Challenges and solutions in speech-language pathology service delivery across Australia and Canada
Bibliographic record
Abstract
Background, aims and objectives: This study aimed to compare the perception of barriers to service delivery among speech-language pathologists (SLPs) in Canada and Australia and the extent to which they used parent or carer training to overcome these barriers. Methods: Participants were 81 Australian and 63 Canadian SLPs who completed an online survey. Questions comprised open ended and forced choice questions with some ranking of questions also required. Chi-square analyses were conducted comparing Canadian and Australian SLPs. Results: Few differences existed among the respondents. Respondents overwhelmingly selected “not enough speech-language pathology positions to meet demand” as their main barrier. This barrier along with “parents/carer’s lack of knowledge about the need for speech-language pathology”, “lack of parent/carer engagement” and “lack of awareness of role of speech-language pathologist” were the principal barriers. Training parents and carers to conduct therapy at home was the most used strategy among both Canadian and Australian SLPs. Discussion: The finding that the SLPs perceive low engagement from parents both in the training sessions and when working with their child may suggest that there is a need for speech-language pathologists to determine more effective ways to train and engage parents and carers. Conclusion: More research into the efficacy of parent or carer training across a wider range of speech-language pathology practice areas and across a more diverse range of parents or carers needs to be undertaken.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".