Schools Survey Report: Trends in Educational Audiology

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1 Schools Survey Report: Trends in Educational Audiology Gail Brook, Surveys and Analysis American Speech Language Hearing Association October 30, 2014

2 Contents Introduction 2 Survey Report Highlights 2 Workforce and Work Conditions 4 Employment, Earnings, and Student Debt 6 Caseload Characteristics 8 Member Satisfaction Ratings 12 Survey Methodology and Response Rates 13 Suggested Citation 13 Additional Information 13 Questions? 13 Acknowledgment 13 ASHA Schools Survey Report: Trends in Educational Audiology, Page 1 of 13

3 Introduction The American Speech-Language-Hearing Association (ASHA) conducted the 2014 Schools Survey to gather information about professional issues related to school-based services. Results from this survey are presented in a series of reports, including this report on trends in educational audiology. Findings from the 2010 and 2012 ASHA Schools Surveys are also included in this report for comparative purposes. Questions differ among surveys, so data on all topics are not available for all survey years. Survey Report Highlights Workforce and Work Conditions From 2010 to 2014, more than half (55% 69%) of audiologists reported that job openings for clinical service providers were fewer than job seekers in their types of school and geographic area. In 2014, more than half (59%) of audiologists reported that budget was their greatest professional challenge. From 2010 to 2014, other top challenges were high amount of paperwork, high caseload or workload size, lack of others understanding of my role, and lack of parental involvement and support. Employment, Earnings, and Student Debt From 2010 to 2014, most (80%) survey respondents worked full-time; 14% 18% worked part-time. The remainder were on leave of absence, not employed, or retired. From 2010 to 2014, most (89% 95%) audiologists were salaried employees; 3% 11% were contract employees. From 2010 to 2014, most (89% 93%) audiologists were paid an annual salary in their primary jobs. The remainder were paid at an hourly rate. From 2010 to 2014, most (71% 80%) audiologists who were paid an annual salary in their primary jobs worked 9 or 10 months per year. In 2014, the median academic year salary of audiologists was $67,000, up from $63,000 in 2012 (a 6% increase). The median calendar year salary of audiologists was $77,157, up from $69,836 in 2012 (a 10% increase). In 2014, 26% of audiologists received a salary supplement for having the ASHA Certificate of Clinical Competence (CCC), up from 22% in 2010 and 20% in In 2014, 13% of audiologists had unpaid student debt, compared with 15% in ASHA Schools Survey Report: Trends in Educational Audiology, Page 2 of 13

4 Caseload Characteristics From 2010 to 2014, 50% 57% of audiologists indicated that a workload approach, as opposed to a caseload approach, was used to determine the number of students they served. In 2014, audiologists had a median monthly caseload size of 55, up from 50 in 2010 and From 2010 to 2014, most (63% 84%) audiologists treated students with hearing loss, and 31% 44% treated students with auditory processing disorders. From 2010 to 2014, audiologists caseloads included a higher average number of students with hearing loss than students with other disorders. (Numbers ranged from 50 to 80 students.) From 2010 to 2014, audiologists had a somewhat higher percentage (31% 39%) of students in their caseloads with moderate impairments than with mild or severe/profound impairments. In 2014, audiologists reported that the median number of English Language Learner (ELL) students in their caseloads was five, compared with five in 2010 and eight in From 2010 to 2014, overall, audiologists increasingly participated in Multi-Tiered System of Support (MTSS)/Response to Intervention (RTI) or pre-referral. More than half currently provide consultative services (52%) and strategies to classroom teachers (51%). Nearly half (45%) conduct screenings. In 2014, 36% of audiologists reported involvement with the Common Core State Standards (CCSS), up substantially from 13% in Member Satisfaction Ratings In 2014, most (62%) audiologists indicated that, overall, ASHA was doing a good or excellent job in serving its school-based members, up steadily from 41% in 2010 and 49% in From 2012 to 2014, most audiologists indicated that ASHA was doing a good or excellent job in serving school-based members with continuing education (51% 62%) and online resources (61% 75%). ASHA Schools Survey Report: Trends in Educational Audiology, Page 3 of 13

