits and limitations of the product, and characterizing the product's impact on behavioral performance.

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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