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Survey Summary Report: Numbers and Types of Responses, SLPs

Suggested Citation: American Speech-Language-Hearing Association. (2016). 2016 Schools survey. Survey summary report: Numbers and types of responses, SLPs. Available from www.asha.org.

ASHA 2016 SLP Schools Survey: Survey Summary Report

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Sampling and Response Rates ............................................................................................................................................. 1 ASHA Services and Programs: Q 1 ...................................................................................................................................... 2 Workforce: Qs 2–4 ................................................................................................................................................................ 5 Employment and Earnings: Qs 5–14 ..................................................................................................................................... 9 Caseload/Workload: Qs 15–22 ........................................................................................................................................... 22 Support Personnel: Qs 23–24 ............................................................................................................................................. 37 Performance Evaluation: Qs 25–26 .................................................................................................................................... 40 Ethics: Q 27 ......................................................................................................................................................................... 43 Interprofessional Collaboration: Qs 28–29 .......................................................................................................................... 45 Telepractice: Q 30 ............................................................................................................................................................... 49 Data: Qs 31–33 ................................................................................................................................................................... 50 IDEA Reauthorization: Q 34 ................................................................................................................................................ 56 Demographics: Qs 35–41 .................................................................................................................................................... 60 Appendix ............................................................................................................................................................................. 69



1

Sampling and Response Rates

Probability (nonreplacement) sampling using a stratified systematic technique was used to select a sample of 4,000 ASHA-certified speech-language pathologists with schools as their primary employment facility for the 2016 Schools Survey. The sample was stratified by state, and data have been weighted to reflect their proportion by state within the Association. Small groups, such as speech-language pathologists who work in Wyoming and Idaho, were over sampled so that sufficient numbers from these groups could be included in the sample. An additional 500 ASHA-certified educational audiologists were also randomly selected to participate. Their results are in a separate report. This report is limited to responses from individuals with a Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) only. An overall response rate of 47.4% was obtained for SLPs and audiologists combined (2,108 completed surveys from a net sample of 4,450 eligibles). The response rate for SLPs was 47.9% (1,894 completed surveys from a net sample of 3,956 eligible respondents). These percentages are unweighted. Data were weighted for all tables in the report. The “All Facility Types” column throughout the report reflects results for respondents from the seven facility types as well as from the 15 respondents who reported working in an “other” facility type, and respondents who did not answer the question about their type of facility. Therefore, the “All Facility Types” column may not be the sum of the ns in the other six columns. Data are not presented for table cells with fewer than 25 respondents and are noted with (n < 25) throughout the report. Administrative offices were excluded for questions where responses were limited to clinical service providers. A description of statistical terms used in the report can be found at the end of the report.


2

ASHA Services and Programs 1. In your opinion, what kind of job is the Association doing in serving its school-based members? (Percentages) Analyses limited to respondents who met the following criterion:

CCC-SLP

Response

Facility Type

All Facility Types

(n ≥ 1,817)

Special Day/

Residential (n ≥ 68)

Preschool (n ≥ 216)

Elementary (n ≥ 1004)

Secondary (n ≥ 248)

Student’s Home

(n = 29)

Admin. Office

(n ≥ 34)

Combina-tion

(n ≥ 145)

overall

Poor 2.9 2.9 2.3 3.4 1.6 0.0 0.0 5.5

Fair 19.0 14.7 14.8 19.3 25.7 10.3 11.4 16.6

Good 57.4 55.9 58.8 59.3 52.6 34.5 42.9 60.0

Excellent 12.0 17.6 12.0 11.0 13.7 17.2 28.6 9.0

Don’t know, NA 8.7 8.8 12.0 7.1 6.4 37.9 17.1 9.0

Too many cells (23%) have an expected count of less than 5. Conclusion: Too little data are available in some facility categories to test whether responses vary by facility type.

with advocacy

Poor 6.7 4.3 6.8 7.4 7.3 3.4 0.0 6.2

Fair 22.6 18.8 21.9 22.8 27.4 13.8 17.1 19.2

Good 42.8 39.1 44.3 43.1 37.5 31.0 45.7 46.6

Excellent 9.2 14.5 9.1 8.7 11.3 10.3 11.4 5.5

Don’t know, NA 18.7 23.2 17.8 17.9 16.5 41.4 25.7 22.6

Statistical significance: χ2(24) = 30.6, p = .165 Conclusion: There is not enough evidence from the data to say that the responses vary by facility type.

(Question 1 continues on next page.)


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1. (cont’d) In your opinion, what kind of job is the Association doing in serving its school-based members? (Percentages) Analyses limited to respondents who met the following criterion:

CCC-SLP

Response

Facility Type

All Facility Types

(n ≥ 1,817)

Special Day/





Student’s Home

(n = 29)

Admin. Office

(n ≥ 34)

Combina-tion

(n ≥ 145)

with continuing education

Poor 1.8 2.9 1.8 2.6 1.2 0.0 0.0 2.8

Fair 15.4 7.1 19.0 16.5 17.6 3.4 8.8 12.4

Good 50.6 44.3 49.3 51.9 51.2 37.9 41.2 49.0

Excellent 26.8 32.9 22.2 24.8 26.0 31.0 41.2 31.0

Don’t know, NA 5.3 12.9 7.7 4.3 4.0 27.6 8.8 4.8


with online resources

Poor 1.1 0.0 0.0 1.5 0.8 0.0 0.0 1.4

Fair 15.0 11.6 13.6 14.9 20.9 13.8 5.7 12.3

Good 51.9 39.1 53.2 52.4 48.6 20.7 48.6 54.1

Excellent 27.0 36.2 24.1 25.2 26.5 34.5 37.1 27.4

Don’t know, NA 5.0 13.0 9.1 6.1 3.2 31.0 8.6 4.8




4

1. (cont’d) In your opinion, what kind of job is the Association doing in serving its school-based members? (Percentages) Analyses limited to respondents who met the following criterion:

CCC-SLP

Response

Facility Type

All Facility Types

(n ≥ 1,817)

Special Day/





Student’s Home

(n = 29)

Admin. Office

(n ≥ 34)

Combina-tion

(n ≥ 145)

with professional consultation

Poor 3.4 2.9 2.7 3.9 3.2 0.0 0.0 2.8

Fair 16.3 17.4 14.2 15.4 21.3 13.8 17.1 19.3

Good 34.0 29.0 34.2 34.7 33.7 17.2 31.4 33.8

Excellent 7.2 2.9 6.8 7.0 9.2 13.8 11.4 6.9

Don’t know, NA 39.0 47.8 42.0 39.0 32.5 55.2 40.0 37.2



5

Workforce

2. CCC-A ONLY. Based on your own observations and experiences, rate the current job market for audiology clinical service

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

Response

Facility Type

All Facility Types

Special Day/

Residential Preschool Elementary Secondary Student’s

Home Admin. Office

Combina-tion

More job openings than job seekers

See Survey Summary Report: Numbers and Types of Responses, Educational Audiologists

Job openings and job seekers in balance

Fewer job openings than job seekers

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



6

4. What are your greatest challenges as a school-based professional? Select all that apply. (Percentages) Analyses limited to respondents who met the following criterion:

CCC-SLP

Challenge

Facility Type

All Facility Types

(n = 1,894)

Special Day/



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

Statistical significance: χ2(6) = 6.1, p = .412

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

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

Statistical significance: χ2(6) = 19.9, p = .003, Cramer’s V = .105

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

Incorporating optimal service delivery models

41.6 42.6 37.5 43.0 44.3 16.7 37.1 45.3





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4. (cont’d) What are your greatest challenges as a school-based professional? Select all that apply. (Percentages) Analyses limited to respondents who met the following criterion:

CCC-SLP

Challenge

Facility Type

All Facility Types

(n = 1,894)

Special Day/



Elementary

(n ≥ 1,027) Secondary (n ≥ 255)

Student’s Home

(n ≥ 30)

Admin. Office

(n ≥ 35)

Combina-tion

(n ≥ 149)

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





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4. (cont’d) What are your greatest challenges as a school-based professional? Select all that apply. (Percentages) Analyses limited to respondents who met the following criterion:

CCC-SLP

Challenge

Facility Type

All Facility Types

(n = 1,894)

Special Day/



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




9

Employment and Earnings

5. Which one of the following categories best describes your employment status? (Percentages) Analyses limited to respondents who met the following criterion:

CCC-SLP

Status

Facility Type

All Facility Types

Special Day/


Home Admin. Office

Combina-tion

n = 1,806 n = 69 n = 225 n = 1,025 n = 256 n = 30 n = 35 n = 150

Employed full time 83.9 88.4 78.7 86.0 83.6 66.7 85.7 80.7

Employed part time 16.1 11.6 21.3 14.0 16.4 33.3 14.3 19.3

Not currently employed (SKIP to Q. 33.)

