SLP Workforce/
Work Conditions
For additional information, please contact
Jeanette Janota, Surveys & Information Team
American Speech-Language-Hearing Association
Rockville, MD 20852
800-498-2071, ext. 8738
[email protected]
ASHA Schools Survey 2012: SLP Workforce Report
Contents
Executive Summary .....................................................................................................................1
ASHA’s Performance...................................................................................................................2
Job Openings ................................................................................................................................3
Facility ................................................................................................................................3
Geographic Area ...............................................................................................................3
Population Density ...........................................................................................................3
Years of Experience in the Profession ............................................................................3
Years of Experience in the Schools .................................................................................3
Shortage Impact ............................................................................................................................4
Facility ................................................................................................................................4
Geographic Area ...............................................................................................................4
Population Density ...........................................................................................................5
Years of Experience in the Profession ............................................................................5
Years of Experience in the Schools .................................................................................5
Challenges .....................................................................................................................................6
Facility ................................................................................................................................7
Geographic Area ...............................................................................................................7
Population Density ...........................................................................................................7
Years of Experience in the Profession ............................................................................7
Years of Experience in the Schools .................................................................................7
Ethics Education ...........................................................................................................................8
Employment ..................................................................................................................................8
Full-Time/Part-Time ........................................................................................................8
Private Practice and Contract Employees .....................................................................8
Survey Notes and Methodology ...............................................................................................9
Response Rate ....................................................................................................................9
Other Reports ....................................................................................................................9
Suggested Citation .....................................................................................................................10
Supplemental Sources...............................................................................................................10
Additional Information ............................................................................................................10
i
ASHA Schools Survey 2012: SLP Workforce Report
Appendix .....................................................................................................................................11
Geographic Areas............................................................................................................12
Table 1: Job Market by Type of Facility .......................................................................13
Table 2: Job Market by Geographic Area ....................................................................14
Table 3: Impact of the Shortage by Geographic Area ................................................15
Table 4: Impact of the Shortage by Years of Experience in the Schools ..................16
Table 5: Greatest Challenges by Type of Facility .......................................................17
Table 6: Greatest Challenges by Geographic Area.....................................................19
Table 7: Greatest Challenges by Population Density ................................................21
Table 8: Greatest Challenges by Years of Experience in the Profession .................22
Table 9: Greatest Challenges by Years of Experience in the Schools ......................23
Figure
Figure 1: Employed Full-Time or Part-Time .................................................................8
Tables
Table 1: Impact of Shortage of Job Seekers ...................................................................4
Table 2: Rank Order of Challenges.................................................................................6
ii
ASHA Schools Survey 2012: SLP Workforce Report
Executive
Summary
In the spring of 2012, the American Speech-Language-Hearing
Association (ASHA) conducted a survey of speech-language
pathologists (SLPs) and educational audiologists in school settings.
The survey was designed to provide information about school–
based service delivery and to update and expand information
gathered during previous Schools Surveys.
The results are presented in a series of reports. This workforce
report is based on responses from SLPs in special day/residential
schools, preschools, elementary schools, secondary schools,
students’ homes, administrative offices, and combined school
settings.
Overall Findings:
♦ 69% of respondents said that ASHA was doing a good or
excellent job overall in serving its school-based members.
♦ 47% reported that job openings were more numerous
than job seekers.
♦ 77% identified increased caseload/workload as an effect
of the clinical service provider shortage.
♦ 3% said that there was no impact from the shortage.
♦ Overall, in most types of settings, respondents identified
the high amount of paperwork as the number one
challenge they faced, followed by lack of time for
planning, collaboration, and meeting with teachers.
♦ From a list of eight options for learning about ethics, 45%
preferred live workshops and 41% preferred books or
articles.
♦ 82% worked full-time.
♦ 11% were contract employees.
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ASHA Schools Survey 2012: SLP Workforce Report
ASHA’s
Performance
When asked what kind of job the Association was doing overall in
serving its school-based members, 10% of the SLPs said “excellent”;
59%, “good”; 21%, “fair”; 2%, “poor”; and 8% had no opinion.
Population density (p = .221) and years of experience in the
profession (p = .200) made no difference in their responses.
However, region of the country (p = .010) and years of experience
in the schools (p = .005) were related to their answers. For
geographic region, the greatest variability was among those
responding “fair,” ranging from 16% in west south central states to
29% in east north central states (see a breakdown by geographic
region in Appendix on page 12). Similarly, SLPs choosing
“excellent” ranged from 7% of those with 21 to 25 years of
experience in the schools to 14% of those with 31 or more years (not
shown in any table).
