slp workforce/ work conditions - ashaeducation 27% 51% 15% 2% 5% with online resources 27% 52% 15%...

SLP Workforce/ Work Conditions

For additional information, please contact

Jeanette Janota, Surveys and Analysis Team

American Speech-Language-Hearing Association

Rockville, MD 20850

800-498-2071, ext. 8738

[email protected]

mailto:[email protected]

ASHA Schools Survey 2016: SLP Workforce/Work Conditions Report

i

Contents Executive Summary .................................................................................................................. 1

Employment .............................................................................................................................. 2 Full Time/Part Time ......................................................................................................... 2 Salaried and Contract Employees ................................................................................... 2 Retirement Date ........................................................................................................................ 2 ASHA’s Performance ................................................................................................................ 3 Job Openings ............................................................................................................................ 4 Geographic Area ............................................................................................................. 4 Assistants and Aides ................................................................................................................ 4 Telepractice ............................................................................................................................... 4 Challenges ................................................................................................................................. 5 Facility ............................................................................................................................. 6 Geographic Area ............................................................................................................. 6 Population Size ............................................................................................................... 6 Years of Experience in the Schools ................................................................................. 6 Years of Experience in the Profession ............................................................................. 6 Performance Evaluation ........................................................................................................... 7 Geographic Area ............................................................................................................. 7 Population Size ............................................................................................................... 7 Evaluation System .................................................................................................................... 8 Geographic Area ............................................................................................................. 8 Population Size ............................................................................................................... 8 Survey Notes and Methodology ............................................................................................... 9 Response Rate ................................................................................................................ 9 Reports ............................................................................................................................ 9 Suggested Citation ................................................................................................................... 9 Supplemental Sources ........................................................................................................... 10 Additional Information ............................................................................................................ 10 Thank You ............................................................................................................................... 10 Appendixes Appendix A: Regions of the Country .............................................................................. 11 Appendix B: Job Market for SLPs .................................................................................. 13 Table B1: Job Market for SLPs, by Type of Facility........................................................ 14


ii

Table B2: Job Market for SLPs, by Geographic Area ..................................................... 15 Appendix C: Greatest Challenges .................................................................................. 16 Table C1: Greatest Challenges, by Facility Type ........................................................... 17 Table C2: Greatest Challenges, by Geographic Area .................................................... 19 Table C3: Greatest Challenges, by Population Size ...................................................... 20 Table C4: Greatest Challenges, by Years of Experience in the Schools ........................ 21 Table C5: Greatest Challenges, by Years of Experience in the Profession .................... 22

Figure

Figure 1: Employed Full Time or Part Time ..................................................................... 2

Table

Table 1: How Well ASHA Serves School-Based Members .............................................. 3 Table 2: Impact of Assistants or Aides on Workload or Caseload .................................... 4 Table 3: Rank Order of Challenges Facing School Based SLPs, by Type of Facility ....... 5


1

Executive Summary

In Spring 2016, the American Speech-Language-Hearing Association (ASHA)

conducted a survey of speech-language pathologists (SLPs) and educational

audiologists in school settings. The survey was designed to provide information

about school based service delivery and to update and expand information

gathered during previous Schools Surveys.

The results are presented in a series of reports. This workforce report is based on

responses from SLPs in special day/residential schools, preschools, elementary

schools, secondary schools, students’ homes, administrative offices, and

combined school settings.

Overall Findings

84% worked full time.

87% were salaried.

The median expected retirement year was 2030.

69% said that ASHA was doing a good or excellent job

overall in serving its school-based members.

54% reported that there were more job openings than job

seekers in their type of facility.

The median number of assistants or aides supervised by

SLPs who participated in this activity was 1, and the mean

was 1.5.

75% said telepractice was not used in their district.

SLPs identified the large amount of paperwork as the

number one challenge they faced, followed by high

workload/ caseload size and, in most facility types, limited

time for collaboration.

45% of the SLPs received performance evaluations from a

building administrator.

A performance evaluation system that is also used for

classroom teachers was the most frequently mentioned type

of evaluation tool (43%).


2

Employment

Full Time/ Part Time

Salaried and Contract Employees

Retirement Date

Of the SLPs in the survey who were employed, 84% reported that they worked

full time. The range was from 67% of those who worked in students’ homes to

88% of those in special day or residential schools (p = .010; see Figure 1).