Removed from analyses




10

6. Which one of the following best describes your principal employment situation? (Percentages) Analyses limited to respondents who met the following criteria:

CCC-SLP Employed full time or part time

Situation

Facility Type

All Facility Types

(n = 1,798)

Special Day/


Preschool (n = 224)

Elementary

(n = 1,022) Secondary (n = 255)

Student’s Home

(n = 30)

Admin. Office

(n = 34)

Combina-tion

(n = 149)

Salaried employee, full time or part time

87.3 89.4 89.7 88.0 87.8 76.7 88.2 82.6

Contractor, full time or part time

12.7 10.6 10.3 12.0 12.2 23.3 11.8 17.4



11

7. Although you may work in several types of facilities, select the one type of building that best describes where you work all or most of the time. For individuals who work in private practice or early intervention, select the type of building in which you deliver most of your services. Only one response can be accepted. (Percentages)

Analyses limited to respondents who met the following criteria: CCC-SLP Employed full time or part time

Facility Percentages (n = 1,803)

Special day/residential school 3.8

Pre-elementary (preschool) 12.5

Elementary school 56.8

Secondary school (middle school, junior high, senior high) 14.2

Student’s home 1.7

Administrative office 2.0

Combination from the above list 8.3

Other; specify: 0.8


12

8. Although you may perform more than one job function, select the one position that best describes how you spend most of your time. Only one response can be accepted. (Percentages)


Function

Facility Type

All Facility Types

(n = 1,793)

Special Day/


Preschool (n = 223)

Elementary

(n = 1,021) Secondary (n = 252)

Student’s Home

(n = 31)

Admin. Office

(n = 35)

Combina-tion

(n = 145)

Clinical service provider (includes all individuals providing any direct service)

89.1 86.6 84.8 93.0 94.8 80.6 2.9 83.4

Diagnostician 3.2 0.0 9.0 1.7 1.2 6.5 25.7 3.4

Special education teacher

2.9 1.5 4.0 3.1 2.8 0.0 0.0 1.4

Consultant 1.1 4.5 1.3 0.3 0.8 0.0 2.9 2.8

Administrator/ supervisor/director

3.4 7.5 0.4 1.6 0.4 6.5 65.7 9.0

Other; specify: 0.4 0.0 0.4 0.3 0.0 6.5 2.9 0.0



13

9. Do you receive a salary supplement, stipend, bonus, or other type of “salary upgrade” for any of the following reasons? Select one response for each row. (Percentages)


Salary upgrade

Facility Type

All Facility Types

(n ≥ 1,653)

Special Day/



Elementary

(n ≥ 944) Secondary (n ≥ 230)

Student’s Home

(n ≥ 28)

Admin. Office

(n ≥ 27)

Combina-tion

(n ≥ 135)

ASHA CCCs

Yes 25.2 13.4 26.4 25.1 26.5 23.3 41.2 24.8

No 74.8 86.6 73.6 74.9 73.5 76.7 58.8 75.2



National Teachers Board Certification

Yes 6.1 4.8 4.8 6.7 5.7 0.0 13.8 5.0

No 93.9 95.2 95.2 93.3 94.3 100.0 86.2 95.0


Extra work (Medicaid billing, supervision, etc.)

Yes 12.3 10.3 10.2 12.8 12.7 10.7 25.0 10.8

No 87.7 89.7 89.8 87.2 87.3 89.3 75.0 89.2





14

9. (cont’d) Do you receive a salary supplement, stipend, bonus, or other type of “salary upgrade” for any of the following reasons? Select one response for each row. (Percentages)


Response

Facility Type

All Facility Types

(n ≥ 1,653)

Special Day/



Elementary

(n ≥ 944) Secondary (n ≥ 230)

Student’s Home

(n ≥ 28)

Admin. Office

(n ≥ 27)

Combina-tion

(n ≥ 135)

Recruitment/retention bonus

Yes 4.8 7.6 5.7 4.4 4.2 0.0 6.9 6.6

No 95.2 92.4 94.3 95.6 95.8 100.0 93.1 93.4


Bilingual services

Yes 1.6 0.0 2.9 1.6 0.9 0.0 7.4 1.5

No 98.4 100.0 97.1 98.4 99.1 100.0 92.6 98.5


Results of performance evaluation

Yes 5.5 13.6 6.3 4.7 3.4 10.7 0.0 8.6

No 94.5 86.4 93.7 95.3 96.6 89.3 100.0 91.4



15

10. In your primary job, are you paid on an annual basis or an hourly basis? Select one response only. (Percentages) Analyses limited to respondents who met the following criteria:


Basis

Facility Type

All Facility Types

(n = 1,798)

Special Day/


Preschool (n = 224)

Elementary

(n = 1,024) Secondary (n = 253)

Student’s Home

(n = 30)

Admin. Office

(n = 34)

Combina-tion

(n = 150)

Annual salary 87.6 87.9 87.5 88.7 89.3 76.7 94.1 81.3

Hourly rate (SKIP to Q. 13.)

12.4 12.1 12.5 11.3 10.7 23.3 5.9 18.7




16

11. What is your gross annual income for your primary job, before all deductions? Include supplementary payments identified in Q. 9.

Analyses limited to respondents who met the following criteria: CCC-SLP Employed full time Annual salary of at least $1

Response

Facility Type

All Facility Types

Special Day/


Home Admin. Office

Combina-tion

Worked 9-10 months (academic year)

n = 1,244 n = 29 n = 125 n = 775 n = 187 n = 10 n = 15 n = 97

25th percentile $52,982 $50,805 $49,951 $52,000 $58,000

(n < 25) (n < 25)

$55,000

50th percentile (Median)

$62,000 $67,781 $59,539 $60,000 $70,347 $63,586

75th percentile $75,000 $78,258 $70,097 $72,000 $85,000 $77,000

Mean $65,380 $65,329 $62,578 $63,786 $73,155 $66,090

Standard deviation $18,249 $16,833 $17,406 $17,815 $20,075 $14,943

Mode $60,000 $70,000 $51,000 $65,000 $60,000 $60,000

Statistical significance: F(6, 1230) = 8.8, p = .000 Conclusion: There is adequate evidence from the data to say that the responses vary by facility type.



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11. (cont’d) What is your gross annual income for your primary job, before all deductions? Include supplementary payments identified in Q. 9.

Analyses limited to respondents who met the following criteria: CCC-SLP Employed full time Annual salary of at least $1

Response

Facility Type

All Facility Types

Special Day/


Home Admin. Office

Combina-tion

Worked 11-12 months (calendar year)

n = 131 n = 27 n = 34 n = 33 n = 8 n = 6 n = 14 n = 9

25th percentile $58,500 $67,684 $49,803 $55,847

(n < 25) (n < 25) (n < 25) (n < 25)


$70,154 $75,000 $60,348 $60,000

75th percentile $87,372 $89,515 $74,116 $75,145

Mean $73,846 $77,285 $63,002 $67,090

Standard deviation $21,391 $16,979 $15,807 $21,231

Mode $60,000 $69,000 $52,000 $60,000



18

12. For what period of work is this? If you work for 9–10 months but are paid over a 12-month period, select response “1.” Select one response only. (Percentages)

Analyses limited to respondents who met the following criteria: CCC-SLP Employed full time or part time Annual salary of at least $1

Response

Facility Type

All Facility Types

(n = 1,503)

Special Day/


Preschool (n = 184)

Elementary

(n = 869) Secondary (n = 218)

Student’s Home

(n = 21)

Admin. Office

(n = 31)

Combina-tion

(n = 114)

1 Work 9–10 months per year

90.6 51.7 81.0 96.2 95.4 (n < 25)

51.6 90.4

2 Work 11–12 months per year

9.4 48.3 19.0 3.8 4.6 48.4 9.6

3 Work other period Removed from analyses




19

13. If you are paid on an hourly basis, what is the hourly rate you receive at your primary job? Include your hourly rate before all deductions.