This general question was followed by evaluations of four specific
areas.
♦ Advocacy: Of the SLP respondents, 10% said “excellent”;
44%, “good”; 25%, “fair”; 5%, “poor”; and 16% didn’t know.
Responses varied by the type of facility in which they
worked (p = .040) with those in administrative offices (17%)
being most likely to select “excellent” and those in special
day or residential schools (5%) least likely to make that
choice.
♦ Continuing education: The responses from “excellent” to
“poor” were 23%, 53%, 17%, and 2%. Six percent had no
opinion.
♦ Online resources: The range of responses from “excellent” to
“poor” was 24%, 53%, 15%, and 1%. Eight percent had no
opinion.
♦ Professional consultation: Of the SLPs who responded, 7%
chose “excellent”; 34%, “good”; 19%, “fair”; and 3%, “poor.”
Thirty-seven percent did not know. Type of facility had an
impact on their responses: 0% in special day or residential
schools selected “excellent” compared with 18% of those in
administrative offices (p = .009).
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ASHA Schools Survey 2012: SLP Workforce Report
J ob
Openings
Overall, 47% of the respondents stated that job openings were more
numerous than job seekers. Facility, geographic area, population
density, years of experience in the profession, and years in the
schools each had an effect on responses.
Facility
Of SLPs who said that job openings were more numerous than job
seekers, the smallest percentage (31%) worked in special
day/residential schools and the largest (67%) worked in
administrative offices (p = .002; see Appendix Table 1).
Geographic Area
Of the groups surveyed, SLPs in the Pacific states (67%) were the
most likely to declare that job openings were more numerous than
job seekers; those in the Middle Atlantic states (24%) were the least
likely to make that choice (p = .000; see Appendix Table 2).
Population
Density
SLPs in suburban areas were least likely (42%) to state that job
openings were more numerous than job seekers, followed by SLPs
in metropolitan areas (52%) and SLPs in rural areas (54%; p = .000;
not shown in any table).
Years of
Experience in the
Profession
Years of
Experience in the
Schools
Length of experience in the profession affected the response that
SLPs made in identifying job openings. The percentage of SLPs
who said that job openings were more numerous than seekers
tended to increase as years of experience increased, to a maximum
of 57% of those with 31 or more years of experience (p = .000; not
shown in any table).
The pattern for years of experience in the schools was about the
same as for total years of experience in the profession, although the
range was from 41% to 63% (p = .000; not shown in any table).
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ASHA Schools Survey 2012: SLP Workforce Report
Shortage
Impact
SLPs who reported that job openings were more numerous than job
seekers were asked to select the impact of that shortage from a list
of eight possibilities (see Table 1).
Table 1. Impact of Shortage of Job Seekers
Impact
Percentage
Increased caseload/workload
77%
Decreased opportunities for appropriate service
delivery
55%
Decreased quality of service
52%
Decrease in job satisfaction
Increased use of support personnel/contracted
service providers or noncertified SLPs or
audiologists
48%
Less opportunity for networking and collaborating
37%
45%
Increased use of telepractice services
4%
There is no impact.
3%
n = 1,190
Facility
The type of facility where SLPs were employed had an effect on
three choices of impact (not shown in any table).
♦ Increased use of support personnel/contracted service
providers or noncertified SLPs or audiologists was selected
by 59% of respondents who worked in combined school
settings compared with 36% of those in special day or
residential schools (p = .032).
♦ Less opportunity for networking and collaborating was
chosen by 22% of SLPs in administrative offices compared
with 45% of those in combined school settings (p = .011).
♦ Decrease in job satisfaction was the choice of 31% of
respondents in special day or residential schools compared
with 63% of those in administrative offices (p = .049).
Geographic Area
Geographic region had an effect on the four most commonly
selected impacts: increased caseload/workload, decreased
opportunities for appropriate service delivery, decreased quality of
service, and decrease in job satisfaction. (See Appendix Table 3 for
details.)
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ASHA Schools Survey 2012: SLP Workforce Report
Population
Density
Years of
Experience in the
Profession
Years of
Experience in the
Schools
Population density had an effect on only three of the impacts (not
shown in any table).
♦ 50% of SLPs in suburban areas, 54% of those in rural areas,
and 59% of those in metropolitan areas selected decreased
opportunities for appropriate service delivery (p = .034).
♦ Decreased quality of service was selected by 46% of SLPs in
rural areas, 50% of those in suburban areas, and 60% of those
in metropolitan areas (p = .001).
♦ Decrease in job satisfaction was chosen by 44% of SLPs in
suburban and rural areas but by 53% of those in
metropolitan areas (p = .020).