0% 50% 100%

Combined

Administration

Homes

Secondary

Elementary

Preschool

Day

Figure 1: Employed Full Time or Part Time

Full time

Part time

Note. n = 1,806.

Of the SLPs who were employed either full time or part time,

87% were salaried, and

13% were contractors.

When asked when they were most likely to retire, the median year was 2030.

(The median is the number that half of the responses are below and half are

above; i.e., the number in the middle.)

2020 for SLPs in administrative offices

2028 for SLPs in combined school settings

2030 for SLPs in secondary schools

2031 for SLPs in elementary schools and students’ homes

2034 for SLPs in preschool

2037 for SLPs in special day or residential schools


3

ASHA’s Performance

When asked what kind of job the Association was doing overall in serving its

school-based members, 12% of the SLPs said excellent, 57% said good, 19% said

fair, 3% said poor, and 9% had no opinion (see Table 1).

Table 1: How Well ASHA Serves School-Based Members

Response Excellent Good Fair Poor

Don’t

Know,

NA

Overall 12% 57% 19% 3% 9%

With advocacy 9% 43% 23% 7% 19%

With continuing

education 27% 51% 15% 2% 5%

With online resources 27% 52% 15% 1% 5%

With professional

consultation 7% 34% 16% 3% 39%

Note. n = 1,846.

The only predictor variable that affected responses to the job ASHA is doing

overall was area of the country. (See Appendix A for a listing of states in four

geographic regions and nine geographic divisions.) By geographic region, the

greatest variability was among those responding good, ranging from 55% in the

South to 61% in the West (p = .001). By geographic division, the range was from

52% in New England to 64% in the Pacific area (p = .004).

This overall question was followed by evaluations of four specific service topics.

Advocacy: 9% of the SLPs said excellent; 43%, good; 23%, fair; 7%,

poor; and 19%, don’t know/NA.

Continuing education: The responses from excellent to poor were 27%,

51%, 15%, and 2%, respectively. Five percent had no opinion.

o Responses varied by geographic division with 19% of SLPs in

the Middle Atlantic area and 34% of SLPs in the Mountain area

selecting excellent (p = .001).

Online resources: The responses from excellent to poor were 27%, 52%,

15%, and 1%, respectively. Five percent had no opinion.

o Geographic region impacted responses to this item with 22% of

SLPs in the Northeast and 30% of SLPs in the West selecting

excellent (p = .016).

Professional consultation: The responses from excellent to poor were 7%,

34%, 16%, and 3%, respectively. Thirty-nine percent did not know.

o Geographic division affected responses: 29% of SLPs in the East

North Central area and 45% of SLPs in the West South Central

area selected good (p = .000).

o Years of experience in the schools was another predictor of

selecting good as a response. SLPs with 1–5 years of experience

were the most likely (42%) to select good, whereas those with 31

or more years were least likely to select good (26%; p = .013).


4

Job Openings

Geographic Area

Assistants and Aides

Telepractice

Overall, 54% of the SLPs reported that there were more job openings than job

seekers in their type of employment facility and their geographic area, 17%

reported that there were fewer job openings than job seekers, and 30% said job

openings and seekers were in balance. The type of facility where they were

employed did not have an effect on their responses (p = .440; see Appendix

Table B1).

SLPs in the Pacific states (82%) were the most likely to declare that there were

more job openings than job seekers; those in the Middle Atlantic states (26%)

were the least likely to make that choice (p = .000; see Appendix Table B2).

Of the SLPs who supervised assistants or aides, the median number of assistants

or aides that they supervised was 1, and the mean was 1.5.

Most of the SLPs who supervised assistants or aides reported an impact on their

workload or caseload (see Table 2).

Table 2: Impact of Assistants or Aides on Workload or Caseload

Impact Workload Caseload

Increased 45% 23%

Decreased 31% 23%

No impact 12% 20%

Note. n = 268.

Three-quarters (75%) of the respondents said that telepractice was not used in

their district. The type of employment facility was related to responses (p = .000).