Analyses limited to respondents who met the following criteria: CCC-SLP Hourly salary of at least $1 Worked at least 1 hour per week

Response

Facility Type

All Facility Types

Special Day/


Home Admin. Office

Combina-tion

21 or fewer hours

n = 110 n = 4 n = 9 n = 60 n = 10 n = 6 n = 1 n = 18

25th percentile $40.00

(n < 25) (n < 25)

$41.00

(n < 25) (n < 25) (n < 25) (n < 25)


$49.69 $55.00

75th percentile $60.00 $62.18

Mean $50.70 $53.61

Standard deviation $13.21 $12.79

Mode $40.00 $55.00




20

13. (cont’d) If you are paid on an hourly basis, what is the hourly rate you receive at your primary job? Include your hourly rate before all deductions.

Analyses limited to respondents who met the following criteria: CCC-SLP Hourly salary of at least $1 Worked at least 1 hour per week

Response

Facility Type

All Facility Types

Special Day/


Home Admin. Office

Combina-tion

More than 21 hours

n = 97 n = 5 n = 15 n = 49 n = 14 n = 3 n = 0 n = 9

25th percentile $40.38

(n < 25) (n < 25)

$40.20

(n < 25) (n < 25) (n < 25) (n < 25)


$48.83 $49.41

75th percentile $60.00 $60.00

Mean $50.71 $50.30

Standard deviation $15.30 $15.13

Mode $45.00 $70.00

Statistical significance: F(5, 88) = 1.8, p = .125 Conclusion: There is not enough evidence from the data to say that the responses vary by facility type.


21

14. For how many hours do you work per week for the hourly rate you entered in Q. 13? Analyses limited to respondents who met the following criteria:

CCC-SLP Hourly salary of at least $1

Hours

Facility Type

All Facility Types

(n = 208)

Special Day/

Residential (n = 8)

Preschool (n = 24)

Elementary

(n = 109) Secondary

(n = 24)

Student’s Home (n = 8)

Admin. Office (n = 1)

Combina-tion

(n = 28)

25th percentile 15.0

(n < 25) (n < 25)

14.2

(n < 25) (n < 25) (n < 25)

12.1


21.0 20.0 20.0

75th percentile 33.3 33.3 32.6

Mean 22.8 22.2 22.4

Standard deviation 11.0 10.8 11.0

Mode 15.0 35.0 20.0



22

Caseload/Workload

“Caseload” is based only on the number of students served, whereas “workload” is based on ALL required and performed activities.

15. Using the description above, which approach is used to determine the number of students you serve? Select all that apply. (Percentages)

Analyses limited to respondents who met the following criteria: CCC-SLP Clinical service provider Employed full time or part time

Approach

Facility Type

All Facility Types

(n = 1,566)

Special Day/


Preschool (n = 183)

Elementary

(n = 934) Secondary (n = 238)

Student’s Home

(n = 23) Admin. Office

Combina-tion

(n = 116)

Caseload approach only

80.9 81.0 76.0 83.8 80.7

(n < 25) Removed

from analyses

72.4

Workload approach only

15.2 19.0 20.2 12.7 13.4 21.6

Both caseload and workload

3.8 0.0 3.8 3.4 5.9 6.0

I do not provide clinical services to students (SKIP to Q. 33.)




23

16. What is your average monthly caseload size? Count each student only once. Analyses limited to respondents who met the following criteria:

CCC-SLP Clinical service provider Employed full time Response greater than 0

Response

Facility Type

All Facility Types

(n = 1,328)

Special Day/


Preschool (n = 147)

Elementary

(n = 810) Secondary (n = 198)

Student’s Home


Combina-tion

(n = 97)

25th percentile 36.0 18 25 40 40

(n < 25) Removed

from analyses

32


48.0 30 38 50 50 45

75th percentile 60.0 38 48 60 60 60

Mean 48.0 31 38 51 50 48

Standard deviation 18.2 16 16 17 17 24

Mode 50.0 30 50 50 45 50



24

17. What is the approximate percentage of students on your average monthly caseload in each category below? Use your state’s or school district’s definition for “degree of communication impairment.” (Mean percentages)

Analyses limited to respondents who met the following criteria: CCC-SLP Clinical service provider Employed full time Response to Q. 16 (caseload size) is at least 1

Response

Facility Type

All Facility Types

(n = 1,283)

Special Day/


Preschool (n = 138)

Elementary

(n = 789) Secondary (n = 190)

Student’s Home


Combina-tion

(n = 91)

Severe/profound impairment

27.2 67.4 34.5 21.6 31.4

(n < 25) Removed

from analyses

32.3

Moderate impairment 43.1 20.5 44.0 44.2 46.1 39.0

Mild impairment 29.7 12.0 21.5 34.2 22.5 28.8

Tests of significance could not be run using the available software.


25

18. Indicate how many students you serve monthly in each of the following areas. Students who have overlapping areas of

intervention may be counted more than once. Analyses limited to respondents who met the following criteria:

CCC-SLP Clinical service provider Employed full time Response to Q. 16 (caseload size) is at least 1

Area of Intervention

Facility Type

All Facility Types Special Day/Residential Preschool

Percentage who regularly serve clients with this disorder

Number served (mean) (Includes only those who do serve these clients)





n = 1,328 n varies n = 50 n varies n = 147 n varies

Auditory processing disorder (APD) 37.0 6.1 26.3 5.8 16.0 4.5

Autism spectrum disorder (ASD) 91.3 9.5 93.5 16.2 88.2 8.9

Childhood apraxia of speech (CAS) 63.4 3.2 33.7 4.3 81.4 3.2

Cognitive communication disorders 60.1 9.5 64.3 16.5 47.3 8.1

Dysphagia (swallowing/feeding) 10.5 2.3 22.8 5.3 12.9 1.9

Fluency disorders 68.6 2.6 34.8 2.2 44.3 1.7

Hearing loss 46.4 3.0 32.7 4.8 37.5 3.1

Language disorders: pragmatics/social communication

89.5 12.4 87.2 17.1 85.7 11.4



26

18. (cont’d) Indicate how many students you serve monthly in each of the following areas. Students who have overlapping areas of




Facility Type

All Facility Types Special Day/Residential Preschool







n = 1,328 n varies n = 50 n varies n = 147 n varies

Language disorders: semantics, morphology, syntax

90.8 21.8 74.3 17.7 88.6 17.0

Nonverbal, AAC 55.1 4.8 75.8 14.3 61.1 4.9

Reading and writing (literacy) 33.0 15.2 26.7 7.3 6.6 6.5

Selective mutism 17.6 1.4 11.8 4.9 16.5 1.4

Speech sound disorders 88.7 18.2 61.8 7.8 92.1 16.4

Traumatic brain injury (TBI) 17.1 1.5 28.7 1.8 9.9 1.6

Voice or resonance disorders 17.5 1.4 5.6 1.0 13.4 1.3



27

18. (cont’d) Indicate how many students you serve in each of the following areas. Students who have overlapping areas of




Facility Type

Elementary Secondary Student’s Home







n = 810 n varies n = 198 n varies n = 15

Auditory processing disorder (APD) 39.9 5.6 47.8 7.5

(n < 25)

Autism spectrum disorder (ASD) 92.5 7.9 92.0 14.0

Childhood apraxia of speech (CAS) 65.9 3.1 46.5 2.6

Cognitive communication disorders 62.5 8.3 59.5 11.7

Dysphagia (swallowing/feeding) 9.4 1.8 8.8 1.9

Fluency disorders 77.4 2.6 70.3 3.0

Hearing loss 48.6 2.5 47.4 2.4


91.5 10.9 88.6 16.9



28





Facility Type

Elementary Secondary Student’s Home







n = 810 n varies n = 198 n varies n = 15


93.3 22.1 90.2 26.2

(n < 25)

Nonverbal, AAC 51.5 3.7 56.4 4.3

Reading and writing (literacy) 36.3 14.4 46.7 20.6

Selective mutism 17.1 1.3 19.6 1.2

Speech sound disorders 94.1 21.2 80.1 7.6

Traumatic brain injury (TBI) 15.5 1.3 27.6 1.8

Voice or resonance disorders 19.5 1.3 13.7 1.6



29





Facility Type

Combination



n = 97 n varies

Auditory processing disorder (APD) 31.2 8.2

Autism spectrum disorder (ASD) 85.5 10.2

Childhood apraxia of speech (CAS) 61.7 3.9

Cognitive communication disorders 61.8 10.4

Dysphagia (swallowing/feeding) 10.8 3.4

Fluency disorders 57.9 3.3

Hearing loss 45.0 6.5


84.8 13.3



30





Facility Type

Combination



n = 97 n varies


85.8 21.9

Nonverbal, AAC 65.7 5.9

Reading and writing (literacy) 27.5 13.1

Selective mutism 26.2 1.3

Speech sound disorders 78.4 19.2

Traumatic brain injury (TBI) 15.3 2.3

Voice or resonance disorders 23.5 1.4

Note. AAC = augmentative and alternative communication.


