Date of Award
Thesis (699 registration)
Master of Science in Speech-Language Pathology
interprofessional practice, rural, school, teacher, speech-language pathologist, survey
The purpose of this study was to gather information about interprofessional education and practice (IPE/IPP) between speech-language pathologists (SLPs) and classroom teachers in rural school settings. It focused on the current situations and practices of rural school-based SLPs as well as the perceived facilitators and barriers to effective collaboration. The study also sought SLPs’ perspectives on the unique benefits and challenges associated with collaborating in the rural school setting. A 28-item survey consisting of questions with multiple choice, multiple-select, and numerical entry along with open-ended questions requesting narrative responses was completed by 78 SLPs. Descriptive analysis was used to evaluate the quantitative responses. Qualitative responses were analyzed for codes and themes to further understand the participant’s perceived barriers and facilitators to IPP. The participants’ responses revealed similarities to the limited published literature on IPP with classroom teachers. Unique differences regarding IPP in the experiences of rural school-based SLPs were also discovered. The survey participants’ quantitative and qualitative responses are compared and contrasted and provide directions for future research.
Kastner, Sarah, "Facilitators and Barriers to Interprofessional Practice in Rural Schools: A Survey of SLPs" (2021). Dissertations, Theses, and Projects. 504.