Specifically, although 22% of SLPs in administrative offices said that

telepractice was not used in their district, over 80% of SLPs in preschools,

elementary schools, and secondary schools gave that response. An additional 4% of the SLPs said that telepractice was provided by contracted

audiologists and SLPs, and 2% said that it was provided by district staff.


5

Challenges

Survey respondents were presented with a list of 15 potential challenges and

asked to select all that applied to them as school-based SLPs. SLPs in nearly

every type of facility ranked large amount of paperwork as the greatest challenge

(see Table 1).

Table 3: Rank Order of Challenges Facing School-Based SLPs, by Type of Facility

Response

All

Facility

Types

(n = 1,894)

Day (n ≥ 68)

Pre-

school (n ≥ 224)

Ele-

men-

tary (n ≥ 1,027)

Sec-

ond-

ary (n ≥ 255)

Homes (n ≥ 30)

Admin

Office (n ≥ 35)

Com-

bined (n ≥ 149)

Large amount of

paperwork* 1 1 1 1 1 2 1 1

High workload/

caseload size 2 2 2 2 2 1 2 2

Limited time for

collaboration* 3 3 7 3 3 4 3 3

Budget constraints 4 6 3 5 6 3 3 4

Incorporating optimal

service delivery

models

5 4 5 6 5 11 5 5

Limited understanding

of my role by

others***

6 6 11 4 4 12 5 6

Low salary** 7 5 6 7 11 5 10 9

Out-of-pocket

professional

expenses

8 10 8 9 7 8 11 8

Medicaid billing** 9 14 10 8 9 9 9 10

Inadequate work

space and

facilities**

10 8 4 11 8 5 13 6

Limited parental

involvement and

support*

11 9 9 10 12 13 11 11

Limited support from

the administration 12 11 13 12 10 5 8 12

Personnel shortage 13 12 12 13 13 10 5 13

Ethical challenges 14 13 14 14 14 15 15 14

Travel/distance

between schools*** 15 15 15 15 15 13 14 15

Note. SLP = speech-language pathologist. *p < .05. **p < .01. ***p = .000.


6

Facility

Geographic Area

Population Size

Years of Experience in the Schools

Years of Experience in the Profession

The high amount of paperwork was the challenge selected most often by SLPs in

each type of facility except for students’ homes. The type of facility was related

to responses for eight of the challenges: large amount of paperwork, limited time

for collaboration, limited understanding of my role by others, low salary,

Medicaid billing, inadequate work space and facilities, limited parental

involvement and support, and travel/ distance between schools (see Table 1 and

Appendix Table C1).

Area of the country was related to 10 challenges: ethical challenges, high

workload/caseload size, incorporating optimal service delivery models, large

amount of paperwork, limited support from the administration, limited

understanding of my role by others, limited time for collaboration, low salary,

Medicaid billing, and personnel shortage (see Appendix Table C2).

Population size was significantly related to six challenges: budget constraints,

inadequate work space and facilities, limited support from the administration,

limited understanding of my role by others, limited parental involvement and

support, and travel/distance between schools (see Appendix Table C3).

Years of experience in the schools affected responses to eight challenges: large

amount of paperwork, limited understanding of my role by others, limited

parental involvement and support, limited time for collaboration, low salary,

Medicaid billing, out-of-pocket professional expenses, and personnel shortage

(see Appendix Table C4).

Years of experience in the profession affected responses to eight challenges: high

workload/caseload size, incorporating optimal service delivery models, limited

understanding of my role by others, limited parental involvement and support,

low salary, Medicaid billing, out-of-pocket professional expenses, and personnel

shortage (see Appendix Table C5).


7

Performance Evaluation

Geographic Area

Population Size

Nearly half of the SLPs who were employed reported that a building

administrator completed their performance evaluations (45%). The range was

from 11% in administrative offices to 52% in elementary schools (p = .000; not

shown in any table).

Special education directors conducted performance evaluations for 26% of those

who responded—ranging from 10% of SLPs in special day or residential schools

to 32% of SLPs in secondary schools (p = .002).

Nearly one fifth (19%) of the SLPs reported that their performance evaluations

were conducted by the supervisor of the speech-language program—ranging

from 0% in administrative offices to 35% in special day or residential schools

(p = .000).

