Effectiveness of a 2-Day Speech Camp on Speech Therapists' Knowledge for Assessing and Treating Children With Cleft Palate

Purpose: The speech-language pathologist (SLP) is vital to the craniofacial care team, but most U.S. graduate programs lack dedicated coursework on cleft palate and craniofacial conditions. This study aimed to evaluate the effectiveness of a 2-day speech therapy camp in improving attendees' knowledge for assessing and treating children with cleft palate with or without cleft lip (CP ± L). Method: A multimethod design was employed, combining quantitative and qualitative data collected from 13 SLPs over a 2-day speech camp. A pre- and posttest measured the training's impact on knowledge. A related t test was performed to determine if statistically significant differences were present between the pre- and posttest mean scores of the participants. Confidence in assessing and treating speech errors for children with CP ± L was analyzed descriptively, and open-ended responses underwent line-by-line and thematic analysis. Results: A paired t test showed that, on average, participants had lower pretest scores before the speech camp and higher posttest scores after the camp. Participants also showed increased confidence in assessing and treating speech errors after the training. Conclusions: A 2-day speech therapy camp enhanced participants' knowledge of assessment and intervention. This training model paves the way for future community speech camps that offer therapy spaces and training resources for SLPs. These findings support the development of future training programs to address gaps in SLPs' knowledge about cleft palate and craniofacial anomalies.