Speech-language therapy for adolescents with written-language difficulties: The South African context

Abstract

Objective: To investigate whether privately practising speech-language therapists in South Africa are fulfilling their role of identification, assessment and intervention for adolescents with written-language and reading difficulties. Further needs concerning training with regard to this population group were also determined.Method: A survey study was conducted, using a self-administered questionnaire. Twenty-two currently practising speech-language therapists who are registered members of the South African Speech-Language-Hearing Association (SASLHA) participated in the study.Results: The respondents indicated that they are aware of their role regarding adolescents with written-language difficulties. However, they feel that South-African speech-language therapists are not fulfilling this role. Existing assessment tools and interventions for written-language difficulties are described as inadequate, and culturally and age inappropriate. Yet, the majority of the respondents feel that they are adequately equipped to work with adolescents with written-language difficulties, based on their own experience, self-study and secondary training. The respondents feel that training regarding effective collaboration with teachers is necessary to establish specific roles, and to promote speech-language therapy for adolescents among teachers.Conclusion: Further research is needed in developing appropriate assessment and intervention tools as well as improvement of training at an undergraduate level.

Why Clinicians Choose Their Language Intervention Approach: An International Perspective on Intervention for Children with Developmental Language Disorder

“…However, practitioners who know that an intervention is evidence based do not need to remember a researcher's name in order to carry out intervention appropriately. Consistent with previous findings [23], practitioners were more likely to use experience as a rationale than scientific evidence.…”

“…The dominance of client-centred responses is positive in practice as personalisation of intervention is important [7]. Previous research has highlighted the need for more individualised interventions [23], and this may have led to client-centred approaches being included in training programmes. Additionally, client-centred characteristics may be dominant as they are driven and promoted in policy guidelines and scope of practice documents emanating from governing bodies and policy makers such as the WHO [37] and CPLOL [38].…”

“…Practitioners report that time, effort and collaboration with other professionals is required to optimise therapy potential [22]. Parental involvement is also identified as key by many [23][24][25][26] although other factors affecting decision making may be more functional in origin, for ex-Folia Phoniatr Logop 2021;73:537-551 DOI: 10.1159/000513242 ample, affordability, availability, the age of the client, time available and the ease of administration [24].…”

South African professionals and developmental dyslexia: Knowledge, needs and perspectives

“…The current research findings regarding factual knowledge about SLD (DD) are supported by a previous study conducted in South Africa, pertaining to the knowledge levels of SLTs regarding written language difficulties. According to Erasmus et al (2013), the majority of South African SLTs in private practice acknowledged their role in addressing written language difficulties and felt that they possess the knowledge necessary to do so. Clark, Naidoo and Linenstein (2019), however, reported that South African professionals have limited knowledge about African languages as well as the indicators of SLD (DD) within African languages, as the appearance of these indicators may vary across orthographies.…”

“…In African countries, research involving professionals practising in SLDs such as SLD (DD) is limited, and a shortage of qualified healthcare professionals, including SLTs, OTs and psychologists, was also identified (Agho & John 2017). Wylie et al (2016) In a study conducted by Erasmus et al (2013), many South African SLTs acknowledged their role in providing assessment and intervention services to individuals affected by language and literacy difficulties. These professionals appeared reluctant, however, in fulfilling their roles relating to written language difficulties, because of low confidence in their abilities and a lack of training.…”