This study was an attempt to add to the existing research base, as well as fill in a gap in the literature with regard to speech language pathologists in public educational organizations in Texas. Variables explored in this study were recruitment, retention, career commitment, organizational commitment, job satisfaction, job overload, and turnover intent. The purpose of this study was to explore the relationship between recruitment, retention, career commitment, organizational commitment, job satisfaction, job overload, and the turnover intent of speech language pathologists in Texas. Additionally, this study sought to identify those factors that most influence the recruitment and retention of speech pathologists. A random sample of 500 speech pathologists was identified for participation in this study. Responses were elicited via Questionnaires, and consisted of eight sections: (a) demographic information and (b) seven previously validated and reliable instruments related to the variables identified in this study. All instruments were deemed appropriate for use in this study and were set to a six-point Likert scale. The data revealed that job responsibility, pay level, size of caseload, needing a job, and administrative support played a major role in the recruitment of speech language pathologists. On the other hand, job satisfaction, caseload, and job security were found to be the most influential in the retention of speech language pathologists. Furthermore, recruitment, retention, and job overload were found to have a significant positive relationship to turnover intent in speech pathologists, whereas career commitment, organizational commitment, and job satisfaction were found to have a significant negative relationship to turnover intent.

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Research has suggested that speech pathologists (SPs) in Australia involve parents in intervention when working with children with phonological impairment. However, details of what this practice entails are unknown. If parents are considered integral to meeting service delivery challenges regarding recommended intervention intensities, there is a need to better understand how parents are involved and trained to provide intervention. This study addresses that need. An anonymous, voluntary online survey was completed by 335 SPs in Australia who work with children with phonological impairment. Participants answered questions about how they involve and train parents, and the type of home practice activities provided. In addition, SPs were asked to identify barriers they faced when involving parents in intervention for children with phonological impairment. Overall, 96.36% of SPs involved parents in intervention. SPs reported involving parents in a range of intervention tasks, including goal planning, observing sessions, and completing home practice activities. Sixty-eight percent reported training parents to provide intervention, of whom 87.77% indicated that they do not follow a structured training program or approach when working with parents. Of note, 83.9% of SPs strongly agreed that parent involvement is essential for intervention to be effective; however, most SPs reported barriers to involving parents in intervention, notably compliance with completion of home practice activities. Although SPs consider parent involvement to be valuable, they identified several barriers to this practice. This poster will offer practical suggestions for how parent training and parent involvement could be implemented for children with phonological impairment.

Thesis (M.A.)--Miami University, Dept. of Speech Pathology and Audiology, 2007. / Title from first page of PDF document. Includes bibliographical references (p.33-34).

No description available.