31

19. How many hours do you spend on each of the following activities in a typical WEEK? Enter “0” if none. (Mean hours)

Analyses limited to respondents who met the following criteria: CCC-SLP Clinical service provider Employed full time Response to Q. 16 (caseload size) is at least 1 Total number of hours for Q. 19 was limited to a maximum of 52 which captured 84% of respondents.

Activity

Facility Type

All Facility Types

(n ≥ 1,033)

Special Day/



Elementary

(n ≥ 635) Secondary (n ≥ 139)

Student’s Home


Combina-tion

(n ≥ 70)

Direct intervention: classroom based/ integrated services

4.6 7.2 7.6 3.2 6.1

(n < 25) Removed

from analyses

6.2

Direct intervention: pullout

18.6 13.6 15.3 20.3 17.5 16.6

Services to section 504 students

0.2 0.6 0.2 0.3 0.1 0.1

Documentation/ paperwork

6.5 6.4 7.1 6.4 6.3 6.3

Medicaid billing 1.6 1.2 1.5 1.6 1.4 1.7

Other indirect activities 2.3 3.4 2.3 2.0 2.4 3.1

MTSS/RTI activities 1.1 0.6 0.5 1.4 0.4 1.0

Diagnostic evaluations (e.g., observation, screening, scoring, analysis)

3.1 2.6 3.0 3.1 3.2 3.1

Technological support (e.g., hearing aids/ CIs, AAC)

0.7 1.6 0.7 0.5 1.0 1.3



32

19. (cont’d) How many hours do you spend on each of the following activities in a typical WEEK? Enter “0” if none. (Mean hours)

Analyses limited to respondents who met the following criteria: CCC-SLP Clinical service provider Employed full time Response to Q. 16 (caseload size) is at least 1 Total number of hours for Q. 19 was limited to a maximum of 52 which captured 88% of respondents.

Activity

Facility Type

All Facility Types

(n ≥ 1,033)

Special Day/



Elementary

(n ≥ 635) Secondary (n ≥ 139)

Student’s Home


Combina-tion

(n ≥ 70)

Supervision 0.6 1.5 0.6 .06 0.8 (n < 25) Removed

from analyses

0.6

Tests of significance could not be run using the available software.

Note. AAC = augmentative and alternative communication; CI = cochlear implant; MTSS = multi-tiered system of support; RTI = response to intervention.


33

20. Under what circumstances are you required to make up missed sessions? Select all that apply. (Percentages) Analyses limited to respondents who met the following criteria:

CCC-SLP Clinical service provider Employed full time or part time

Response

Facility Type

All Facility Types

(n = 1,597)

Special Day/



Elementary

(n = 950) Secondary (n ≥ 239)

Student’s Home

(n = 25) Admin. Office)

Combina-tion

(n = 122)

I am not required to make up missed sessions.

40.4 48.3 40.2 41.4 38.9 28.0 Removed

from analyses

35.2


When the student misses a session due to assembly or classroom activity.

12.3 8.6 5.3 13.9 15.0 0.0 Removed

from analyses

9.0



Any time a student misses a session for any reason.

8.3 3.4 8.4 7.5 12.9 8.0 Removed

from analyses

9.0



Any time I miss a session for any reason.

54.4 48.3 57.7 53.6 54.0 60.0 Removed

from analyses

58.2



34

21. What is your role on the multi-tiered system of support (MTSS)/response to intervention (RtI) or pre-referral team? Select all that apply. (Percentages)


Response

Facility Type

All Facility Types

(n = 1,597)

Special Day/



Elementary

(n = 950) Secondary (n ≥ 239)

Student’s Home

(n ≥ 24) Admin. Office

Combina-tion

(n ≥ 121)

Conduct screenings. 54.9 12.1 33.9 66.8 38.1 16.0 Removed

from analyses

59.5

Statistical significance: χ2(5) = 175.3, p = .000, Cramer’s V = .333 Conclusion: There is adequate evidence from the data to say that the responses vary by facility type.

Provide consultation as a member of the pre-referral team.

54.6 19.0 34.4 66.1 40.2 16.0 Removed

from analyses

53.7



Provide direct services within general education.

30.4 8.6 21.6 37.5 19.2 8.0 Removed

from analyses

29.8





35

21. (cont’d) What is your role on the multi-tiered system of support (MTSS)/response to intervention (RtI) or pre-referral team? Select all that apply. (Percentages)


Response

Facility Type

All Facility Types

(n = 1,597)

Special Day/



Elementary

(n = 950) Secondary (n ≥ 239)

Student’s Home

(n ≥ 24) Admin. Office

Combina-tion

(n ≥ 121)

Provide strategies to classroom teachers.

58.2 27.6 36.5 68.5 49.8 8.0 Removed

from analyses

58.2

Statistical significance: χ2(5) =133.7, p = .000, Cramer’s V = .291 Conclusion: There is adequate evidence from the data to say that the responses vary by facility type.

Not applicable; I don’t participate in MTSS/RTI or pre- referral.

26.9 67.2 48.7 16.2 36.0 (n < 25) Removed

from analyses

25.4

Statistical significance: χ2(5) =176.5, p = .000, Cramer’s V = .334


Note. MTSS = multi-tiered system of support; RTI = response to intervention.


36

22. How qualified do you believe you are to address cultural and linguistic influences on service delivery and outcomes?

Scale: 1 = Not at all qualified → 5 = Very qualified

Analyses limited to respondents who met the following criterion: CCC-SLP

Response

Facility Type

All Facility Types

(n = 1,689)

Special Day/


Preschool (n = 208)

Elementary

(n = 992) Secondary (n = 247)

Student’s Home

(n = 24)

Admin. Office

(n = 10)

Combina-tion

(n = 130)

1 – Not at all qualified 3.7 3.3 4.3 3.6 3.2

(n < 25) (n < 25)

6.2

2 16.7 13.1 20.7 17.8 11.3 13.1

3 45.6 50.8 48.1 46.2 43.7 41.5

4 25.9 24.6 19.2 25.4 31.2 29.2

5 – Very qualified 8.0 8.2 7.7 7.0 10.5 10.0



37

Support Personnel

23. How many assistants or aides do you currently supervise? Put “0” if none. If “0,” skip to Q. 25. Analyses limited to respondents who met the following criteria:

CCC-SLP Employed full time or part time Response greater than 0

Response

Facility Type

All Facility Types

(n = 268)

Special Day/


Preschool (n = 45)

Elementary

(n = 150) Secondary

(n = 34)


Admin. Office

Combina-tion

(n = 23)

25th percentile 1.0

(n < 25)

1.0 1.0 1.0

(n < 25) Removed

from analyses

(n < 25)


1.0 1.0 1.0 1.0

75th percentile 2.0 1.4 1.5 1.7

Mean 1.5 1.4 1.5 1.3

Standard deviation 1.3 0.8 1.6 0.6

Mode 1.0 1.0 1.0 1.0



38

24. How does supervision of the assistant or aide impact your caseload and workload? (Percentages) Analyses limited to respondents who met the following criteria:

CCC-SLP Employed full time or part time Response to Q. 23 (number of aides) is greater than 0

Impact

Facility Type

All Facility Types

(n = 268)

Special Day/


Preschool (n = 45)

