What views did SLPs have concerning their training experiences? (Question 5)

‘I think I am happy with the training I have received, it is hard because I work from pre k – high school, for what I need to be confident and successful in my job- Yes.’

‘I would have liked to receive more training in my Speech training that specifically related to working with students who also qualify for ECSE services.’

‘Amazing training from the company I currently work for!’

Overall, SLPs are generally satisfied with the pre or post-service training they have received, with one interviewee suggesting the need for more training in her speech training relating to ECSE services. However, all participants commented on future trainings they would be interested in attending, given the opportunity. Respondents were encouraged to describe what content they might be interested in, what sort of format they prefer their training to follow and how they felt these training would impact or help them in their current roles as SLPs working in early childhood.

Three of the respondents (2, 5, 6) discussed the desire for more training regarding a child’s social/emotional development or how to work with challenging behaviours.

From SLPs (5, 6);

‘Right now a lot of students need social emotional and behavioural support so trainings in that would be beneficial.’

‘Behavioural intervention is something that I feel I am lacking in the skills and confidence, and really have to follow other people’s lead.’

Respondents felt this type of training could assist the entire special education team as they would have the suggestions to offer when working with a student. Another respondent discussed the benefits of knowing how to respond to a child’s behaviour in the moment, in the case that this behaviour does not arise again, and the student has not learned from the experience. From SLPs (5, 6);

‘I could use this information as suggestions when collaborating with SPED team. But I do not feel like it is my place to step in and use these strategies without consulting with the ECSE first.’

‘So many behavioural breakdowns happen in the moment and then are over in a minute, going and debriefing after is great, but it is likely that this situation will not arise again. So knowing what to do on my own in that moment.’

Two of the interviewees (3, 8) described the need for training in how to teach other adults or teachers in the classroom. Their suggestions involved their ability to show the classroom teachers how to include language skills in their lesson plans every day to create a language-rich environment at all time, rather than just when they were in the classroom. Furthermore, one respondent discussed how increasing every child’s language skills, would hopefully impact all areas of learning.

From an SLP (8);

‘If I could be an SLP but also be a language coach, teachers would be focusing more on language every day rather than just when I am there, which would benefit the kids in the long run. Increasing teacher's knowledge of language development would help build students language which again would then help with all areas of development in the classroom.’

Two respondents spoke about recent studies and training that have been offered, and that they would like to eventually attend, concerning how childhood trauma impacts a child’s learning. This included children from low SES backgrounds with little parent involvement.

From SLPs (7, 2);

‘I would like more training on child informed care. A lot of students in my community come from low SES households, with little parent involvement.’

‘It was several years ago that the ‘A study’ went out about childhood trauma and how that even impacts health in adults, but I think we could learn a lot more about that, especially with our population in this community.’

These respondents described how these trainings could impact how they treat and work with the kids in their classroom, but also help them respond to these students in the appropriate ways to improve the situation.

From an SLP (7);

‘The way we have to respond to so much trauma in our schools, this training would help me to tailor my responses to students in a more appropriate way to not make the situation worse, but hopefully help.’

The majority of respondents (n=4; 2, 3, 6, 7) indicated to learn best from a hands-on training approach where the skills being taught were embedded into what they were doing in their classroom. This was described as having conferences in which you were first presented with

the information. These methods were then tried in the classroom, and later you reconvened with the presenter and other staff to discuss the outcomes. Another respondent (5) spoke about having presenters come into the school or classroom and show you their methods whilst working with your actual students. One respondent (8) also mentioned self-guided or online training a preferred choice, as well as watching videos followed with conversations with other special education staff.

5.8.10 How do SLPs perceive their own confidence in supporting student with DD? (Question