Inservice Training in Speech-Language Pathology Are We Meeting the Needs for Fluency Training? Clinical Focus
Clinical Focus  |   August 01, 1995
Inservice Training in Speech-Language Pathology
 
Author Affiliations & Notes
  • Ronald K. Sommers
    Kent State University, Kent, OH
  • Anthony J. Caruso
    Kent State University, Kent, OH
  • Contact author: Ronald K. Sommers, PhD, 104 Music and Speech Building, Kent State University, Kent, OH 44242
  • Professor Emeritus, Kent State University; currently research consultant, Children’s Hospital Medical Center of Akron, OH.
    Professor Emeritus, Kent State University; currently research consultant, Children’s Hospital Medical Center of Akron, OH.×
Article Information
Clinical Focus
Clinical Focus   |   August 01, 1995
Inservice Training in Speech-Language Pathology
American Journal of Speech-Language Pathology, August 1995, Vol. 4, 22-28. doi:10.1044/1058-0360.0403.22
History: Received May 27, 1994 , Accepted February 13, 1995
 
American Journal of Speech-Language Pathology, August 1995, Vol. 4, 22-28. doi:10.1044/1058-0360.0403.22
History: Received May 27, 1994; Accepted February 13, 1995

Inservice training needs in speech-language pathology were surveyed in two groups: (a) directors of university training programs and (b) supervisors of speech-language services in the schools. Additionally, the number of clock hours of preservice training in basic disorders and information concerning major weaknesses in inservice programs were supplied. Results were related to recent findings of preferences of speech-language pathologists for treatment of speech and language disorders and training needs identified by supervisors of clinical programs. Deficiencies in both preservice and inservice training of fluency disorders appeared to be related to lower preferences of speech-language pathologists to treat these disorders. Characteristics of effective inservice programs to enhance and upgrade speech-language pathologists' knowledge and skills were identified.

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