Elementary

(n = 150) Secondary

(n ≥ 33)


Admin. Office

Combina-tion

(n ≥ 23)

Increases my caseload 23.0 (n < 25) 20.0 23.3 15.2 (n < 25) Removed

from analyses

(n < 25)


Increases my workload 45.4 (n < 25) 53.3 43.3 48.5 (n < 25) Removed

from analyses

(n < 25)



Decreases my caseload

22.8 (n < 25) 22.2 24.7 32.4 (n < 25) Removed

from analyses

(n < 25)


Decreases my workload

31.2 (n < 25) 24.4 36.0 23.5 (n < 25) Removed

from analyses

(n < 25)




39

24. (cont’d) How does supervision of the assistant or aide impact your caseload and workload? (Percentages) Analyses limited to respondents who met the following criteria:

CCC-SLP Employed full time or part time Response to Q. 23 (number of aides) is greater than 0

Impact

Facility Type

All Facility Types

(n = 268)

Special Day/


Preschool (n = 45)

Elementary

(n = 150) Secondary

(n ≥ 33)


Admin. Office

Combina-tion

(n ≥ 23)

No impact on my caseload

19.8 (n < 25) 17.8 20.0 23.5 (n < 25) Removed

from analyses

(n < 25)


No impact on my workload

12.3 (n < 25) 15.6 9.9 14.7 (n < 25) Removed

from analyses

(n < 25)



40

Performance Evaluation

25. Who completes your performance evaluation? Select all that apply. Analyses limited to respondents who met the following criteria:


Response

Facility Type

All Facility Types

(n = 1,806)

Special Day/



Elementary

(n ≥ 1,024) Secondary (n = 255)

Student’s Home

(n = 30)

Admin. Office

(n = 35)

Combina-tion

(n = 150)

Building administrator 45.2 36.8 34.8 51.7 44.7 33.3 11.4 34.0



Special education director

26.1 10.1 29.8 26.4 31.8 13.3 20.0 20.7



Supervisor of speech- language program

19.0 34.8 25.9 16.2 22.0 13.3 0.0 19.3



Supervisor of audiology program

0.2 0.0 0.9 0.0 0.8 0.0 0.0 0.0


None of the above 11.2 10.3 11.1 10.5 9.4 20.0 0.0 18.7



41

26. What system or tool is used to evaluate your performance? Select all that apply. Analyses limited to respondents who met the following criteria:


Response

Facility Type

All Facility Types

(n = 1,806)

Special Day/



Elementary

(n = 1,025) Secondary (n = 255)

Student’s Home

(n = 30)

Admin. Office

(n ≥ 35)

Combina-tion

(n ≥ 149) A performance evaluation system that is also used for classroom teachers

42.8 45.6 48.2 43.8 46.3 40.0 13.9 32.2



A performance evaluation system that is customized for audiologists or SLPs

29.7 19.1 26.2 32.0 31.0 13.3 8.6 28.7



The ASHA Performance Assessment of Contributions and Effectiveness of SLPs (PACE)

1.2 0.0 1.8 1.1 1.2 0.0 0.0 2.7




42

26. (cont’d) What system or tool is used to evaluate your performance? Select all that apply. Analyses limited to respondents who met the following criteria:


Response

Facility Type

All Facility Types

(n = 1,806)

Special Day/



Elementary

(n = 1,025) Secondary (n = 255)

Student’s Home

(n = 30)

Admin. Office

(n ≥ 35)

Combina-tion

(n ≥ 149)

None of the above 21.8 27.9 20.0 21.9 19.2 29.0 5.7 25.5




43

Ethics

27. Which of the issues below present you with significant ethical challenges? Select all that apply. (Percentages) Analyses limited to respondents who met the following criterion:

CCC-SLP

Challenge

Facility Type

All Facility Types

(n = 1,894)

Special Day/



Elementary

(n = 1,028) Secondary (n = 255)

Student’s Home

(n ≥ 30)

Admin. Office

(n = 35)

Combina-tion

(n = 150)

Adhering to administrative and regulatory mandates

24.6 20.6 26.3 26.4 27.5 16.7 8.6 25.3



Compromising quality of services

42.5 40.6 43.8 47.0 45.5 22.6 14.3 42.0



Completing Medicaid billing

14.3 7.2 9.8 17.1 18.0 6.5 0.0 14.0



Supervising support personnel, CFs, etc.

2.9 4.4 4.4 2.9 2.7 0.0 0.0 3.3




44

27. (cont’d) Which of the issues below present you with significant ethical challenges? Select all that apply. (Percentages) Analyses limited to respondents who met the following criterion:

CCC-SLP

Challenge

Facility Type

All Facility Types

(n = 1,894)

Special Day/



Elementary

(n = 1,028) Secondary (n = 255)

Student’s Home

(n ≥ 30)

Admin. Office

(n = 35)

Combina-tion

(n = 150)

Working with unqualified providers

8.5 11.8 9.3 7.7 11.3 6.5 2.9 12.7


None of the above 34.3 38.2 36.0 35.8 38.4 46.7 8.6 32.7


Note. CF = Clinical Fellowship.


45

Interprofessional Collaboration

For the purposes of this survey, “interprofessional collaborative practice” (IPP) occurs when two or more individuals from different fields work together to provide comprehensive, integrated services (e.g., develop and implement a treatment plan collaboratively as a team) in a school environment.

28. During the past 12 months, have you engaged in IPP, as defined above, in your primary work setting? (Percentages) Analyses limited to respondents who met the following criterion:

CCC-SLP

Response

Facility Type

All Facility Types

(n = 1,714)

Special Day/


Preschool (n = 214)

Elementary

(n = 1,005) Secondary (n = 249)

Student’s Home

(n = 25)


Combina-tion

(n = 132)

Yes 73.8 79.4 76.6 70.9 78.7 84.0 (n < 25)

77.3

No (SKIP to Q. 30.) 26.2 20.6 23.4 29.1 21.3 16.0 22.7




46

29. How often have you engaged in IPP for the following activities during the past 12 months? (Percentages) Analyses limited to respondents who met the following criteria:

CCC-SLP Answered “Yes” to Q. 28

Frequency

Facility Type

All Facility Types

(n ≥ 1,204)

Special Day/



Elementary

(n ≥ 689) Secondary (n ≥ 180)

Student’s Home

(n ≥ 20)

Admin. Office (n ≥ 8)

Combina-tion

(n ≥ 97)

Assessment

Never 17.0 28.3 12.2 16.9 18.8

(n < 25) (n < 25)

17.8

Less than monthly 26.1 15.2 25.6 29.5 21.5 21.8

Monthly 32.3 32.6 29.5 33.2 33.3 31.7

Weekly 20.5 13.0 24.4 17.7 23.7 21.8

Daily 4.1 10.9 8.3 2.7 2.7 6.9


Treatment

Never 6.4 4.2 3.9 5.8 9.1

(n < 25) (n < 25)

9.9


Monthly 24.7 14.6 21.9 26.4 22.5 18.8

Weekly 37.7 47.9 39.4 36.9 33.2 45.5

Daily 12.4 22.9 22.6 8.8 15.5 11.9




47

29. (cont’d) How often have you engaged in IPP for the following activities during the past 12 months? (Percentages) Analyses limited to respondents who met the following criteria:


Frequency

Facility Type

All Facility Types

(n ≥ 1,204)

Special Day/



Elementary

(n ≥ 689) Secondary (n ≥ 180)

Student’s Home

(n ≥ 20)


Combina-tion

(n ≥ 97)

Documentation

Never 30.0 36.2 28.5 28.7 32.2

(n < 25) (n < 25)

35.1


Monthly 21.0 17.0 21.2 21.2 20.6 19.6

Weekly 16.4 19.1 17.9 15.7 17.8 15.5

Daily 4.9 6.4 6.6 4.1 4.4 7.2


IPP team meeting

Never 8.6 6.5 5.2 9.6 9.0

(n < 25) (n < 25)

6.9


Monthly 32.9 23.9 33.8 32.4 36.7 34.3

Weekly 33.4 50.0 37.7 31.2 30.9 34.3

Daily 3.3 8.7 3.9 2.7 3.2 3.9




48

29. (cont’d) How often have you engaged in IPP for the following activities during the past 12 months? (Percentages) Analyses limited to respondents who met the following criteria:


Frequency

Facility Type

All Facility Types

(n ≥ 1,204)

Special Day/



Elementary

(n ≥ 689) Secondary (n ≥ 180)

Student’s Home

(n ≥ 20)


Combina-tion

(n ≥ 97)

Student/family meeting

Never 4.9 0.0 5.7 5.0 4.8

(n < 25) (n < 25)

4.9


Monthly 32.9 17.8 34.2 33.6 35.4 27.5

Weekly 25.1 35.6 19.6 25.5 27.5 19.6

Daily 2.8 4.4 5.1 2.1 0.5 5.9


Note. IPP = interprofessional collaborative practice.