Finally, 11% of the SLPs said that they did not receive performance evaluations

from building administrators, special education directors, or supervisors of

speech-language programs. The range for this response was from 0% of SLPs in

administrative offices to 20% of those in students’ homes (p = .011).

Geographic area had an effect on who performed evaluations (not shown in any

table).

SLPs reporting that a building administrator performed evaluations

(p = .000) ranged from 32% of SLPs in the Pacific states to 75% of those

in the East South Central states.

SLPs reporting that the special education director performed evaluations

(p = .000) ranged from 9% of SLPs in the South Atlantic states to 36% of

SLPs in the Pacific states.

SLPs reporting that the supervisor of the speech-language program

performed evaluations (p = .000) ranged from 8% of SLPs in East South

Central states to 30% of SLPs in the Middle Atlantic states.

Population size had an effect on who performed evaluations (not shown in any

table).

The special education director performed evaluations for 18% of SLPs in

cities or urban areas, 28% of those in the suburbs, and 36% of those in

rural areas (p = .000).

The supervisor of the speech-language program performed evaluations

for 11% of SLPs in rural areas, 18% of those in the suburbs, and 25% of

those in cities or urban areas (p = .000).


8

Evaluation System

Geographic Area

Population Size

SLPs were asked to choose from among three evaluation systems to identify the

one(s) used to evaluate their performance (not shown in any table).

43% selected a system that is also used for classroom teachers. The range

was from 14% of SLPs in administrative offices to 48% of those in

preschools (p = .001).

30% selected a system customized for SLPs or audiologists. The range

was from 9% of SLPs in administrative offices to 32% of those in

elementary school (p = .004).

1% chose the ASHA Performance Assessment of Contributions and

Effectiveness of SLPs (PACE).

22% said that none of the three systems were used to evaluate them.

Geographic area had an effect on which evaluation system or tool was used (not

shown in any table).

SLPs reporting that they were evaluated with a system that is also used

for classroom teachers (p = .000) ranged from 24% of SLPs in the West

South Central states to 67% of those in New England.

SLPs reporting that they were evaluated with a customized tool

(p = .000) ranged from 13% of SLPs in New England to 49% of those in

the West South Central states.

From 0% of SLPs in New England and the Pacific states to 3% in the

East South Central and South Atlantic states were evaluated with PACE

(p = .037).

From 13% of SLPs in New England to 28% of SLPs in Middle Atlantic

states were not evaluated on any of the three systems or tools listed

(p = .000).

Population size had an effect on one evaluation tool (not shown in any table).

A performance evaluation system that is also used for classroom teachers

was used to evaluate 38% of SLPs in cities or urban areas, 46% in

suburban areas, and 44% in rural areas (p = .011).


9

Survey Notes and Methodology

Response Rate

Reports

SuggestedCitation

Since 2004, ASHA has fielded the Schools Survey in even-numbered years to

gather information of interest to the professions. Members, volunteer leaders, and

staff rely on data from the Survey to better understand the priorities and needs of

SLPs and educational audiologists.

Results from the 2016 Schools Survey are presented in a series of reports for

SLPs:

SLP Caseload Characteristics

SLP Workforce and Work Conditions

SLP Practice Issues

SLP Annual Salaries and Hourly Wages

Survey Summary Report—SLPs

Survey Methodology, Respondent Demographics, and Glossary—SLPs

Results from the educational audiologists are presented in a separate report:

Survey Summary Report—Educational Audiologists.

American Speech-Language-Hearing Association. (2016). 2016 Schools Survey

report: SLP workforce/work conditions. Available from

www.asha.org/research/memberdata/schoolssurvey/.

The survey was mailed in February 2016 to a random sample of 4,000

ASHA-certified SLPs and 500 ASHA-certified audiologists employed in

school settings in the United States. Second and third mailings followed, at

approximately 3- or 4-week intervals, to individuals who had not responded

to earlier mailings.

Of the total sample of 4,500 SLPs and audiologists, eight had undeliverable

addresses, 21 had retired, and 24 were ineligible for other reasons, which left

4,447 possible respondents. The actual number of respondents was 2,108,

which represents a 47.4% response rate.