Length of experience in the profession affected the response that
SLPs made in choosing one of the consequences: increased
caseload/workload (p = .013). As years of experience increased,
likelihood of selecting this response decreased, although not in a
straight line (not shown in any table).
Length of experience in the schools affected the choice of one of the
consequences: decreased quality of service (p = .041; see Appendix
Table 4).
5
ASHA Schools Survey 2012: SLP Workforce Report
Challenges
Survey respondents were presented with a list of 15 potential
challenges and asked to select all that applied to them as schoolbased SLPs (see Table 2).
Table 2. Rank Order of Challenges
Response
Total
n
Day
Preschool
Elementary
Secondary
Homes
Administrative
Combined
2,538
≥ 84
≥ 333
≥ 1,382
≥ 299
≥ 29
≥ 48
227
Paperwork***
1
1
1
1
1
2
1
1
Time: planning,
etc. ***
2
2
3
2
2
7
2
2
Caseload size**
3
4
2
3
4
4
5
3
Budget cuts
4
3
4
4
3
1
3
4
5
6
5
5
5
10
4
5
6
5
6
6
7
3
10
6
7
7
10
7
5
12
6
7
8
14
12
8
8
14
9
9
Low salary
9
8
7
9
9
6
8
8
Parental
involvement**
10
11
9
11
13
5
13
9
Lack of training**
10
13
11
10
12
8
7
12
Space & facilities**
12
10
8
13
11
12
14
11
Materials &
assessment
tools
13
9
14
12
10
8
10
13
Admin. support
14
12
13
14
14
10
12
14
15
15
15
15
15
15
15
15
Time: appropriate
service delivery
models**
Out-of-pocket
expenses**
Lack of understanding of my
role***
Implementing
Response to
Intervention
(RTI) ***
Value-added
assessments
**p < .01, ***p = .000
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ASHA Schools Survey 2012: SLP Workforce Report
Facility
The high amount of paperwork was the challenge selected most
often by SLPs in each type of facility except those who worked in
students’ homes. The type of facility was related to responses for 10
of the challenges: paperwork, planning time, caseload, time for
appropriate service delivery models, out-of-packet expenses, lack
of understanding, RTI, parental involvement, lack of training, and
work space/facilities, (see Table 2 and Appendix Table 5).
Geographic Area
Area of the country was related to nine challenges: budget cuts,
paperwork, caseload, RTI, work space/facilities, lack of
understanding, time for appropriate service delivery model, time
for planning, and salary (see Appendix Table 6).
Population
Density
Population density was significantly related to seven challenges:
budget cuts, work space/facilities, materials and assessment tools,
parental involvement and support, training, salary, and out-ofpocket expenses (see Appendix Table 7).
Years of
Experience in the
Profession
Years of experience in the profession affected responses to eight
challenges: paperwork, RTI, lack of understanding, parental
involvement and support, time for appropriate service delivery
model, time for planning, lack of training, and salary (see
Appendix Table 8).
Years of
Experience in the
Schools
Years of experience in the schools affected responses to eight
challenges: budget cuts, paperwork, support from the
administration, lack of understanding, parental involvement and
support, time for appropriate service delivery, lack of training, and
salary (see Appendix Table 9).
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ASHA Schools Survey 2012: SLP Workforce Report
Ethics
Education
SLPs were asked to identify their preferences for ways to learn
about ethics from a list of eight delivery methods. Type of facility
was a predictor for only two of the methods (not shown in any
table).
♦ 45% of respondents said that they preferred live workshops.
♦ 41% selected books or articles.
♦ 37% selected live lectures.
♦ 34% chose on site at state and local meetings, ranging from
20% of SLPs who worked in students’ homes to 41% who
worked in combined school settings (p = .000).
♦ 32% selected online through professional organizations.
♦ 29% chose case studies or scenarios.
♦ 27% said that they preferred webinars, from 17% of
respondents who worked in students’ homes to 53% of those
in administrative offices (p = .002).
♦ 16% chose journal or Perspectives self-study.
Employment
Of the SLPs in the survey who were employed, 82% reported that
they worked full-time. The range was from 53% of those in
students’ homes to 92% of those in administrative offices (p = .000;
see Figure 1).
Full-Time/
Part-Time
Figure 1. Employed Full-Time or Part-Time
Day
Preschool
Elementary
Secondary
Homes
Administration
Full-time
Combined
Part-time
0%
50%
100%
n = 2,420
Private Practice
and Contract
Employees
Of the SLPs who were employed either full-time or part-time,
♦ 89% were salaried, full-time or part-time, ranging from
71% who worked in students’ homes to 96% of those in
administrative offices (p = .000)
♦ 11% were contract employees (e.g., per diem, temporary).
