A comparison of practitioners, faculty, and clinical instructors regarding competencies in corrective therapy

Abstract

The purpose of this study was to determine the level of importance that three groups attach to a list of competencies formulated by the Accreditation Council of the American Corrective Therapy Association (ACTA), and to determine if differences existed between among the groups regarding their perceived importance of the competencies. A survey instrument was developed using the aforementioned list of 166 competencies grouped into 18 categories. A total of 470 participants included all active certified therapists of the ACTA, faculty involved in the professional preparation programs, and clinical internship instructors. Participants ranked each competency on the basis of its importance for entry level practitioners. Respondents information was collected, tabulated, and compared. Factor analysis confirmed the competency categories were grouped into homogeneous areas. Two factors, accounting for 91.4% of the common variance, were identified. Analysis revealed eighty-one statements and seven categories were considered important or very important. Group differences were noted on eleven statements and three categories. These were analyzed to determine which group combination accounted for the difference. Conclusions: 1. The three groups surveyed do not consider all the competencies as either important or very important. 2. The three groups do not consider all categories of competencies as important or very important. 3. The three groups congruently rate the competencies. The three groups do not differ in their evaluation of the competencies. 5. The variable space of the 18 categories can be explained by a factor labeled biological and behavioral sciences and a factor labeled teaching foundation. Recommendations: The ACTA should recommend these competencies be included in professional programs preparing corrective therapists. 2. ACTA accredited colleges should offer courses which include competencies identified as important and very important. 3. Additional study is needed to determine if courses offered in accredited colleges adequately address these competencies. 4. A measuring instrument based on these competencies should be developed for use as the ACTA certification examination. 5. Scores from certification examinations should be analyzed to identify content areas requiring more emphasis. 6. New competencies should continue to be formulated and analyzed and evaluated in this manner.