Of the original 4,000 SLPs in the sample, eight had undeliverable mailing

addresses, 18 had retired, and 21 were ineligible for other reasons, which left

3,953 possible respondents. The actual number of respondents was 1,894, a

47.9% response rate among SLPs. The results presented in this report are

based on responses from those 1,894 SLPs.

http://www.asha.org/research/memberdata/schoolssurvey/


10

Supplemental Sources

Additional Information

Thank You

American Speech-Language-Hearing Association. (n.d.). Caseload and workload

[Practice Portal]. Available from www.asha.org/practice-

portal/professional-issues/Caseload-and-Workload/.

American Speech-Language-Hearing Association. (2002). A workload analysis

approach for establishing speech-language caseload standards in the

school. [Position Statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2002). Appropriate school

facilities for students with speech-language-hearing disorders [Technical

Report]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2010). Roles and

responsibilities of speech-language pathologists in schools [Professional

Issues Statement]. Available from www.asha.org/policy.

American Speech-Language-Hearing Association. (2014). Performance

Assessment of Contributions and Effectiveness of Speech-Language

Pathologists (PACE). Available from

www.asha.org/uploadedFiles/SLPs-Performance-Assessment-

Contributions-Effectiveness.pdf#search=%22ASHA%22.

For additional information regarding the 2016 Schools Survey, please contact

Deborah Dixon, director of ASHA’s School Services, at 800-498-2071, ext.

5690, or [email protected]. To learn more about how the Association is working

on behalf of school-based ASHA Certified Members, visit ASHA’s Schools web

pages at www.asha.org/slp/schools/.

ASHA would like to thank the SLPs who completed the 2016 Schools Survey.

Reports like this one are possible only because people like you participate.

Is this information valuable to you? If so, please accept invitations to

participate in other ASHA-sponsored surveys and focus groups. You are the

experts, and we rely on you to provide data to share with your fellow members.

ASHA surveys benefit you.

http://www.asha.org/practice-portal/professional-issues/Caseload-and-Workload/

http://www.asha.org/practice-portal/professional-issues/Caseload-and-Workload/

http://www.asha.org/policy



http://www.asha.org/uploadedFiles/SLPs-Performance-Assessment-Contributions-Effectiveness.pdf#search=%22ASHA%22

http://www.asha.org/uploadedFiles/SLPs-Performance-Assessment-Contributions-Effectiveness.pdf#search=%22ASHA%22

mailto:[email protected]

http://www.asha.org/slp/schools/


11

Appendix A

Regions of the Country


12

Regions of the Country

Northeast

Middle Atlantic

o New Jersey

o New York

o Pennsylvania

New England

o Connecticut

o Maine

o Massachusetts

o New Hampshire

o Rhode Island

o Vermont

South

East South Central

o Alabama

o Kentucky

o Mississippi

o Tennessee

South Atlantic

o Delaware

o District of Columbia

o Florida

o Georgia

o Maryland

o North Carolina

o South Carolina

o Virginia

o West Virginia

West South Central

o Arkansas

o Louisiana

o Oklahoma

o Texas

Midwest

East North Central

o Illinois

o Indiana

oo Michigan

o Ohio

o Wisconsin

West North Central

o Iowa

o Kansas

o Minnesota

o Missouri

o Nebraska

o North Dakota

o South Dakota

West

Mountain

o Arizona

o Colorado

o Idaho

o Montana

o Nevada

o New Mexico

o Utah

o Wyoming

Pacific

o Alaska

o California

o Hawaii

o Oregon

o Washington

13


Appendix B

Job Market for SLPs

14


Table B1: Job Market for SLPs, by Type of Facility

3. CCC-SLP ONLY. Based on your own observations and experiences, rate the current job market for speech-language pathology clinical

service providers in your type of employment facility and in your geographic area. (Percentages)

Analyses limited to respondents who met the following criterion:

CCC-SLP

Response

Facility Type

All Facility

Types

(n = 1,847)

Special Day/

Residential

(n = 69)

Preschool

(n = 220)

Elementary

(n = 1,009)

Secondary

(n = 244)

Student’s

Home

(n = 30)

Admin.