8
ASHA Schools Survey 2012: SLP Workforce Report
Survey
Notes and
Methodology
Since 2004, ASHA has fielded the Schools Survey in evennumbered years to gather information of interest to the professions.
Members, volunteer leaders, and staff rely on data from the Survey
to better understand the priorities and needs of SLPs and
educational audiologists.
Response Rate
The survey was mailed in February 2012 to a random sample of
4,000 ASHA-certified SLPs and 500 ASHA-certified audiologists
employed in school settings in the United States. Second and
third mailings followed, at approximately 3- or 4-week intervals,
to individuals who had not responded to earlier mailings.
Of the total sample, 3 had bad addresses, 22 had retired, and 64
were ineligible for other reasons, which left 4,411 possible
respondents. The actual number of respondents was 2,805,
which represents a 63.6% response rate.
Of the original 4,000 SLPs in the sample, 2 had bad mailing
addresses, 17 had retired, and 59 were ineligible for other
reasons, which left 3,922 possible respondents. The actual
number of respondents was 2,539, a 64.7% response rate among
SLPs. The results presented in this report are based on responses
from the 2,539 SLPs.
Other Reports
Results from the 2012 Schools Survey are presented in a series of
reports for SLPs:
• SLP Caseload Characteristics
• SLP Annual Salaries and Hourly Wages
• SLP Workforce and Work Conditions
• Survey Summary Report—SLPs
• Survey Methodology, Respondent Demographics, and
Glossary
Results from the educational audiologists are presented in a
separate report: Survey Summary Report—Educational
Audiologists.
9
ASHA Schools Survey 2012: SLP Workforce Report
Suggested
Citation
American Speech-Language-Hearing Association. (2012). 2012
schools survey report: SLP workforce/work conditions. Available
from
www.asha.org/research/memberdata/schoolssurvey/.
Supplemental
Sources
American Speech-Language-Hearing Association. (2002).
Appropriate school facilities for students with speech-languagehearing disorders [Technical report].
www.asha.org/docs/html/TR2002-00236.html
American Speech-Language-Hearing Association. (2002). A
workload analysis approach for establishing speech-language
caseload standards in the schools [Guidelines, position
statement, and technical report].
www.asha.org/docs/html/GL2002-00066.html
www.asha.org/docs/html/PS2001-00104.html
www.asha.org/docs/html/TR2002-00160.html
American Speech-Language-Hearing Association. (2003).
Implementation guide: A workload analysis approach for
establishing speech-language caseload standards in the schools.
Rockville, MD: Author.
American Speech-Language-Hearing Association. (2010). Roles and
responsibilities of speech-language pathologists in schools
[Position statement and professional issues statement].
www.asha.org/docs/html/PS2010-00318.html
www.asha.org/docs/html/PI2010-00317.html
Additional
Information
For additional information regarding the 2012 Schools Survey,
please contact Deborah Dixon, director of ASHA’s School Services,
at 800-498-2071, ext. 5690, or [email protected]. To learn more about
how the Association is working on behalf of school-based ASHAcertified members, visit ASHA’s Schools web page at
www.asha.org/slp/schools/.
10
ASHA Schools Survey 2012: SLP Workforce Report
Appendix
11
ASHA Schools Survey 2012: SLP Workforce Report
Geographic
Areas
Northeast
♦ Middle Atlantic
o New Jersey
o New York
o Pennsylvania
♦ New England
o Connecticut
o Maine
o Massachusetts
o New Hampshire
o Rhode Island
o Vermont
South
♦ East South Central
o Alabama
o Kentucky
o Mississippi
o Tennessee
♦ South Atlantic
o Delaware
o District of
Columbia
o Florida
o Georgia
o Maryland
o North Carolina
o South Carolina
o Virginia
o West Virginia
♦ West South Central
o Arkansas
o Louisiana
o Oklahoma
o Texas
Midwest
♦ East North Central
o Illinois
o Indiana
o Michigan
o Ohio
o Wisconsin
♦ West North Central
o Iowa
o Kansas
o Minnesota
o Missouri
o Nebraska
o North Dakota
o South Dakota
West
♦ Mountain
o Arizona
o Colorado
o Idaho
o Montana
o Nevada
o New Mexico
o Utah
o Wyoming
♦ Pacific
o Alaska
o California
o Hawaii
o Oregon
o Washington
12
ASHA 2012 SLP Schools Survey: Survey Summary Report
Table 1: Job Market by Type of Facility
Q 4. CCC-SLP ONLY. Based on your own observations and experiences, rate the current job market for speech-language pathology
(SLP) clinical service providers in your type of employment facility and in your geographic area. (Percentages)
Analyses limited to respondents who met the following criterion:
™ CCC-SLP
Special
Student’s
Admin.
