Clinical practices in Swedish speech-language pathology for children with (developmental) language disorder

Figures & data

Table 1. Description of the percentage of participating SLPs regarding work setting, year of graduation, and the typical age range of the children in their clinic.

Work setting		Year of graduation		Age range of children*
Clinic run by the region	67.9%	2016–2021	33.1%	0–2	13.7%
Private clinic	9.9%	2011–2015	29.4%	2–4	73.9%
Preschool/School	7.4%	2006–2010	19.4%	4–6	78.3%
Central position	6.8%	2001–2005	10.0%	6–8	39.1%
Habilitation centre	4.3%	2000-	8.1%	older than 8	29.2%
Specialist preschool/school	3.1%

*Multiple answers were possible; hence the total exceeds 100%.

Figure 1. The participating SLPs’ answers regarding their view on test results, and their utilisation of test results.

Table 2. To what extent the SLPs (in percent) experienced different phases of their practices to be in alignment with children’s everyday communication skills.

	To a high degree	To a fairly high degree	To a neither low nor high degree	To a fairly low degree	To a very low degree
Assessment	3.8%	30.2%	30.8%	32.7%	2.5%
Treatment goals	6.4%	52.6%	24.4%	15.4%	1.3%
Treatment	7.1%	54.5%	28.2%	9.0%	1.3%
Evaluation of treatment outcome	5.5%	38.4%	43.8%	11.0%	1.4%

Table 3. To what extent the SLPs (in percent) experienced different phases of their practices to be in alignment with children’s everyday language skills.

	To a high degree	To a fairly high degree	To a neither low nor high degree	To a fairly low degree	To a very low degree
Assessment	4.4%	57.2%	24.5%	12.6%	1.3%
Treatment goals	11.5%	59.9%	22.9%	5.1%	0.6%
Treatment	11.5%	61.1%	21.0%	4.5%	1.9%
Evaluation of treatment outcome	5.4%	44.9%	37.4%	10.9%	1.4%

Figure 2. A summary of the SLPs’ responses when asked if they ever use video recording in clinical practice with children with (D)LD.