Office

(n = 34)

Combina-

tion

(n = 143)

More job openings

than job seekers 53.5 53.6 55.0 53.6 48.8 53.3 61.8 52.4

Job openings and job

seekers in balance 29.8 18.8 29.5 30.0 32.0 33.3 26.5 32.2

Fewer job openings

than job seekers 16.8 27.5 15.5 16.4 19.3 13.3 11.8 15.4

Statistical significance: χ2(12) = 12.1, p = .440

Conclusion: There is not enough evidence from the data to say that the responses vary by facility type.

Note. CCC-SLP = Certificate of Clinical Competence in Speech-Language Pathology.


15

Table B2: Job Market for SLPs, by Geographic Area 3. CCC-SLP ONLY. Based on your own observations and experiences, rate the current job market for speech-language

pathology clinical service providers in your type of employment facility and in your geographic area. (Percentages)


CCC-SLP

Job Market

Geographic Division More job openings than job

seekers

Job openings and job seekers in

balance

Fewer job openings than job

seekers

New England

(n = 131) 47.3 38.2 14.5

Middle Atlantic

(n = 359) 25.6 38.2 36.2

East North Central

(n = 297) 47.8 36.0 16.2

West North Central

(n = 151) 58.3 30.5 11.3

South Atlantic

(n = 312) 66.3 23.4 10.3

East South Central

(n = 81) 48.1 30.9 21.0

West South Central

(n = 182) 51.1 36.8 12.1

Mountain

(n = 118) 74.6 16.9 8.5

Pacific

(n = 216) 81.9 12.5 5.6

Statistical significance χ2(16) = 276.3, p = .000, Cramer’s V = .274

Conclusion: There is adequate evidence from the data to say that the responses vary by facility type.

Note. CCC-SLP = Certificate of Clinical Competence in Speech-Language Pathology.


16

Appendix C

Greatest Challenges


17

Table C1: Greatest Challenges, by Facility Type

4. What are your greatest challenges as a school-based professional? Select all that apply. (Percentages)


CCC-SLP

Challenge

Facility Type

All Facility

Types

(n = 1,894)

Special Day/

Residential

(n ≥ 68)

Preschool

(n ≥ 224)

Elementary

(n ≥ 1,027)

Secondary

(n ≥ 255)

Student’s

Home

(n ≥ 30)

Admin.

Office

(n ≥ 35)

Combina-

tion

(n ≥ 149)

Budget constraints 43.7 36.8 48.4 43.2 40.8 45.2 40.0 48.7

Ethical challenges 15.4 21.7 11.2 15.3 17.2 6.7 8.6 20.0

High workload/caseload

size 69.6 64.7 71.1 70.6 70.6 66.7 60.0 63.3

Inadequate work space

and facilities** 30.3 34.8 38.8 27.6 33.6 30.0 13.9 36.0

Incorporating optimal

service delivery

models

41.6 42.6 37.5 43.0 44.3 16.7 37.1 45.3

Large amount of

paperwork* 82.8 76.5 86.7 83.6 80.5 63.3 80.0 85.9

Limited support from

the administration 26.2 29.4 23.6 24.9 29.0 30.0 31.4 30.7

Limited understanding of

my role by others*** 40.2 36.8 25.0 43.6 47.8 13.3 37.1 36.0

Limited parental

involvement and

support*

27.7 32.4 27.6 29.4 22.4 9.7 17.1 32.2

Limited time for

collaboration* 50.4 45.6 41.1 51.9 54.1 33.3 40.0 54.0

(Table 3 continues on next page.)


18

Table C1 (Cont’d): Greatest Challenges, by Facility Type

4. (cont’d) What are your greatest challenges as a school-based professional? Select all that apply. (Percentages)


CCC-SLP

Challenge

Facility Type

All Facility

Types

(n = 1,894)

Special Day/

Residential

(n ≥ 68)

Preschool

(n ≥ 224)

Elementary

(n ≥ 1,027)

Secondary

(n ≥ 255)

Student’s

Home

(n ≥ 30)

Admin.