CombinaResponse
Total
Day/
Preschool Elementary Secondary
Home
Office
tion
Residential
n
2,508
84
334
1,372
294
28
48
222
Job openings more
numerous than job
47.4
31.0
42.5
48.5
46.6
53.6
66.7
51.8
seekers (SKIP to Q.
5.)
Job openings in balance
with job seekers
32.2
36.9
37.7
31.9
33.0
17.9
27.1
27.5
(SKIP to Q. 6.)
Job openings fewer than
job seekers (SKIP to
20.3
32.1
19.8
19.6
20.4
28.6
6.3
20.7
Q. 6.)
Statistical significance
χ2(12) = 31.1, p = .002, Cramer’s V = .081
13
ASHA Schools Survey 2012: SLP Workforce Report
Table 2: Job Market by Geographic Area
Q 4. CCC-SLP ONLY. Based on your own observations and experiences, rate the current job market for speech-language
pathology (SLP) clinical service providers in your type of employment facility and in your geographic area.
(Percentages)
Analyses limited to respondents who met the following criterion:
™ CCC-SLP
Job Market
Geographic
Division
Job openings more
numerous than job seekers
Job openings in balance
with job seekers
Job openings fewer than job
seekers
n
New England
43.1
38.3
18.6
188
Middle Atlantic
23.8
31.8
44.4
471
East North Central
45.6
39.0
15.4
397
West North Central
49.8
28.8
21.5
205
South Atlantic
53.3
32.1
14.5
433
East South Central
38.0
43.5
18.5
108
West South Central
57.3
30.4
12.3
260
Mountain
65.0
23.9
11.0
163
Pacific
66.5
23.8
9.6
281
Statistical
significance
χ2(16) = 300.0, p = .000, Cramer’s V = .245
14
ASHA Schools Survey 2012: SLP Workforce Report
Table 3: Impact of the Shortage by Geographic Area
Q 5.
What is the impact of this shortage? Select all that apply. (Percentages)
Analyses limited to respondents who met the following criteria:
™ CCC-SLP
™ Selected “Job openings more numerous than job seekers” in answering Q. 4.
East
West
East
West
North North South South South
New Mid.
Response
Total
Eng.
Atlant. Centr. Centr. Atlant. Centr. Centr. Mtn. Pacif.
n 1,190
≥ 80
112
181
102
≥ 231
≥ 41
≥ 148 106 ≥ 186
**
Increased caseload/workload
76.7
75.3
69.6
80.7
79.4
69.4
90.2
82.6 84.0
73.8
Decreased opportunities for appropriate
54.5
56.8
49.1
66.9
56.9
44.8
42.9
57.0 67.0
49.2
service delivery***
Decreased quality of service***
52.1
42.0
42.0
56.6
52.0
42.0
46.3
54.4 65.1
62.9
Increased use of support personnel/
contracted service providers or
45.1
32.5
28.6
37.6
45.1
40.1
34.1
48.0 65.1
62.4
noncertified SLPs or audiologists***
Increased use of telepractice services
4.1
1.2
0.0
2.8
7.8
0.4
4.8
3.4 10.4
8.6
Less opportunity for networking and
36.8
32.5
38.4
42.5
39.2
33.8
36.6
28.9 39.6
39.0
collaborating
Decrease in job satisfaction
47.5
35.8
36.6
53.0
48.0
47.0
48.8
48.3 55.7
48.9
There is no impact.
2.8
8.6
5.4
1.7
3.9
3.4
0.0
0.0
0.9
2.7
**p < .01, ***p = .000
15
ASHA Schools Survey 2012: SLP Workforce Report
Table 4: Impact of the Shortage by Years of Experience in the Schools
Q 5.
What is the impact of this shortage? Select all that apply. (Percentages)
Analyses limited to respondents who met the following criteria:
™ CCC-SLP
™ Selected “Job openings more numerous than job seekers” in answering Q. 4.