49

Telepractice

30. If telepractice is being used in your district, who is providing the service? Select all that apply. (Percentages) Analyses limited to respondents who met the following criterion:

CCC-SLP

Provider

Facility Type

All Facility Types

(n = 1,894)

Special Day/



Elementary

(n = 1,028) Secondary (n ≥ 255)

Student’s Home

(n ≥ 30)

Admin. Office

(n ≥ 35)

Combina-tion

(n = 150)

District staff. 1.7 2.9 2.2 1.4 1.6 3.3 0.0 4.0


Contracted audiologists and SLPs.

3.6 1.5 1.8 3.6 2.4 6.5 2.9 8.7


Telepractice is not used in my district.

74.9 79.4 80.4 82.5 80.9 63.3 22.2 62.7




50

Data

31. Do you collect outcomes data on student progress? (Percentages) Analyses limited to respondents who met the following criteria:


Response

Facility Type

All Facility Types

(n = 1,201)

Special Day/


Preschool (n = 151)

Elementary

(n = 710) Secondary (n = 176)

Student’s Home


Combina-tion

(n = 87)

Yes 98.7 100.0 97.4 98.7 98.9 (n < 25)

Removed from

analyses

100.0

No (SKIP to Q. 33.) 1.3 0.0 2.6 1.3 1.1 0.0



51

32. IF YES, what measure(s) do you use? (Percentages) Analyses limited to respondents who met the following criteria:


Measure

Facility Type

All Facility Types

(n = 1,597)

Special Day/


Preschool (n = 189)

Elementary

(n = 949) Secondary (n = 239)

Student’s Home


Combina-tion

(n ≥ 121)

An outcome measure you created

66.3 72.4 63.0 67.4 65.7 40.0 Removed

from analyses

66.9



A formal outcome measure (Provide the title.)

10.7 13.8 21.2 8.4 10.5 28.0 Removed

from analyses

6.6



Note. The listing of formal measures can be found in a separate report available from Rob Mullen, Director, National Center for Evidence-Based Practice in Communication Disorders (NCEP) at [email protected].


52

33. How helpful would national data be in demonstrating student progress related to the topics below?

Scale: 1 = Not at all helpful → 5 = Very helpful


Response

Facility Type

All Facility Types

(n ≥ 1,674)

Special Day/



Elementary

(n ≥ 914) Secondary (n ≥ 225)

Student’s Home

(n ≥ 28)

Admin. Office

(n ≥ 31)

Combina-tion

(n ≥ 127)

Caseload/workload size

1 – Not at all helpful 5.7 14.1 3.3 4.8 9.0 13.8 0.0 8.0

2 3.9 6.3 4.8 3.7 2.9 3.4 5.7 5.8

3 13.0 15.6 13.3 12.7 13.1 20.7 5.7 10.9

4 15.1 17.2 15.2 16.2 13.9 13.8 17.1 10.1

5 – Very helpful 62.3 46.9 63.3 62.6 61.2 48.3 71.4 65.2


Group size


2 6.6 8.1 7.2 5.8 7.5 3.6 2.9 10.4

3 19.8 22.6 24.2 19.0 16.6 28.6 25.7 18.5

4 18.1 14.5 19.3 18.7 20.7 7.1 5.7 14.1

5 – Very helpful 47.6 37.1 44.9 49.8 42.7 46.4 62.9 48.9





53

33. (cont’d) How helpful would national data be in demonstrating student progress related to the topics below?



Response

Facility Type

All Facility Types

(n ≥ 1,674)

Special Day/



Elementary

(n ≥ 914) Secondary (n ≥ 225)

Student’s Home

(n ≥ 28)

Admin. Office

(n ≥ 31)

Combina-tion

(n ≥ 127)

Frequency of service


2 4.5 7.7 4.8 4.7 3.4 6.9 0.0 4.3

3 17.7 15.4 18.8 17.7 18.5 10.3 11.8 12.1

4 21.2 26.2 23.2 21.5 22.3 6.9 11.8 19.9

5 – Very helpful 51.7 44.6 50.7 51.7 47.9 72.4 76.5 56.0


Intensity of service


2 6.4 7.9 3.9 7.0 7.2 3.4 2.9 5.2

3 22.9 23.8 28.8 23.3 19.6 10.3 20.6 15.7

4 22.9 23.8 22.9 22.9 21.7 13.8 14.7 23.9

5 – Very helpful 41.8 34.9 41.5 41.0 41.7 69.0 61.8 46.3





54




Response

Facility Type

All Facility Types

(n ≥ 1,674)

Special Day/



Elementary

(n ≥ 914) Secondary (n ≥ 225)

Student’s Home

(n ≥ 28)

Admin. Office

(n ≥ 31)

Combina-tion

(n ≥ 127)

Collaborative teaming


2 9.6 8.1 7.0 10.4 9.8 10.3 19.4 7.3

3 29.7 24.2 35.3 30.4 26.9 24.1 25.8 27.0

4 22.0 21.0 25.4 21.3 22.2 13.8 9.7 19.0

5 – Very helpful 30.9 37.1 28.4 29.5 31.2 44.8 45.2 39.4



Integrated versus pullout services


2 5.7 6.3 5.3 6.0 4.3 7.1 0.0 7.1

3 20.7 15.9 24.9 21.5 18.5 28.6 15.2 17.1

4 26.3 34.9 25.4 27.3 24.9 3.6 18.2 21.4

5 – Very helpful 40.9 36.5 41.1 39.1 42.5 53.6 63.6 46.4





55




Response

Facility Type

All Facility Types

(n ≥ 1,674)

Special Day/



Elementary

(n ≥ 914) Secondary (n ≥ 225)

Student’s Home

(n ≥ 28)

Admin. Office

(n ≥ 31)

Combina-tion

(n ≥ 127)

Hearing technology function/usage


2 16.9 16.1 16.0 17.6 20.9 3.4 12.9 13.4

3 31.4 32.3 30.4 31.5 29.8 24.1 35.5 31.5

4 14.6 21.0 18.6 14.0 9.8 6.9 6.5 15.0

5 – Very helpful 16.9 9.7 15.5 16.4 16.0 41.4 22.6 19.7




56

IDEA Reauthorization

34. Rate the importance of each of the issues below in relation to the Individuals with Disabilities Education Act (IDEA).

Scale: 1 = Not at all important → 5 = Very important


Response

Facility Type

All Facility Types

(n ≥ 1,689)

Special Day/



Elementary

(n ≥ 917) Secondary (n ≥ 222)

Student’s Home

(n ≥ 27)

Admin. Office

(n ≥ 32)

Combina-tion

(n ≥ 131)

Connection with the Early Hearing Detection and Intervention program (EHDI)

1 – Not at all important 5.0 8.2 3.8 5.5 5.0 7.4 12.5 2.3

2 8.9 9.8 6.7 10.6 8.6 0.0 9.4 6.1

3 22.1 23.0 25.7 22.4 20.3 18.5 34.4 16.0

4 18.7 16.4 15.2 18.9 17.1 7.4 9.4 25.2

5 – Very important 45.4 42.6 48.6 42.7 49.1 66.7 34.4 50.4


Early childhood


2 2.7 0.0 2.3 2.8 3.5 0.0 8.6 3.6

3 10.4 9.8 5.0 11.4 12.6 0.0 22.9 10.9

4 19.4 31.1 12.7 20.7 20.0 0.0 11.4 15.9

5 – Very important 65.8 54.1 79.5 63.5 60.4 100.0 54.3 68.8




57

34. (cont’d) Rate the importance of each of the issues below in relation to the Individuals with Disabilities Education Act (IDEA).



