Article
Faculty's Perceptions and Experiences Teaching Language Sample Analysis in Children: An Exploratory Survey
| e-ISSN | 2508-5948 |
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Abstract
Purpose: Clinical instruction in language sample analysis (LSA) from the faculty perspective has not been studied across programs, despite the literature indicating that most speech-language pathologists receive the bulk of their training in LSA during their educational program. The purpose of this study was to explore faculty’s teaching practices in both undergraduate and graduate LSA instruction.Methods: Faculty who teach courses that address language sample analysis to undergraduate and graduate students in communication sciences and disorders responded to an invitation to complete an online survey related to LSA instructional practices and barriers. The survey consisted of 43 questions pertaining to demographic information, LSA teaching and assessment practices, and faculty perspectives.Results: Faculty reported frequent use of play-based, conversational, and narrative contexts in both undergraduate and graduate coursework; however, play-based contexts were more common at the undergraduate level, whereas narrative and expository contexts were more prevalent in graduate instruction. Analysis methods and metrics varied, with higher use of the Sampling Utterances Grammatical Analysis Revised (SUGAR) protocol with graduate students. Faculty reported barriers to LSA instruction such as foundational knowledge deficits, perceived clinical irrelevance, student attitudes and learning styles, and instructional challenges.Conclusions: The results highlighted variability and instructional challenges in LSA instruction. More research is needed to mitigate barriers to effective LSA instruction.