1—5
6—10
11—15 16—20
Response
Total
21—25
26—30
≥ 30
n
≥ 119
118
≥ 121
1,190
≥ 197
≥ 245
223
144
Increased caseload/workload
76.7
82.7
79.2
79.8
70.8
76.5
70.3
73.0
Decreased opportunities for appropriate
service delivery
54.5
55.3
48.4
57.8
53.5
60.5
45.8
60.7
Decreased quality of service*
52.1
56.3
44.1
53.8
54.9
60.5
47.5
49.6
Increased use of support personnel/contracted
service providers or noncertified SLPs or
audiologists
45.1
42.1
42.4
48.0
41.7
50.4
45.8
46.3
Increased use of telepractice services
4.1
2.5
4.9
4.5
2.8
8.3
0.8
3.3
Less opportunity for networking and
collaborating
36.8
39.1
31.4
41.3
39.6
38.3
37.3
31.1
Decrease in job satisfaction
47.5
49.5
41.6
53.4
47.9
50.0
42.4
48.4
2.8
3.0
3.7
3.6
3.5
1.7
2.5
1.6
There is no impact.
*p < .05
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ASHA Schools Survey 2012: SLP Workforce Report
Table 5: Greatest Challenges by Type of Facility
Q 6. What are your greatest challenges as a school-based professional? Select all that apply. (Percentages)
Analyses limited to respondents who met the following criterion:
™ CCC-SLP
Special
Student’s
Challenges
Total
Day/
Preschool Elementary Secondary
Home
Residential
n
2,538
≥ 84
≥ 333
≥ 1,382
≥ 299
≥ 29
Budget cuts
High amount of
paperwork***
High workload/caseload
size**
Implementing pre-referral or
RTI ***
Inadequate work space
and facilities**
Lack of support from the
administration
Lack of materials, assessment
tools, and technology
Lack of others’ understanding of my role***
Lack of parental involvement
and support**
Admin.
Office
Combination
≥ 48
≥ 227
54.4
47.6
59.0
53.3
52.3
72.4
63.3
54.8
81.2
64.3
82.6
84.3
71.2
58.6
83.7
80.3
60.8
46.4
61.1
63.4
51.8
48.3
55.1
61.4
34.1
7.1
23.1
39.9
30.1
13.3
26.5
30.7
24.8
25.0
31.4
22.3
25.1
13.8
8.3
29.4
20.9
17.9
19.2
21.2
20.3
23.3
14.6
22.8
23.4
27.4
18.3
24.0
25.7
26.7
18.4
25.1
37.6
31.8
26.3
40.0
45.7
13.8
37.5
36.4
28.2
20.2
27.2
30.6
23.0
41.4
12.5
30.7
(Table 5 continues on next page.)
17
ASHA Schools Survey 2012: SLP Workforce Report
Table 5 (Cont’d): Greatest Challenges by Type of Facility
Q 6. What are your greatest challenges as a school-based professional? Select all that apply. (Percentages)
Analyses limited to respondents who met the following criterion:
™ CCC-SLP
Special
Student’s
Challenges
Total
Day/
Preschool Elementary Secondary
Home
Residential
n
2,538
≥ 84
≥ 333
≥ 1,382
≥ 299
≥ 29
Lack of time for appropriate
51.2
35.3
51.2
52.7
45.7
23.3
service delivery models**
Lack of time for planning,
collaboration, and/or
66.8
59.5
60.1
69.5
66.2
31.0
meeting with teachers***
Lack of training for (ELLs),
hearing-related
technology, augmentative
and alternative communi11.9
26.0
31.0
23.4
26.7
28.2
cation (AAC) technology,
low-incidence disorders,
or curriculum-based
instruction**
Admin.
Office
Combination
≥ 48
≥ 227
58.3
53.1
67.3
64.5
31.3
27.6
Low salary
31.0
29.4
32.7
31.3
26.7
34.5
27.1
36.0
Out-of-pocket professional
expenses**
39.1
38.8
35.3
42.4
33.7
50.0
18.4
38.3
Value-added assessments
3.5
2.4
2.4
3.4
4.0
3.4
8.2
3.5
**p < .01, ***p = .000
18
ASHA Schools Survey 2012: SLP Workforce Report
Table 6: Greatest Challenges by Geographic Area
Q 6.
What are your greatest challenges as a school-based professional? Select all that apply. (Percentages)
Analyses limited to respondents who met the following criterion:
™ CCC-SLP
East
West
East
West
North North South South South
New Mid.
Response
Total Eng. Atlant. Centr. Centr. Atlant. Centr. Centr. Mtn.
n 2,538 ≥ 192 ≥ 476
≥ 399 ≥ 205
439
≥ 112 ≥ 259 ≥ 164
Pacif.