Office

(n ≥ 35)

Combina-

tion

(n ≥ 149)

Low salary** 36.1 42.0 41.8 38.2 25.5 30.0 28.6 34.2

Medicaid billing** 32.1 13.2 26.3 35.9 30.1 23.3 30.6 32.7

Out-of-pocket

professional

expenses

34.5 31.9 36.4 35.4 37.3 29.0 17.1 35.3

Personnel shortage 21.9 23.2 24.0 21.3 18.8 20.0 37.1 25.3

Travel/distance between

schools*** 7.6 4.4 8.4 6.4 4.3 9.7 11.1 18.0

Note. CCC-SLP = Certificate of Clinical Competence in Speech-Language Pathology. *p <.05. **p < .01. ***p = .000.


19

Table C2: Greatest Challenges, by Geographic Area



CCC-SLP

Response

All

Facility

Types (n = 1.894)

New England (n = 181)

Middle

Atlantic (n = 233)

East

North

Central (n = 265)

West

North

Central (n = 205)

South

Atlantic (n = 315)

East

South

Central (n = 104)

West

South

Central (n = 161)

Mtn (n = 214)

Pacific (n = 216)

Budget constraints 44.2 50.3 46.8 43.8 47.3 42.5 44.2 44.1 42.1 38.9

Ethical challenges* 14.7 18.2 19.3 12.8 8.8 13.3 16.3 11.8 14.5 18.1

High workload/caseload size** 69.5 65.7 60.1 71.3 67.8 67.6 77.9 72.7 69.6 78.2

Inadequate work space and

facilities 30.7 34.8 33.9 32.5 27.3 25.4 32.7 26.7 30.4 34.7

Incorporating optimal service

delivery models** 41.9 51.4 35.6 44.9 42.4 35.2 42.3 36.0 44.9 47.7

Large amount of paperwork*** 81.7 70.2 83.7 84.9 82.9 86.7 81.7 85.7 76.2 79.6

Limited support from the

administration** 24.4 23.2 35.6 26.4 19.0 21.9 20.2 22.4 20.6 26.9

Limited understanding of my role

by others* 39.4 39.8 42.5 40.0 33.2 34.9 51.9 36.0 43.0 40.7

Limited parental involvement and

support 27.4 21.0 29.2 30.9 21.5 26.3 36.5 27.3 29.4 27.3

Limited time for collaboration*** 49.6 61.9 59.2 54.3 50.2 45.7 43.3 36.6 43.5 47.2

Low salary*** 36.6 23.8 28.8 40.0 26.8 45.7 42.3 41.0 41.6 37.0

Medicaid billing*** 31.9 28.7 30.0 38.5 25.9 48.9 16.3 33.5 29.9 18.1

Out-of-pocket professional

expenses 33.4 28.2 40.8 36.6 28.3 33.3 36.5 36.0 29.9 31.0

Personnel shortage*** 23.3 11.0 13.7 18.9 20.0 25.7 20.2 31.7 31.8 35.6

Travel/distance between schools 8.4 9.4 7.7 8.7 8.3 5.7 6.7 9.3 13.1 7.9

Note. CCC-SLP = Certificate of Clinical Competence in Speech-Language Pathology; Mtn = Mountain. *p <.05. **p < .01. ***p = .000.


20

Table C3: Greatest Challenges, by Population Size



CCC-SLP

Response

All Facility

Types

(n = 1,807)

City/Urban

(n = 582)

Suburban

(n = 747)

Rural

(n = 478)

Budget constraints* 44.6 48.3 41.4 45.2

Ethical challenges 14.9 17.2 14.6 12.6

High workload/caseload size 69.3 71.3 68.9 67.4

Inadequate work space and facilities*** 31.0 38.1 27.0 28.5

Incorporating optimal service delivery models 42.3 44.8 42.0 39.7

Large amount of paperwork 82.0 83.0 80.9 82.6

Limited support from the administration*** 24.5 30.1 23.6 19.0

Limited understanding of my role by others* 39.9 44.0 38.4 37.2

Limited parental involvement and support*** 27.7 32.3 21.2 32.2

Limited time for collaboration 49.6 47.6 51.1 49.6

Low salary 37.0 36.4 35.6 39.7

Medicaid billing 32.3 32.8 30.9 33.7

Out-of-pocket professional expenses 33.8 36.3 34.0 30.5

Personnel shortage 23.3 23.7 22.8 23.6

Travel/distance between schools*** 8.4 5.8 5.5 15.9

Note. CCC-SLP = Certificate of Clinical Competence in Speech-Language Pathology. *p < .05. ***p = .000.