5 Workforce and Work Conditions Job Market In recent years, a survey item has been included on major ASHA data collection initiatives to assess the job market for audiologists. The question-and-response categories were patterned after definitions used by the U.S. Bureau of Labor Statistics. From 2010 to 2014, more than half (55% 69%) of survey respondents reported that job openings for clinical service providers were fewer than job seekers in their types of school and geographic area (see Table 1). Table 1. Assessment of current job market for audiologist clinical service providers by year Percentage (%) Assessment 2010 a 2012 b 2014 c Job openings more numerous than job seekers Job openings in balance with job seekers Job openings fewer than job seekers Note. From 2010, 2012, and 2014 ASHA Schools Surveys. a n = 275; b n = 260; c n = 167. ASHA Schools Survey Report: Trends in Educational Audiology, Page 4 of 13

6 Greatest Professional Challenges In 2014, more than half (59%) of audiologists reported that budget was their greatest professional challenge (see Table 2). From 2010 to 2014, other top challenges were high amount of paperwork, high caseload or workload size, lack of others understanding of my role, and lack of parental involvement and support. Table 2. Greatest professional challenges of school-based audiologists by year Percentage (%) Professional Challenge 2010 a 2012 b 2014 c Budget 59 High amount of paperwork High caseload or workload size Implementing pre-referral or MTSS, i.e., RTI d Inadequate work space and facilities Incorporating optimal service delivery models 21 Lack of materials, assessment tools, and technology e Lack of others understanding of my role Lack of parental involvement and support Lack of support from the administration Lack of time for collaboration 28 Lack of time for planning 20 Lack of training for ELLs, technology, low-incidence disorders, or curriculum-based instruction f Low salary Out-of-pocket professional expenses Travel/distance between schools 29 Value-added assessments (VAA) 3 6 Working with CCSS (e.g., integrating goals) 10 Note. From 2010, 2012, and 2014 ASHA Schools Surveys. Dash indicates that item was not included in survey. a n = 280; b n = 266; c n = 183; d , this item was Implementing RTI. e 2010, this item was Lack of materials and assessment tools. f 2010 and 2012, this item was Lack of training for ELLs, hearing-related technology, augmentative and alternative communication (AAC) technology, low-incidence disorders, or curriculum-based instruction. ASHA Schools Survey Report: Trends in Educational Audiology, Page 5 of 13

7 Employment, Earnings, and Student Debt Employment Status From 2010 to 2014, most (80%) survey respondents worked full-time; 14% 18% worked part-time (see Table 3). The remainder were on leave of absence, not employed, or retired. Table 3. Employment status of ASHA Schools Survey audiologist respondents by year Percentage (%) Employment Status 2010 a 2012 b 2014 c Employed full-time Employed part-time On leave of absence Not employed but actively seeking employment Not employed and not seeking employment Retired Note. From 2010, 2012, and 2014 ASHA Schools Surveys. n = 280; b n = 265; c n = 182. Principal Employment Situation From 2010 to 2014, the majority (89% 95%) of respondents were salaried employees; a small percentage (3% 11%) were contract employees (see Table 4.) Table 4. Principal employment situation of ASHA Schools Survey audiologist respondents by year Percentage (%) Principle Employment Situation 2010 a 2012 b 2014 c Salaried employee, full-time or part-time Contract employee (e.g., per diem or temporary) Owner (e.g., office-based or contract-based private practice) 2 Note. From 2010, 2012, and 2014 ASHA Schools Surveys. Dash indicates that item was not included in survey. a n = 268; b n = 250; c n = 204. ASHA Schools Survey Report: Trends in Educational Audiology, Page 6 of 13

8 Salary Basis Annual Salary or Hourly Wage In 2014, the majority (89%) of audiologists were paid an annual salary in their primary jobs, down slightly from 91% in 2010 and 93% in 2012; the remainder were paid at an hourly rate. (These data are not presented in any table.) Academic or Calendar Year In 2014, most (71%) audiologists who were paid an annual salary in their primary jobs worked 9 or 10 months per year (an academic year), compared with 80% in 2010 and 78% in Most of the remainder (19% 29%) worked 11 or 12 months per year (a calendar year). In 2010 and 2012, 1% or less selected worked other period. (These data are not presented in any table.) Annual Salaries In 2014, audiologists earned a median academic year salary of $67,000, up from $60,000 in 2010 and $63,000 in 2012 (a 6% increase). In 2014, they earned a median calendar year salary of $77,157, up from $70,239 in 2010 and $69,836 in 2012 (a 10% increase). These salaries are full-time gross salaries (salaries prior to deductions). They include payments for extra duties and responsibilities. (These data are not presented in any table.) Salary Supplements In 2010, 2012, and 2014, audiologists were asked whether they received a salary supplement, stipend, bonus, or other type of salary upgrade and, if so, why they received it. In these years, 20% 26% of audiologists received a supplement for having the ASHA CCC; 8% 9%, for doing extra work (Medicaid billing, supervision, etc.); 3% 4%, as a recruitment/retention bonus; and 1% 2%, for providing bilingual services. In 2012 and 2014, 3% 4% received a supplement as a result of value-added assessment. (These data are not presented in any table.) Student Debt In 2014, a small percentage (13%) of survey respondents had unpaid student debt, compared with 15% in (These data are not presented in any table). ASHA Schools Survey Report: Trends in Educational Audiology, Page 7 of 13