≥ 288
Budget cuts***
54.4
46.1
58.5
56.4
53.2
55.6
39.8
41.5
63.4
61.9
High amount of paperwork***
81.2
67.2
82.2
82.0
81.1
83.4
82.1
83.4
78.7
84.1
High workload/caseload size**
60.8
61.7
54.1
62.9
62.1
56.3
63.4
60.6
69.5
68.5
Implementing pre-referral or RTI***
34.1
29.5
24.9
36.8
25.9
43.5
42.9
40.0
33.9
31.8
Inadequate work space and facilities*
24.8
29.5
28.9
22.8
22.4
21.4
24.1
28.1
28.5
20.1
20.9
19.2
23.1
19.3
20.9
18.2
25.9
18.9
23.8
22.8
23.4
24.5
26.2
24.6
19.5
22.8
16.1
18.9
29.1
23.2
37.6
46.1
35.8
33.6
31.7
41.7
42.0
38.8
41.2
33.9
28.2
25.5
32.1
26.1
23.3
28.0
37.5
27.3
28.5
27.0
51.2
53.4
39.4
55.4
49.3
50.8
42.9
51.9
60.6
62.3
Lack of support from the
administration
Lack of materials, assessment tools,
and technology
Lack of others’ understanding of my
role*
Lack of parental involvement and
support
Lack of time for appropriate service
delivery models***
(Table 6 continues on next page.)
19
ASHA Schools Survey 2012: SLP Workforce Report
Table 6 (Cont’d): Greatest Challenges by Geographic Area
Q 6.
What are your greatest challenges as a school-based professional? Select all that apply. (Percentages)
Analyses limited to respondents who met the following criterion:
™ CCC-SLP
East
West
East
West
North North South South South
New Mid.
Response
Total Eng. Atlant. Centr. Centr. Atlant. Centr. Centr. Mtn.
Pacif.
n 2,538 ≥ 192 ≥ 476
≥ 399 ≥ 205
439
≥ 112 ≥ 259 ≥ 164 ≥ 288
Lack of time for planning,
collaboration, and/or meeting with
66.8
75.6
70.4
68.0
68.9
64.5
67.0
57.1
66.1
64.7
teachers**
Lack of training for English Language
Learners (ELLs), hearing-related
technology, assistive and
alternative communication (AAC)
28.2
28.0
26.8
30.5
27.3
28.0
29.5
23.9
29.1
31.1
technology, low incidence
disorders, or curriculum-based
instruction
Low salary***
31.0
23.3
25.6
23.0
30.2
44.4
42.9
37.1
41.2
20.5
Out-of-pocket professional expenses
39.1
34.7
38.4
40.9
32.5
44.0
39.3
33.2
43.0
41.0
3.5
1.6
4.0
3.0
1.5
4.6
7.1
3.9
3.0
3.5
Value-added assessments
*p < .05, **p < .01, ***p = .000
20
ASHA Schools Survey 2012: SLP Workforce Report
Table 7: Greatest Challenges by Population Density
Q 6.
What are your greatest challenges as a school-based professional? Select all that apply. (Percentages)
Analyses limited to respondents who met the following criterion:
™ CCC-SLP
Metropolitan/
Response
Total
Urban
Suburban
n
2,538
≥ 639
≥ 1,196
Budget cuts**
54.4
50.5
58.2
High amount of paperwork
81.2
81.7
80.8
High workload/caseload size
60.8
64.3
59.9
Implementing pre-referral or RTI
34.1
34.4
32.3
***
Inadequate work space and facilities
24.8
29.9
21.7
Lack of support from the administration
20.9
22.0
20.9
Lack of materials, assessment tools, and
23.4
27.7
21.6
technology*
Lack of others’ understanding of my role
37.6
40.1
36.4
***
Lack of parental involvement and support
28.2
36.3
23.2
Lack of time for appropriate service delivery
51.2
54.8
49.1
models
Lack of time for planning, collaboration, and/or
66.8
66.7
66.2
meeting with teachers
Lack of training for English Language Learners
(ELLs), hearing-related technology, assistive
and alternative communication (AAC)
28.2
30.2
25.7
technology, low incidence disorders, or
curriculum-based instruction*
Low salary**
31.0
28.6
29.6
**
Out-of-pocket professional expenses
39.1
44.1
39.1
Value-added assessments
3.5
3.8
3.6
*p < .05, **p < .01, ***p = .000
Rural
≥ 571
51.1
80.9
58.0
35.7
23.6
18.7
23.1
37.6
30.6
49.6
67.3
30.8
37.8
35.0
3.0
21
ASHA Schools Survey 2012: SLP Workforce Report
Table 8: Greatest Challenges by Years of Experience in the Profession
Q 6.
