SURVEY OF SPEECH/LANGUAGE PATHOLOGISTS Sheryl Thormann Educational Consultant Speech and Language Programs Wisconsin Department of Public Instruction 608/266-1783.

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Presentation transcript:

SURVEY OF SPEECH/LANGUAGE PATHOLOGISTS Sheryl Thormann Educational Consultant Speech and Language Programs Wisconsin Department of Public Instruction 608/ WISCONSIN DEPARTMENT OF PUBLIC INSTRUCTION

Percentage of Respondents from CESA Regions (n=947) CESA RegionPercentage of Respondents 120.1% 215.4% 3 3.5% 4 5.7% 5 6.0% 612.8% 716.0% 8 2.8% 9 4.5% % % % total100%

Professional Training of SLP Respondents

Professional Licensure

Certificate of Clinical Competence (CCC)

CCC Equivalent (n=318)

Areas of need for CCC Equivalent (n=293)

Years of School Employment

Percentage of SLPs Serving Different Schools

Percentage of SLPs Serving Different Age Levels

Full Time Equivalency (FTE) Status of Speech Pathologist Respondents

Average Caseload and Caseload Range by FTE Range: Cases Range: Cases

Percentage of treatment by severity of the communicative disorder

Average percent of time spent by SLPs in differing methods of service delivery

Weekly average percent of time SLPs spend in student treatment and various professional duties

Average percent of time spent by SLPs in treatment of various disordered areas

Average Student Time in SL Therapy: ( SL Impairment Only)

Average Student Time in SL Therapy: ( SL & Another Impairment)

Issues Ranking Aspects of the job Rank ordered by respondents rating as manageable or sufficient 1. Therapy and test materials 2. Support when it is time to dismiss a student 3. Respected as a professional 4. Administrative Support 5. Parent involvement 6. Caseload size 7. Number of students with severe impairments 8. Use a of a continuum of service delivery options 9. Additional school duties (lunch/recess/bus duty) 10. Collaboration with other professionals 11. Handling of missed therapy time in district 12. Third party billing 13. Prep time 14. IEP requirements (meetings, paperwork, etc.) 15. Time to document student progress/notes

Issues Ranking Aspects of the job Rank ordered by respondents rating as unmanageable or insufficient 1. Time to document student progress/notes 2. IEP requirements (meetings, paperwork, etc.) 3. Prep time 4. Collaboration with other professionals 5. Third party billing 6. Handling of missed therapy time in district 7. Number of students with severe impairments 8. Caseload size 9. Parent involvement 10. Use of a continuum of service delivery options 11. Administrative support 12. Respected as a professional 13. Additional school duties (lunch/recess/bus duty) 14. Therapy and test materials 15. Support when it is time to dismiss a student