9 Caseload Characteristics Caseload vs. Workload Approach As defined in the survey, a caseload approach is based on the number of students served; a workload approach is based on the number of students served plus additional responsibilities. From 2010 to 2014, about half (50% 57%) of audiologists indicated that a workload approach was used to determine the number of students they served (see Figure 1). Figure 1. Percentage of school-based audiologists using the caseload and workload approaches by year % 41% 56% % 10% 39% 57% 39% 50% Caseload approach Workload approach Not applicable; I do not serve students. 0% 20% 40% 60% 80% 100% Note. From 2010, 2012, and 2014 ASHA Schools Surveys. In 2014, 5 respondents indicated that both approaches were used to determine the number of students they served. Percentages have been rounded. n = 229 (2010); n = 209 (2012); n = 147 (2014). Caseload Size In 2014, audiologists had a median monthly caseload size of 55, up from 50 in 2010 and In other words, in 2014, each audiologist treated about 55 different students in a typical month. (These data are not presented in any table). ASHA Schools Survey Report: Trends in Educational Audiology, Page 8 of 13

10 Areas of Intervention From 2010 to 2014, most (63% 84%) audiologists treated students with hearing loss, and 31% 44% treated students with auditory processing disorders (see Table 5). Audiologists caseloads included a higher average number of students with hearing loss than students with other disorders. (Numbers ranged from 50 to 80 students.) Table 5. Percentage of school-based audiologists treating students, and average number of students treated, by area of intervention and year 2010 a 2012 b 2014 c Area of Intervention Percentage Number Percentage Number Percentage Number Articulation/phonological disorders n < 25 Auditory processing disorder Autism spectrum disorder d Childhood apraxia of speech 9 n < 25 8 n < 25 9 n < 25 Cognitive communication disorders 14 n < 25 Dysphagia (swallowing/feeding 3 n < 25 5 n < 25 0 n < 25 disorders) Fluency disorders 7 n < n < 25 6 n < 25 Hearing loss e Language disorders: pragmatics/social communication n < 25 Language disorders: semantics, morphology, syntax 15 n < 25 Nonverbal, AAC n < n < 25 Reading and writing (literacy) difficulties n < 25 9 n < 25 Selective mutism 5 n < 25 6 n < 25 5 n < 25 Traumatic brain injury 8 n < 25 9 n < 25 0 n < 25 Voice or resonance disorders 3 n < 25 4 n < 25 1 n < 25 Note. From 2010, 2012, and 2014 ASHA Schools Surveys. To preserve confidentiality and provide more certain results, data are not reported for groups of fewer than 25. Dash indicates that item was not included in survey. a n = 175; b n = 158; c n = 100 for Percentage columns; d , this item was Autism spectrum disorders, including pervasive developmental disorder and Asperger s; e , this item was Hearing disorders. ASHA Schools Survey Report: Trends in Educational Audiology, Page 9 of 13

11 Degree of Communication Impairment From 2010 to 2014, audiologists had a somewhat higher percentage (31% 39%) of students in their monthly caseloads with moderate impairments than with mild or severe/profound impairments (see Table 6). Table 6. Percentage of students on school-based audiologists monthly caseloads by degree of impairment and year Percentage (%) Degree of Impairment 2010 a 2012 b 2014 c Severe/profound impairment Moderate impairment Mild impairment Not IEP, RTI, or 504 d 20 Note. From 2010, 2012, and 2014 ASHA Schools Surveys. Respondents used their states or school districts definitions of degree of communication impairment. Dash indicates that item was not included in survey. a n = 158; b n = 134; c n = 90; d Not IEP, RTI, or 504 = Not Individualized Education Program (IEP), Response to Intervention (RTI), Section 504 of the Rehabilitation Act of English Language Learner Students In 2014, audiologists reported that the median number of ELL students in their caseloads was five, compared with five in 2010 and eight in (These data are not presented in any table.) Response to Intervention From 2010 to 2014, overall, audiologists increasingly participated in MTSS/RTI or pre-referral. More than half currently provide consultative services (52%) and strategies to classroom teachers (51%). Nearly half (45%) conduct screenings. About one quarter (26%) do not participate in RTI (see Table 7). Table 7. Percentage of school-based audiologists participating in MTSS/RTI or pre-referral by role and year Percentage (%) Role 2010 a 2012 b 2014 c Conduct screenings Provide consultation Provide direct services within general education Provide strategies to classroom teachers Not applicable: I don t participate in RTI Note. From 2010, 2012, and 2014 ASHA Schools Surveys. n = 239; b n = 222; c n = 147. ASHA Schools Survey Report: Trends in Educational Audiology, Page 10 of 13

