English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The services of Speech-Language Pathologists (SLPs) are in high demand in the United States. The educational requirements of SLPs in the United States are rigorous and include a minimum of a master’s degree in speech-language pathology or communication disorders (American Speech-Language-Hearing Association [ASHA], 2014). Since the 1970s Speech–Language Pathology Assistants (SLP-As) have been serving as support personnel for SLPs, primarily in school settings. The basic educational requirements to qualify to be an SLP-A are an associate’s or bachelor’s degree in speech-language pathology or communication disorders, and a minimum of a hundred hours of field or clinical work experiences under the supervision of qualified SLPs (American Speech-Language-Hearing Association [ASHA], 2013). SLP-As expand the range of practice of speech-language pathology by either increasing the frequency or intensity of services provided. According to the American Speech-Language-Hearing Association, the primary functions of SLP-As include service delivery, administrative support, and prevention advocacy. The specific tasks included in these services range from assisting the SLP during assessment, following documented treatment plans, recording client performance, assisting with clerical duties, and supporting the SLP in research projects, training, and public relations programs. By performing these daily functional activities SLP-As allow SLPs to concentrate on the professional level clinical activities that require clinical judgment (ASHA). SLPs play an important role in supervising and mentoring SLP-As. SLP-As work in There are an increasing number of speech-language pathology assistants (SLP-As) in the public school settings under the supervision of speech-language pathologists (SLPs) in the United States. One of the functions of SLPs is to mentor and facilitate the development of SLP-As. The primary aim of this tutorial is to use the social cognitive model of self-efficacy to enhance the knowledge and skills of SLP-As. Literature in social cognitive theory indicates that self-efficacy is a predictor of performance, particularly in education and health domains. Effectively incorporating the self-efficacy framework in the mentoring of SLP-As will improve clinical performance and outcomes, as well as increase job satisfaction and retention of SLPAs in the school setting.

A Tutorial: Applications of Clinical Self-Efficacy Principles to Mentoring of SLP Assistants