Graduates students' preparedness in providing voice therapy to transgender clients

Date of Submission

Spring 2024

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Ivonne Maldonado-De la Rosa, PhD, MLS, CCC-SLP

Abstract

Transgender voice and communication services are an essential component of gender-affirming care and continue to be an increasing area of practice for speech-language pathologists (SLPs). Despite the growing need for culturally responsive and evidence-based services for transgender individuals, limited research has examined graduate students’ preparedness in providing transgender voice therapy. The purpose of this study was to investigate whether speech-language pathology graduate students felt more prepared to provide voice therapy to transgender clients when attending programs that offered transgender-focused coursework, clinical opportunities, or specialized experiences. A qualitative survey-based research design was utilized. Eighty-five graduate speech-language pathology students who had completed either a voice disorders or cultural diversity course participated in the study. Participants completed an electronic survey examining demographics, familiarity with LGBTQ+ terminology, attitudes toward transgender care, and awareness of assessment and treatment approaches used in transgender voice therapy. Data were analyzed using percentage response rates and nonparametric statistical comparisons between groups. Results demonstrated that students who attended programs offering clinical opportunities or who had experience working with transgender individuals reported slightly greater awareness and preparedness regarding transgender voice therapy techniques, assessment procedures, and treatment modalities. While most participants demonstrated positive attitudes and familiarity with LGBTQ+ terminology regardless of training opportunities, students without educational or clinical exposure reported lower awareness and less confidence regarding intervention strategies. Findings suggest that educational and clinical opportunities related to transgender voice therapy may positively influence graduate student preparedness and cultural responsiveness.

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