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

Contact author: Cynthia O'Donoghue, 701 Carrier Drive, MSC4304, Communication Sciences and Disorders, James Madison University, Harrisonburg, VA 22804. E-mail: odonogcr{at}jmu.edu.

Purpose: The number of children requiring dysphagia management in the schools is increasing. This article reports survey findings relative to speech-language pathologists' (SLPs') training and self-rated confidence to treat children with swallowing and feeding disorders in the schools.

Method: Surveys were completed by 222 SLPs representing Virginia and its contiguous states. Queries on dysphagia training targeted formal education, on-the-job experiences, and current caseload information. In addition, participants self-rated their confidence to treat dysphagia.

Results: Statistically significant relationships between training and self-confidence levels were demonstrated. Specifically, participation in continuing education and currency of educational activities revealed significant and moderately strong correlations to self-reported confidence to treat children with dysphagia in the school setting.

Conclusion: Findings support continuing education as a correlate to self-reported confidence to treat dysphagia in the school setting among SLPs in Virginia and its contiguous states. Further research is merited to ascertain if these findings reflect national trends. Quantifiable, cost-effective, and evidenced-based dysphagia training, consultancy, and management models are needed if school-based SLPs are to meet the increasing challenges of their diverse caseloads.

KEY WORDS: dysphagia, feeding, swallowing, training, confidence

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