"Cochlear implant education amongst speech language pathologists" by Alexandra Wojtowicz
 

Document Type

Research Paper

Publication Date

2021

Abstract

Speech-Language Pathologists (SLPs) are the professionals that oversee cochlear implant (CI) habilitation. However, SLPs encompass a wide range of training and experience levels or have an emerging specialized field of expertise. Consequently, not all SLPs may be adequately equipped to treat a client with a CI on their caseload. Previous research has indicated that SLPs lack the knowledge and confidence to treat clients with CIs on their caseload (Watson & Martin, 1999; Babeu, 2016; Compton, Tucker, and Flynn, 2009); yet, there has been limited research in regards to understanding SLPs’ education and training levels on CIs. The purpose of this research study is to determine if SLPs in Michigan (MI) are effectively trained to manage individuals with CIs on their caseload. Two additional questions to be answered from the overall research question include investigating if SLP training levels for CIs differ between practice settings, and if SLPs’ training for CIs correlates with university curriculums. A survey study was used to answer the aforementioned questions. The survey consisted of a variety of 48 questions in different formats pertaining to demographics, education and experiences, caseload profiles, training for treating clients with CIs/training on topics related to CIs, training gained from university curriculums, and determining the need for further education and experiences. Online surveys were distributed to SLPs via email. Emails were obtained from the Michigan Department of Licensing and Regulatory Affairs (LARA). A total number of 157 SLPs participated in the survey. Findings from the survey indicated that school-based SLPs have more experience with the CI population than those in the medical setting and that curricula did not differ between MI and non-MI schools. An overwhelming majority of participants stated that more education and experience is needed for this population. Additionally, the majority of participants stated that curriculums did not provide them with the necessary training for working with CI clients and CI topics. Optional free response data demonstrated more emphasis on graduate education and hands-on clinical experiences. The results from this study show that SLPs are not equipped with the education or training needed for individuals with CIs.

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