21

Table C4: Greatest Challenges, by Years of Experience in the Schools



CCC-SLP

Response

All

Facility

Types

(n = 1,817)

Years of Experience

1–5

(n = 320)

6–10

(n = 384)

11–15

(n = 336)

16–20

(n = 299)

21–25

(n = 146)

26–30

(n = 137)

> 30

(n = 195)


Ethical challenges 14.5 15.6 16.7 15..5 14.0 11.6 14.6 9.2

High workload/caseload size 69.5 71.9 71.6 67.0 69.6 65.8 70.1 67.7

Inadequate work space and facilities 30.8 33.8 32.3 31.0 26.8 34.9 30.7 25.6

Incorporating optimal service delivery models 42.4 43.4 41.1 44.6 43.1 46.6 39.4 36.9

Large amount of paperwork*** 81.9 72.5 82.0 80.4 87.3 87.0 83.9 86.7

Limited support from the administration 24.2 23.4 25.0 24.1 24.4 26.0 24.1 22.6

Limited understanding of my role by others*** 39.7 51.3 44.5 36.3 37.5 34.2 33.6 29.2

Limited parental involvement and support*** 27.5 38.8 30.2 27.1 22.7 24.7 20.4 19.0

Limited time for collaboration* 49.8 45.0 50.3 44.3 54.8 52.7 51.1 54.9

Low salary*** 37.1 46.6 44.8 33.9 33.1 29.5 29.9 28.7

Medicaid billing** 31.6 23.8 28.9 33.0 34.1 32.9 39.4 37.4

Out-of-pocket professional expenses* 33.5 40.6 34.9 32.4 34.1 29.5 31.4 24.6

Personnel shortage** 23.4 20.6 19.8 21.7 25.4 23.3 24.1 34.9

Travel/distance between schools 8.5 9.4 9.9 8.0 7.0 7.5 8.8 8.2

Note. CCC-SLP = Certificate of Clinical Competence in Speech-Language Pathology. *p < .05. **p < .01. ***p = .000.


22 8/10/16

Table C5: Greatest Challenges, by Years of Experience in the Profession



CCC-SLP

Response

All Facility

Types

(n = 1,830)

Years of Experience

1–5

(n = 233)

6–10

(n = 310)

11–15

(n = 290)

16–20

(n = 317)

21–25

(n = 206)

26–30

(n = 170)

> 30

(n = 304)


Ethical challenges 14.6 18.5 16.1 14.5 14.5 14.6 11.8 11.8

High workload/caseload size* 69.4 76.0 71.3 70.3 69.7 61.2 63.5 70.1

Inadequate work space and facilities 30.8 36.1 32.6 31.0 26.8 32.0 32.4 27.0

Incorporating optimal service delivery

models* 42.0 45.5 41.3 44.1 47.9 39.3 31.8 39.5

Large amount of paperwork 81.5 76.0 80.0 80.0 84.2 83.0 83.5 83.6

Limited support from the administration 24.2 24.5 22.9 24.8 24.9 26.7 22.4 23.0

Limited understanding of my role by others*** 39.0 55.4 45.2 40.3 39.1 36.4 28.8 26.0

Limited parental involvement and support*** 27.2 42.9 31.9 23.8 27.4 23.3 22.9 18.4

Limited time for collaboration 49.4 45.1 49.4 48.3 52.1 49.5 49.4 51.0

Low salary*** 36.2 47.6 43.9 36.9 34.7 29.6 32.4 27.0

Medicaid billing* 32.0 25.3 28.1 31.0 38.2 29.1 33.5 36.8

Out-of-pocket professional expenses* 33.2 39.5 37.1 34.5 31.9 33.0 28.8 27.0

Personnel shortage* 23.2 19.7 20.0 21.7 24.6 22.8 21.8 30.3

Travel/distance between schools 8.5 9.9 9.0 9.7 6.9 7.8 7.6 8.2

Note. CCC-SLP = Certificate of Clinical Competence in Speech-Language Pathology. *p < .05. ***p = .000.

slp workforce/ work conditions - ashaeducation 27% 51% 15% 2% 5% with online resources 27% 52% 15%...

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