Training and Self-Reported Confidence for Dysphagia Management Among Speech-Language Pathologists in the Schools

O'Donoghue, Cynthia R.; Dean-Claytor, Ashli

doi:10.1044/0161-1461(2008/019)

Cited by 26 publications

(7 citation statements)

References 11 publications

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“…Timely assessment and management of children with PFDs is important due to the negative impact they can have on children's health, nutrition, and psychosocial function (Arvedson, 2008;Estrem et al, 2018;Goday et al, 2019;Tutor & Gosa, 2012). However, children's access to pediatric feeding services can be affected by a variety of factors, including distance and travel required (Dew et al, 2013;Fairweather et al, 2016;Raatz, Ward, Marshall, Afoakwah, & Byrnes, 2020;Wilson et al, 2002), the treating speech-language pathologist's (SLP) skill and confidence (Burgess et al, 2016;O'Donoghue & Dean-Claytor, 2008), other family commitments (e.g., work; Breen et al, 2018;Fairweather et al, 2016;Raatz, Ward, Marshall, Afoakwah, & Byrnes, 2020;Wilson et al, 2002), and challenges traveling with children with significant physical needs and/or specialist medical equipment (Nicholl, 2015).…”

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confidence: 99%

Evaluating the Use of Telepractice to Deliver Pediatric Feeding Assessments

Raatz

Ward

Marshall

et al. 2021

Am J Speech Lang Pathol

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Purpose This study aimed to investigate the interrater reliability of pediatric feeding assessments conducted via synchronous (real-time) telepractice. Secondary aims were to investigate parent and clinician satisfaction. Method The eating and/or cup drinking skills of 40 children (aged 4 months to 7 years) were simultaneously assessed by one speech-language pathologist (SLP) leading the appointment via telepractice and a second SLP present in the family home. A purpose-designed assessment form was used to assess (a) positioning, (b) development, (c) oral sensorimotor function, (d) prefeeding respiratory status, (e) observation of eating and drinking, (f) parent–child interaction, (g) overall feeding skills, and (h) feeding recommendations. The telepractice SLP completed a postappointment satisfaction questionnaire, and parents completed five questionnaires specifically investigating perceptions of and satisfaction with the telepractice feeding appointment. Results Agreement for all assessment components except intraoral examination (palate integrity and tonsils) was > 85%. All appointments were able to be conducted via telepractice, and for 90% of these ( n = 36), clinicians agreed that telepractice was an effective service delivery method. Parents reported high levels of satisfaction with telepractice, with 76% reporting that the telepractice appointment was similar to a traditional in-person appointment. Conclusion Study results demonstrated that synchronous pediatric feeding assessments conducted in family homes via telepractice were feasible, reliable, and acceptable to both clinicians and parents. Supplemental Material https://doi.org/10.23641/asha.14700228

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confidence: 99%

Evaluating the Use of Telepractice to Deliver Pediatric Feeding Assessments

Raatz

Ward

Marshall

et al. 2021

Am J Speech Lang Pathol

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“…The questionnaire used in the current study was developed through modifications and adaptations of available published surveys and guidelines in the area of speech-language pathology (Bateman, Leslie, & Drinnan, 2007;Martino, Pron, & Diamant, 2004;MathersSchmidt & Kurlinski, 2003;O'Donoghue & Dean-Claytor, 2008;Pettigrew & O'Toole, 2007;Speech Pathology Australia, 2004;Ward, Jones, Solley, & Cornwell, 2007). Prior to distribution, clarity and content of the questionnaire was validated by a group of Malaysian and Australian SLPs.…”

Section: Questionnairementioning

confidence: 99%

Dysphagia training for speech-language pathologists: Implications for clinical practice

Kamal

Ward

Cornwell

2012

International Journal of Speech-Language Pathology

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There are competency standards available in countries with established speech-language pathology services to guide basic dysphagia training with ongoing workplace mentoring for advanced skills development. Such training processes however are not as well established in countries where speech-language pathology training and practice is relatively new such as Malaysia. The current study examines the extent of dysphagia training and workplace support available to speech-language pathologists (SLPs) in Malaysia and Queensland, Australia, and explores clinicians' perceptions of the training and support provided, and of their knowledge, skills and confidence. Using a matched cohort cross-sectional design, a purpose built survey was administered to 30 SLPs working in Malaysian government hospitals and 30 SLPs working in Queensland Health settings in Australia. Malaysian clinicians were found to have received significantly less university training, less mentoring in the workplace and were lacking key infrastructure needed to support professional development in dysphagia management. Over 90% of Queensland clinicians were confident and felt they had adequate skills in dysphagia management, in contrast, significantly lower levels of knowledge, skills and confidence were observed in the Malaysian cohort. The findings identify a need for improved university training and increased opportunities for workplace mentoring, training and support for Malaysian SLPs.

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“…While interdisciplinary teams are presented in the literature as the gold standard for feeding and swallowing intervention, it appears that few schools have assembled such a team. In a large-scale Virginia-area study conducted in 2008, only 7.2% (n=16/222) of speech language pathologists surveyed indicated that their school had a dysphagia team (O'Donoghue & Dean-Claytor, 2008). A Vermont-based study of 52 ASHA-certified SLPs also reported a lack of support and infrastructure for feeding and swallowing management in the school system.…”

Section: Current Dysphagia Management Practices In the School Settingmentioning

confidence: 99%

Dysphagia Management in Schools: A Survey of Speech-Language Pathologists

2020

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Purpose To date, few studies have examined school-based pediatric feeding and swallowing practices across the United States. This study aims to (a) identify barriers to feeding and swallowing service provision in an educational setting and (b) identify the types of service suggested by school-based speech-language pathologists in response to a fictional case study. Method School-based speech-language pathologists and clinical fellows were invited to participate in a 15-min web-based survey. The survey questions addressed demographic and vocational information and perceived barriers to service provision. Survey respondents were also asked to develop a treatment plan in response to a fictional case study. In total, 200 anonymous survey responses were coded and analyzed using qualitative analysis methods. Results A number of barriers to practice were identified, which include academic and/or clinical preparedness and concerns related to the educational relevance of service. Analysis of the case study results indicated a wide range of treatment plans. The most common type of direct intervention suggested was an oral motor exercise regime, followed by diet modifications, and the implementation of safe swallow strategies. Conclusions Information gained in this study may be used to support policies and protocols related to the assessment and treatment of pediatric feeding and swallowing impairment in school settings.

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Training and Self-Reported Confidence for Dysphagia Management Among Speech-Language Pathologists in the Schools

Cited by 26 publications

References 11 publications

Evaluating the Use of Telepractice to Deliver Pediatric Feeding Assessments

Evaluating the Use of Telepractice to Deliver Pediatric Feeding Assessments

Dysphagia training for speech-language pathologists: Implications for clinical practice

Dysphagia Management in Schools: A Survey of Speech-Language Pathologists

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