Response

Facility Type

All Facility Types

(n ≥ 1,689)

Special Day/



Elementary

(n ≥ 917) Secondary (n ≥ 222)

Student’s Home

(n ≥ 27)

Admin. Office

(n ≥ 32)

Combina-tion

(n ≥ 131)

Early intervening services/MTSS/RtI


2 2.8 1.7 3.8 2.6 4.4 0.0 0.0 3.6

3 14.5 10.0 16.1 15.2 15.3 0.0 12.1 15.3

4 22.2 41.7 17.5 23.0 20.1 3.4 21.2 18.2

5 – Very important 58.8 41.7 60.7 58.2 55.9 96.6 63.6 61.3


Funding


2 3.1 3.3 3.2 3.0 3.5 3.6 5.9 1.5

3 15.1 6.6 15.3 15.0 21.0 3.6 11.8 13.9

4 21.4 39.3 18.5 23.0 14.8 7.1 20.6 21.9

5 – Very important 58.9 47.5 61.6 57.6 58.5 85.7 58.8 60.6




58




Response

Facility Type

All Facility Types

(n ≥ 1,689)

Special Day/



Elementary

(n ≥ 917) Secondary (n ≥ 222)

Student’s Home

(n ≥ 27)

Admin. Office

(n ≥ 32)

Combina-tion

(n ≥ 131)

IEP team independence/strengthening


2 5.5 6.3 2.9 6.2 6.9 0.0 8.6 5.2

3 26.6 23.8 33.5 26.2 25.4 34.5 25.7 20.7

4 29.3 27.0 31.1 30.5 24.1 17.2 14.3 28.9

5 – Very important 36.0 36.5 29.2 35.1 40.5 48.3 45.7 40.7


Language of intervention for ELLs


2 7.0 9.8 5.3 7.1 5.3 7.1 8.8 10.4

3 27.4 39.3 28.2 27.9 22.9 21.4 20.6 25.2

4 26.7 21.3 27.3 27.6 26.4 10.7 32.4 24.4

5 – Very important 35.6 26.2 36.4 33.4 43.6 60.7 32.4 37.0




59




Response

Facility Type

All Facility Types

(n ≥ 1,689)

Special Day/



Elementary

(n ≥ 917) Secondary (n ≥ 222)

Student’s Home

(n ≥ 27)

Admin. Office

(n ≥ 32)

Combina-tion

(n ≥ 131)

Paperwork reduction


2 3.3 9.5 0.9 2.7 5.1 0.0 5.9 5.8

3 12.4 20.6 12.5 12.2 9.8 10.7 17.6 10.9

4 20.3 17.5 28.2 19.4 23.0 10.7 17.6 15.2

5 – Very important 61.6 49.2 55.1 63.8 59.1 78.6 52.9 66.7


Treatment of ASD


2 2.8 0.0 3.7 3.3 2.1 3.4 8.8 0.7

3 14.7 11.1 10.1 15.7 13.6 13.8 26.5 15.2

4 29.0 20.6 31.2 29.7 27.7 17.2 26.5 27.5

5 – Very important 52.2 63.5 53.2 50.2 56.2 65.5 38.2 55.8


Note. ASD = autism spectrum disorder; ELL = English language learner; IEP = individualized education program.


60

Demographics

35. Which one of the following best describes where you work? (Percentages) Analyses limited to respondents who met the following criteria:


Area

Facility Type

All Facility Types

(n = 1,787)

Special Day/


Preschool (n = 222)

Elementary

(n = 1,014) Secondary (n = 254)

Student’s Home

(n = 29)

Admin. Office

(n = 35)

Combina-tion

(n = 146)

City/urban area 32.4 40.6 32.4 31.4 33.5 34.5 40.0 29.5

Suburban area 45.2 49.3 44.6 43.0 56.7 34.5 40.0 42.5

Rural area 22.4 10.1 23.0 25.6 9.8 31.0 20.0 28.1

Not employed (SKIP to Q. 37.)





61

36. In what state is your primary employment FACILITY located? Use standard post office two-letter code (e.g., ID for Idaho).


State n State n State n

Alabama (AL) 15 Kentucky (KY) 26 North Dakota (ND) 7

Alaska (AK) 4 Louisiana (LA) 27 Ohio (OH) 60

Arizona (AZ) 28 Maine (ME) 10 Oklahoma (OK) 23

Arkansas (AR) 31 Maryland (MD) 43 Oregon (OR) 23

California (CA) 150 Massachusetts (MA) 62 Pennsylvania (PA) 74

Colorado (CO) 32 Michigan (MI) 60 Rhode Island (RI) 10

Connecticut (CT) 31 Minnesota (MN) 40 South Carolina (SC) 22

Delaware (DE) 5 Mississippi (MS) 16 South Dakota (SD) 5

District of Columbia (DC)

2 Missouri (MO) 46 Tennessee (TN) 22

Florida (FL) 84 Montana (MT) 4 Texas (TX) 94

Georgia (GA) 50 Nebraska (NE) 16 Utah (UT) 14

Hawaii (HI) 6 Nevada (NV) 8 Vermont (VT) 7

Idaho (ID) 6 New Hampshire (NH) 12 Virginia (VA) 36

Illinois (IL) 95 New Jersey (NJ) 73 Washington (WA) 31

Indiana (IN) 25 New Mexico (NM) 17 West Virginia (WV) 10

Iowa (IA) 11 New York (NY) 211 Wisconsin (WI) 44

Kansas (KS) 22 North Carolina (NC) 49 Wyoming (WY) 6

Total 1,806


62

36. (cont’d) In what state is your primary employment FACILITY located? Use standard post office two-letter code (e.g., ID for

Idaho). Analyses limited to respondents who met the following criteria:


Region/Division

Facility Type

All Facility Types

(n = 1,806)

Special Day/


Preschool (n = 224)

Elementary

(n = 1,025) Secondary (n ≥ 255)

Student’s Home

(n ≥ 30)

Admin. Office

(n = 34)

Combina-tion

(n ≥ 149)

Northeast 27.0 48.5 29.5 23.0 33.2 35.5 17.6 30.9

Middle Atlantic 19.8 35.3 21.4 16.7 23.5 33.3 14.7 24.0

New England 7.3 13.2 7.6 6.3 9.8 3.3 2.9 6.7

Midwest 23.9 16.2 26.8 25.5 21.9 32.3 20.6 18.1

East North Central

15.7 13.2 13.4 17.8 14.5 20.0 11.8 11.3

West North Central

8.2 2.9 13.4 7.6 7.5 13.3 8.8 6.7

South 30.8 23.5 21.9 34.2 27.0 16.1 50.0 28.9

East South Central

4.4 0.0 2.2 6.0 3.1 0.0 5.9 2.0

South Atlantic 16.7 19.1 14.3 16.9 16.9 10.0 17.6 18.7

West South Central

9.7 5.9 5.4 11.4 6.7 3.3 26.5 8.7

West 18.2 11.8 21.9 17.3 18.0 16.1 11.8 22.1

Mountain 6.4 2.9 4.9 7.2 3.9 0.0 11.8 7.3

Pacific 11.8 7.4 17.4 10.1 14.1 16.7 0.0 14.7

Statistical significance: FOR 4 REGIONS: χ2(18) = 56.0, p = .000, Cramer’s V = .102 FOR 9 DIVISIONS: Too many cells (25%) have an expected count of less than 5.


63

37. Identify the degrees you have earned. Count only actual degrees-not equivalencies or certificates-and do not include degrees expected but not yet conferred. Select all that apply. (Percentages)


Degree

Facility Type

All Facility Types

(n = 1,887)

Special Day/


Preschool (n = 225)

Elementary

(n = 1,024) Secondary (n = 253)

Student’s Home

(n = 30)

Admin. Office

(n = 36)

Combina-tion

(n = 150)

Master’s 98.5 97.1 98.7 99.1 97.2 100.0 86.1 100.0

PhD 0.5 2.9 0.0 0.3 0.8 0.0 2.8 0.0

AuD 0.1 0.0 0.0 0.2 0.0 0.0 0.0 0.0

Other doctorate 0.9 0.0 1.3 0.4 2.0 0.0 11.1 0.0


Highest Degree

Master’s 98.5 97.1 98.7 99.1 97.2 100.0 86.1 100.0

Doctorate 1.5 2.9 1.3 0.9 2.8 0.0 13.9 0.0


Note. AuD = doctor of audiology; PhD = doctor of philosophy.


