Using the American Speech Language & Hearing Association’s EBP Toolkit During Supervised School-Based Practicum: Is There an Impact on Student Clinicians’ Ratings of Self-Proficiency?

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dc.contributor.author Gebel, Mary Lang
dc.date.accessioned 2025-03-27T16:00:34Z
dc.date.available 2025-03-27T16:00:34Z
dc.date.issued 2024-08-28
dc.identifier.other b718ee5e-368c-476a-a337-fd14b4490a98 en_US
dc.identifier.uri https://hdl.handle.net/10428/7388
dc.description.abstract The current position statement on evidence-based practice (EBP) published by the American Speech-Language and Hearing Association (ASHA), the national certifying organization for the profession of speech-language pathology states that it is the expectation for those who hold the Certificate of Clinical Competency (CCC) in SLP that they incorporate the basic tenets of EBP including research, clinical experience and expertise, and client and family perspectives (ASHA, 2022). Anecdotally, direct instruction of EBP can be little more than embedded information prior to practicum experiences. This is not to say that EBP methodology was not or is not adequately taught; rather, that varying teaching methodologies across the current generations of speech-language pathologists (SLPs) have resulted in different degrees of exposure and competency. ASHA recognized the inconsistency of EBP practices as an area of need in the early 2000s with a publicized dedication of resources for developing a better understanding of what type of guidance clinical professionals need to apply EBP effectively during client care. Among several documented reasons behind recognized inconsistencies in this area, lack of a systematic framework and practice for using it among graduate level students during practicum is evident in the literature. The purpose of this study is to investigate relationships between these factors to add to the current body of literature and inform SLPs about best practice for educating graduate-level students. Such information is important for further developing EBP curriculum and universally recognized teaching methodology. en_US
dc.format.extent 1 electronic record. PDF/A document, 88 pages, 2023721 bytes. en_US
dc.format.mimetype application/pdf en_US
dc.language.iso en_US en_US
dc.rights This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed. en_US
dc.subject Speech therapy en_US
dc.subject Evidence-based medicine en_US
dc.subject Speech therapy--Study and teaching en_US
dc.subject Speech therapists--Training of en_US
dc.subject Clinical competence--Evaluation en_US
dc.subject Speech therapy--Practice en_US
dc.subject Professional education--Standards en_US
dc.subject Curriculum evaluation en_US
dc.subject Educational evaluation en_US
dc.subject Dissertations, Academic--United States en_US
dc.title Using the American Speech Language & Hearing Association’s EBP Toolkit During Supervised School-Based Practicum: Is There an Impact on Student Clinicians’ Ratings of Self-Proficiency? en_US
dc.type Thesis en_US
dc.contributor.department College of Education and Human Services of Valdosta State University en_US
dc.description.advisor Smeckova, Gabriela
dc.description.committee Gorham-Rowan, Mary
dc.description.committee Johnson, Kimberly
dc.description.degree SLP.D. en_US
dc.description.major Communication Sciences and Disorders en_US


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