Student Perspectives on Practicing as Speech-Language Pathology Assistants in Graduate Schoo

Students in communication disorders (CDIS) in the United States sometimes practice as speech-language pathology assistants (SLPAs) while they are in graduate school. This research study is an investigation of student perspectives on working as SLPAs while they are completing their program requirements including course work and supervised university clinic therapy. The researcher interviewed sixteen students in a university communication disorders graduate program. The results of this exploratory qualitative study revealed four main themes: (1) relationship dynamics and supervisory interactions, (2) the SLPA's scope of practice, (3) motivation and challenges of working as an SLPA, and (4) preparation for work as an SLPA. Graduate student SLPAs had a wide range of positive and negative experiences with SLPA work and supervision; most believed undergraduate SLPAs are inadequately qualified and they wanted more undergraduate preparation for SLPA work; and some students reported that transitioning from SLPA to graduate student clinician was challenging due to differences in expectations and supervisory goals and styles. All students stated that their SLPA work experience and related supervision enhanced their knowledge and skills while in graduate school.