PURPOSE This study examined the clinical practice, self-efficacy, and beliefs about assessing and treating written language among speech-language pathologists (SLPs) working with school-aged clients (aged 5-21 years) in school and nonschool settings in the United States. METHOD A survey was completed by a nationwide sample of 344 SLPs working with school-aged clients in the United States. Statistical analyses were conducted to determine differences between (a) SLPs' self-efficacy in assessing and treating spoken versus written language and (b) school-based and non-school-based SLPs' clinical practice, self-efficacy, and beliefs about their roles with written language. RESULTS All respondents reported significantly lower rates of self-efficacy in assessing and treating written language compared to spoken language, and their self-efficacy had a significant, positive relationship with the amount of clinical time devoted to written language. School-based SLPs devoted a significantly lower percentage of clinical time to written language, had significantly lower self-efficacy in addressing written language, and had lower rates of agreement on statements about their roles and responsibilities with written language compared to non-school-based SLPs. These differences were not found with spoken language. The most prevalent written language needs on respondents' workloads were reported as written expression (69.3%) and reading comprehension (66%). CONCLUSIONS School-based and non-school-based SLPs report different levels of clinical time devoted to written language, self-efficacy in addressing written language, and beliefs about their roles in addressing written language. There is a need to investigate the reasons for these differences and the potential impact of preservice and in-service training in ameliorating them. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25511047.

中文翻译：

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书面语言实践、自我效能和信念：对与学龄客户合作的言语病理学家的调查。


目的 本研究调查了在美国学校和非学校​​环境中与学龄客户（5-21 岁）合作的言语病理学家 (SLP) 的临床实践、自我效能以及评估和治疗书面语言的信念。方法 一项调查由全国范围内 344 名与美国学龄客户合作的 SLP 样本完成。进行统计分析以确定 (a) SLP 在评估和处理口语与书面语言方面的自我效能和 (b) 学校和非学校​​ SLP 的临床实践、自我效能和对其自身能力的信念之间的差异。具有书面语言的角色。结果 所有受访者均表示，与口语相比，评估和处理书面语言的自我效能感明显较低，而且他们的自我效能感与用于书面语言的临床时间量呈显着的正相关。与非学校的 SLP 相比，学校的 SLP 在书面语言上投入的临床时间比例显着较低，处理书面语言的自我效能显着较低，并且对书面语言角色和责任的陈述的同意率较低SLP。口语中没有发现这些差异。据报告，受访者工作量中最普遍的书面语言需求是书面表达（69.3%）和阅读理解（66%）。结论 学校和非学校​​的 SLP 报告了不同程度的用于书面语言的临床时间、处理书面语言的自我效能以及对其在处理书面语言中的作用的信念。 有必要调查这些差异的原因以及职前和在职培训对改善这些差异的潜在影响。补充材料 https://doi.org/10.23641/asha.25511047。