What are your greatest challenges as a school-based professional? Select all that apply. (Percentages)
Analyses limited to respondents who met the following criterion:
™ CCC-SLP
Response
Total
n
Budget cuts
High amount of paperwork***
High workload/caseload size
Implementing pre-referral or RTI*
Inadequate work space and facilities
Lack of support from the administration
Lack of materials, assessment tools, and
technology
Lack of others’ understanding of my role***
Lack of parental involvement and support*
Lack of time for appropriate service delivery
models**
Lack of time for planning, collaboration, and/or
meeting with teachers**
Lack of training for English Language Learners
(ELLs), hearing-related technology, assistive
and alternative communication (AAC)
technology, low incidence disorders, or
curriculum-based instruction**
Low salary***
Out-of-pocket professional expenses
Value-added assessments
*p < .05, **p < .01, ***p = .000
2,538
1—5
6—10
11—15
355
≥ 445
≥ 461
16—20
≥ 337
21—25
26—30
≥ 30
≥ 234
≥ 281
312
54.4
81.2
60.8
34.1
24.8
20.9
49.6
77.7
63.9
33.0
25.9
21.1
54.7
78.7
59.8
39.7
27.0
19.5
56.8
77.2
64.7
34.5
25.5
24.3
56.7
84.0
58.6
35.8
20.8
18.7
56.4
84.2
57.3
26.9
24.3
21.3
53.0
80.9
59.1
29.9
25.9
21.7
56.4
89.7
59.0
33.3
24.7
18.6
23.4
26.8
22.2
26.0
27.0
17.9
21.3
20.8
37.6
28.2
46.8
33.8
44.4
29.4
41.1
29.5
34.4
29.4
33.3
27.2
30.5
24.1
25.6
21.2
51.2
50.4
44.7
54.4
49.3
46.2
52.5
60.3
66.8
67.0
60.8
67.3
65.6
64.1
68.8
75.3
28.2
34.9
32.7
28.6
27.3
26.4
23.0
24.0
31.0
39.1
3.5
46.5
42.8
3.4
37.3
38.8
2.9
29.5
40.5
2.4
27.9
40.7
3.9
25.6
41.7
3.0
24.6
34.0
6.8
22.1
35.6
3.2
22
ASHA Schools Survey 2012: SLP Workforce Report
Table 9: Greatest Challenges by Years of Experience in the Schools
Q 6.
What are your greatest challenges as a school-based professional? Select all that apply. (Percentages)
Analyses limited to respondents who met the following criterion:
™ CCC-SLP
Response
Total
n
Budget cuts*
High amount of paperwork***
High workload/caseload size
Implementing pre-referral or RTI
Inadequate work space and facilities
Lack of support from the administration*
Lack of materials, assessment tools, and
technology
Lack of others’ understanding of my role***
Lack of parental involvement and support***
Lack of time for appropriate service delivery
models**
Lack of time for planning, collaboration, and/or
meeting with teachers
Lack of training for English Language Learners
(ELLs), hearing-related technology, assistive
and alternative communication (AAC)
technology, low incidence disorders, or
curriculum-based instruction*
Low salary***
Out-of-pocket professional expenses
Value-added assessments
*p < .05, **p < .01, ***p = .000
2,538
1—5
6—10
11—15
≥ 483
≥ 560
≥ 516
16—20
≥ 288
21—25
26—30
≥ 30
≥ 217
≥ 216
≥ 200
54.4
81.2
60.8
34.1
24.8
20.9
47.5
77.1
62.2
33.7
25.7
21.3
56.1
79.1
60.4
38.9
26.6
21.1
57.8
80.2
64.2
30.9
23.6
20.7
55.2
80.2
60.6
34.9
23.6
20.8
56.0
88.0
59.0
37.6
27.6
29.5
55.1
85.2
56.0
28.7
22.6
17.6
54.0
91.0
60.5
33.3
21.0
15.5
23.4
25.3
24.5
25.0
25.0
18.9
20.8
18.0
37.6
28.2
46.3
35.5
40.9
28.0
39.7
27.7
35.4
28.4
37.6
28.9
22.7
20.4
25.4
16.4
51.2
48.2
46.1
54.2
50.9
54.6
52.3
61.0
66.8
66.3
62.3
67.3
70.2
69.6
67.6
74.0
28.2
30.6
33.6
25.5
26.3
28.0
22.2
25.9
31.0
39.1
3.5
45.5
41.8
3.1
35.7
38.8
2.9
29.0
40.0
2.1
23.2
42.9
4.5
24.0
38.1
5.0
22.7
32.9
6.0
19.4
33.0
3.5
23
July 24, 2012