Presentation Type

Poster

Faculty Mentor’s Full Name

Julie A. Wolter PhD, CCC-SLP, Ginger Collins PhD, CCC-SLP

Faculty Mentor’s Department

Department of Communicative Sciences and Disorders

Abstract

Purpose: The purpose of this study is to examine school-based pre-service professionals’ knowledge of speech-language pathologists’ (SLPs) literacy assessment and intervention practices in K-12 students before and following participation in an interprofessional education (IPE) workshop.

Methods: A pre-/post-workshop survey of school-based SLP’s literacy practices will be distributed to the attendees of the IPE workshop. Participation is voluntary and anonymous. Descriptive statistics will be analyzed and reported.

Originality: A growing body of literature suggests that collaborative interprofessional practice (IPP) is more likely to be successfully conducted when professionals have participated in IPE experiences when they were enrolled in their pre-service professional training programs. In particular, knowledge of the roles, responsibilities, and scope of practice of the other professionals with whom they will interact has been identified as a significant predictor of successful IPP.

Significance: Results of this study will provide preliminary data of the effectiveness of an interprofessional education (IPE) workshop with respect to informing school-based pre-service professionals on the scope of the school-based SLP’s practice in literacy assessment and intervention. This is significant in that while there are numerous studies of IPE practices in medical-based fields, such as nursing and pharmacy, few such studies exist that examine the IPE experiences of school-based pre-service professionals.

Category

Social Sciences

Share

COinS
 
Apr 27th, 11:00 AM Apr 27th, 12:00 PM

Pre-service School Professionals' Knowledge of Speech-Language Pathologists' Literacy Practices

UC South Ballroom

Purpose: The purpose of this study is to examine school-based pre-service professionals’ knowledge of speech-language pathologists’ (SLPs) literacy assessment and intervention practices in K-12 students before and following participation in an interprofessional education (IPE) workshop.

Methods: A pre-/post-workshop survey of school-based SLP’s literacy practices will be distributed to the attendees of the IPE workshop. Participation is voluntary and anonymous. Descriptive statistics will be analyzed and reported.

Originality: A growing body of literature suggests that collaborative interprofessional practice (IPP) is more likely to be successfully conducted when professionals have participated in IPE experiences when they were enrolled in their pre-service professional training programs. In particular, knowledge of the roles, responsibilities, and scope of practice of the other professionals with whom they will interact has been identified as a significant predictor of successful IPP.

Significance: Results of this study will provide preliminary data of the effectiveness of an interprofessional education (IPE) workshop with respect to informing school-based pre-service professionals on the scope of the school-based SLP’s practice in literacy assessment and intervention. This is significant in that while there are numerous studies of IPE practices in medical-based fields, such as nursing and pharmacy, few such studies exist that examine the IPE experiences of school-based pre-service professionals.