12 Common Core State Standards, Universal Design for Learning, and Value-Added Assessment In 2014, 36% of school-based audiologists reported involvement with CCSS, as compared with 13% in 2012 (see Figure 2). Audiologists also reported greater use of Universal Design for Learning (UDL)/Differentiated Instruction: 9% in 2014, as compared with 2% in In 2014, 7% of audiologists indicated they were involved with VAA. In 2012, 2% said they were. Figure 2. Percentage of school-based audiologists involved with CCSS, UDL, and VAA by year CCSS 13% 36% UDL VAA 2% 9% 2% 7% None of the Above 58% 74% 0% 10% 20% 30% 40% 50% 60% 70% 80% Note. From 2012 and 2014 ASHA Schools Surveys. n = 222 (2012); n = 173 (2014). ASHA Schools Survey Report: Trends in Educational Audiology, Page 11 of 13

13 Member Satisfaction Ratings In 2014, most (62%) audiologists indicated that, overall, ASHA was doing a good or excellent job in serving its school-based members, up steadily from 41% in 2010 and 49% in 2012 (see Table 8). From 2012 to 2014, most indicated that ASHA was doing a good to excellent job with continuing education (51% 62%) and online resources (61% 75%). About half indicated that ASHA was doing a fair to good job with advocacy (60% 64%) and professional consultation (44% 45%). Table 8. What kind of job ASHA is doing in serving its school-based members overall, with advocacy, continuing education, online resources, and professional consultation by rating and year Percentage (%) Overall Rating 2010 a 2012 b 2014 c Poor Fair Good Excellent Don t know, Not applicable With Advocacy Poor 7 6 Fair Good Excellent 7 10 Don t know, Not applicable With Continuing Education Poor 8 3 Fair Good Excellent Don t know, Not applicable With Online Resources Poor 4 1 Fair Good Excellent Don t know, Not applicable 15 9 With Professional Consultation Poor 5 4 Fair Good Excellent 5 4 Don t know, Not applicable Note. From 2010, 2012, and 2014 ASHA Schools Surveys. Dash indicates that item was not included in survey. a n = 265; b n = > 257; c n > 175. ASHA Schools Survey Report: Trends in Educational Audiology, Page 12 of 13

14 Survey Methodology and Response Rates The survey was mailed in February 2014 to a random sample of 4,000 ASHA-certified speech-language pathologists and 500 ASHA-certified audiologists employed in school settings in the United States. Second and third mailings followed, at approximately 3- or 4-week intervals, to individuals who had not responded to earlier mailings. Of the total sample, 14 had bad mailing addresses, 59 had retired, and 145 were ineligible for other reasons, which left 4,282 possible respondents. The actual number of respondents was 1,969, which represents a 46.0% response rate. Of the original 500 audiologists in the sample, 481 were eligible to complete the survey. The actual number of respondents was 183, which represents a 38.0% response rate. The results presented in this report are based on responses from those 183 individuals. Past ASHA Schools Survey response rates were: 2010: 64.8% (overall); 59.1% (among audiologists) 2012: 63.6% (overall); 54.4.% (among audiologists) Suggested Citation American Speech-Language-Hearing Association. (2014). Schools Survey report: Trends in educational audiology, Available from Additional Information Companion reports are available on the ASHA website at Questions? For additional information regarding this report, please contact Pam Mason, director, Audiology Professional Practices, at or , ext To learn more about how the Association is working on behalf of ASHA-certified audiologists, visit Acknowledgment Without the generous cooperation of the members who participate in our surveys, ASHA could not fulfill its mission to provide vital information about the professions and discipline to the Association membership and public. Thank you! ASHA Schools Survey Report: Trends in Educational Audiology, Page 13 of 13

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