64

38. How many years (a) have you been employed in the audiology or speech-language pathology profession, and (b) how many of those years were in schools? Round to the nearest full year. Enter “0” if you have never been employed in the professions.

Analyses limited to respondents who met the following criteria: CCC-SLP Response greater than 0

Years

Facility Type

All Facility Types

Special Day/


Home Admin. Office

Combina-tion

(a) Total Years in the Professions

n = 1,826 n = 66 n = 215 n = 993 n = 247 n = 29 n = 33 n = 148

25th percentile 9.0 6.0 8.0 9.0 10.0 8.3 17.1 10.0


17.0 15.0 15.0 16.0 18.0 15.9 26.0 17.0

75th percentile 25.0 23.0 24.0 25.0 27.5 28.6 35.5 27.0

Mean 18.1 15.7 16.6 17.5 19.4 18.1 25.4 18.9

Standard deviation 10.7 10.5 10.4 10.5 10.7 11.3 10.9 10.3

Mode 18.0 5.0 5.0 20.0 15.0 16.0 26.0 10.0




65

38. (cont’d) How many years (a) have you been employed in the audiology or speech-language pathology profession, and (b) how many of those years were in schools? Round to the nearest full year. Enter “0” if you have never been employed in the professions.

Analyses limited to respondents who met the following criteria: CCC-SLP Response greater than 0

Years

Facility Type

All Facility Types

Special Day/


Home Admin. Office

Combina-tion

(b) Total Years in the Schools

n = 1,821 n = 67 n = 217 n = 994 n = 245 n = 24 n = 35 n = 143

25th percentile 7.0 5.6 6.0 7.0 8.0

(n < 25)

16.0 9.0


13.7 12.4 12.0 13.0 14.0 26.0 15.0

75th percentile 21.0 18.0 20.0 20.0 22.0 35.0 21.8

Mean 15.4 13.4 14.0 14.9 15.9 24.4 15.8

Standard deviation 10.0 9.4 9.3 9.9 9.9 10.4 9.8

Mode 6.0 6.0 5.0 6.0 15.0 35.0 10.0



66

39. How much unpaid student debt do you have? Enter “0” if none. Analyses limited to respondents who met the following criteria:

CCC-SLP Student debt of at least $1

Debt Amount

Facility Type

All Facility Types

(n = 509)

Special Day/


Preschool (n = 64)

Elementary

(n = 304) Secondary

(n = 50)

Student’s Home

(n = 11)


Combina-tion

(n = 31)

25th percentile $15,000 $25,000 $12,000 $14,000 $21,956

(n < 25) (n < 25)

$20,000


$30,000 $50,963 $20,109 $31,408 $40,955 $32,488

75th percentile $60,000 $65,000 $55,739 $55,000 $100,000 $50,478

Mean $41,860 $51,024 $35,688 $37,985 $71,856 $41,471

Standard deviation $38,289 $32,536 $35,179 $29,530 $72,848 $31,215

Mode $30,000 $65,000 $10,000 $30,000 $25,000 $30,000



67

40. In what year were you born? (Note: data were converted to age.) Analyses limited to respondents who met the following criterion:

CCC-SLP

Age

Facility Type

All Facility Types

(n = 1,883)

Special Day/


Preschool (n = 222)

Elementary

(n = 1,024) Secondary (n = 254)

Student’s Home

(n = 30)

Admin. Office

(n = 35)

Combina-tion

(n = 148)

25th percentile 35.0 31 34 34 37 32 45 38


44.0 40 43 43 46 42 53 47

75th percentile 55.0 52 51 53 56 57 59 56

Mean 44.9 42 43 44 46 44 51 47

Standard deviation 11.7 11 11 11 11 13 11 11

Mode 43.0 31 48 28 46 29 59 38



68

41. In what year do you think you are most likely to retire from the profession? Analyses limited to respondents who met the following criterion:

CCC-SLP

Retirement

Facility Type

All Facility Types

(n = 1,714)

Special Day/


Preschool (n = 202)

Elementary

(n = 938) Secondary (n = 222)

Student’s Home

(n = 30)

Admin. Office

(n = 34)

Combina-tion

(n = 133)

25th percentile 2022 2027 2025 2023 2021 2020 2016 2021


2030 2037 2034 2031 2030 2031 2020 2028

75th percentile 2040 2045 2041 2040 2039 2046 2031 2036

Mean 2032 2036 2033 2032 2031 2034 2024 2030

Standard deviation 11 11 10 11 11 14 10 10

Mode 2030 2040 2036 2030 2036 2046 2016 2026




69

Appendix

Summary Report Statistics


70

Statistics used in this summary report include the following notations and descriptions:

Notation Description

Response rate

The percentage of individuals who were included in the sample, minus any who were ineligible RR = (C + P) S – (Ret + I) Where RR = Response rate C = Number of completed surveys P = Number of partial surveys S = Sample size Ret = Ineligible because of retirement I = Ineligible for other reasons (e.g., does not work in schools, no longer in the field, on leave of absence) RR = 2108 = 47.4% 4503 – (21 + 32)

n The number in the sample. In this report, the number of people who answered a particular question.

Mean A measure of central tendency; an average. Add the total of all the values and divide by the number of items. Example: (1 + 1 + 7 + 34 + 88) / 5 = 26.2

Standard deviation

A statistic that shows the spread of scores in a distribution. Used with means. The larger the standard deviation, the more widely the scores are spread out around the mean.1 About 68% of the measurement is between 1 standard deviation greater than and 1 standard deviation smaller than the mean; 95% are plus/minus 2 standard deviations. Example: (1 + 1 + 7 + 34 + 88) Standard deviation = 37.1 Therefore, 68% of the responses are between -10.9 and 63.3

Median A measure of central tendency. Arrange the values in order, from lowest to highest. Select the value in the middle position.

Example: 1, 1, 7, 34, 88 Median = 7

Appendix table continues on next page.

7/6/16


71

Notation Description

Mode A measure of central tendency; an average. The value that occurs more frequently than any other value.

Example: 1, 1, 7, 34, 88 Mode = 1

Statistical significance

Describes whether a value is larger or smaller than would be expected by chance alone. Note that a large sample size can lead to results that are “statistically significant” even though the results themselves may not have substantive or practical significance. This is particularly true for chi-square (χ2) tests.1

Chi-square (χ2)

A test used to assess the statistical significance of a finding where the variables being assessed are nominal (e.g., annual salary and hourly salary) or ordinal (e.g., excellent, good, fair, and poor). It measures whether there are statistically significant differences between the observed frequencies and the expected frequencies of two variables. The larger the observed frequency is in comparison with the expected frequency, the larger the χ2 statistic and the more likely the difference is statistically significant. When the sample size is large, large χ2 values (that is, ones that that are statistically significant) can be obtained even for weak associations.1

Cramer’s V A measure of the strength of the association, used with χ2 statistics to identify the meaningfulness of a relationship. The χ2 value may be large with a small probability (p < .05) of having occurred by chance. That is, it is “statistically significant at the .05 level.” Cramer’s V is a measure of how strong (practically important) the relationship is between the variables. The larger the Cramer’s V, the stronger the association.

ANOVA (F) F is the statistic computed when conducting an analysis of variance (ANOVA). Analysis of variance measures the differences between means on two or more variables. It is used when independent variables are categorical and a dependent variable is continuous.1

p Probability. Found in expressions such as p = .003 meaning “The probability that this result could have been produced by chance is 1 in 3/1000ths. The smaller the number, the less likely that the result was due to chance. The p value is the actual probability associated with an obtained statistical result, such as χ2 or F.1

df Degrees of freedom. The number of values that are free to vary when computing a statistic. Used in interpreting both a χ2 and an F ratio. It is calculated in a cross-tabulation as (R – 1) (C – 1) or (the number of rows minus 1) times (the number of columns minus 1). In a 3 × 4 table, df would be 6.

1 Vogt, W. P. (1993). Dictionary of statistics and methodology. Newbury Park, CA: Sage.

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