Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

scholarly journals The Time Has Come for Speech-Language Pathology License Portability!

2011 ◽  
Vol 3 (2) ◽  
pp. 27-30
Author(s):  
Melissa Jakubowitz
Keyword(s):  
Public Schools ◽  
Private Practice ◽  
Language Disorders ◽  
Vice President ◽  
Speech Language Pathology ◽  
Past President ◽  
The Public ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Managerial Experience

This Letter to the Editor on the topic of speech-language pathology license portability for telepractice, was authored by Melissa Jakubowitz M.A. CCC-SLP, Vice President of SLP Services at PresenceLearning. A speech-language pathologist with over 20 years of clinical and managerial experience, Ms. Jakubowitz is a Board Recognized Specialist in Child Language. Ms. Jakubowitz began her career working in the public schools and has also operated a successful, multi-office private practice.  She is a past Director of the Scottish Rite Institute for Childhood Language Disorders in Stockton, CA. Jakubowitz is also a past-president of the California Speech-Language-Hearing Association, which, with over 5,000 SLP members, is one of the largest speech-language pathologist state associations in the country. Active in the American Speech-Language-Hearing Association (ASHA), Ms. Jakubowitz served as a Legislative Counselor for 12 years.

Technology To Support Data Collection and Management in the Public Schools

2013 ◽  
Vol 14 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Public Schools ◽  
Data Collection ◽  
Speech Language Pathology ◽  
The Public ◽  
Educational Rights ◽  
Privacy Act ◽  
Language Pathology ◽  
Education Act ◽  
Privacy And Confidentiality ◽  
Collection And Management

Abstract With the demands of paperwork in the field of speech-language pathology, school professionals are looking to technology to become more efficient. The Individuals with Disabilities Education Act (2004) requires that experts collect data for a variety of purposes, while the Family Educational Rights and Privacy Act (FERPA) and Children's Online Privacy Protection Act (COPPA) provide protection of privacy and confidentiality. Speech-language pathologists are considering mobile- and tablet-based applications (apps) for data collection and management because these devices are portable, affordable, and available. In this article, I will explore considerations and resources for app selection related to data collection and management.

A New Focus on Supervision: Looking to the Future

2008 ◽  
Vol 18 (1) ◽  
pp. 17-23 ◽  
Author(s):  
Lisa Cabiale O’Connor
Keyword(s):  
Clinical Supervision ◽  
Clinical Education ◽  
Formal Education ◽  
Speech Language Pathology ◽  
Specialty Area ◽  
Distinct Area ◽  
Language Pathology ◽  
Supervisory Process ◽  
Definition Of

Abstract This article examines some of our assumptions about clinical supervision, such as, good clinicians automatically make good supervisors, the major role of the supervisor is evaluation, and formal education is not necessary for engaging in supervision. It is important to examine what actions or future directions are necessary so that we do more than just say we recognize supervision as a distinct area of practice. It is time to identify actions professionals and/or the professions need to take in order to ensure quality supervision and, as a result, more effective clinical education. Suggestions include, among others, focusing on increased knowledge and understanding of the supervisory process in speech-language pathology and audiology, acknowledging that education in supervision makes a difference and creates opportunities for professionals to obtain such education, developing and distributing new professional policy documents that focus on supervision, recognizing and promoting a comprehensive definition of the supervisory process, developing tools to evaluate the effectiveness of supervisors, and promoting research that supports the efficacy of supervision in the professions. Supervision is necessary; it is guided by competencies that require training; it is both an art and a science; and, it is a specialty area of the professions.

Speech-Language Pathology Assistants Current State of Affairs

2009 ◽  
Vol 10 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Lemmietta McNeilly
Keyword(s):  
United States ◽  
Public Schools ◽  
The United States ◽  
Speech Language Pathology ◽  
The Public ◽  
School Based ◽  
Current State ◽  
Language Pathology ◽  
Educational Requirements ◽  
State Of Affairs

Abstract The utilization of speech-language pathology assistants (SLPAs) is increasing in the United States particularly in the public schools. The American Speech-Language-Hearing Association provides specific guidelines regarding the training, use, and supervision of (SLPAs; ASHA, 2004). The current state of affairs of SLPAs involves variable requirements across the states to qualify for SLPA credentials. The programs that educate SLPAs have variable technical and curricular requirements, and the educational requirements for regulating SLPAs also vary across the states. School-based SLPs continue to raise questions about the supervision requirements, funding, and reimbursement issues for working with SLPA in schools across the country.

Feedback in Supervision

2009 ◽  
Vol 19 (1) ◽  
pp. 19-24 ◽  
Author(s):  
Lori A. Nelson
Keyword(s):  
Clinical Supervision ◽  
Communication Studies ◽  
Successful Implementation ◽  
Supervisory Relationship ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Supervision Process ◽  
Language Pathology ◽  
Vital Component ◽  
Supervisory Process

Abstract Provision of feedback is a vital component of the supervisory process. The challenge for clinical supervisors is how to make this feedback an effective catalyst for positive change without damaging the supervisory relationship. Many professions outside of speech-language pathology have studied various forms of feedback and their effects. This paper summarizes a number of research articles drawn from the fields of communication studies, speech-language pathology, medical education and counseling. These articles provide details as to what constitutes effective or ineffective feedback along with guidelines for successful implementation of feedback in clinical supervision. Positive and negative aspects of peer feedback in the supervision process are also discussed.

Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones
Keyword(s):  
At Risk ◽  
Training Programs ◽  
Professional Services ◽  
Speech Language Pathology ◽  
High Quality ◽  
The Public ◽  
Language Pathology ◽  
Remediation Plan ◽  
University Training ◽  
At Risk Student

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

International Telesupervision: The Clinical Fellowship Experience

2017 ◽  
Vol 2 (11) ◽  
pp. 73-78
Author(s):  
David W. Rule ◽  
Lisa N. Kelchner
Keyword(s):  
Graduate Students ◽  
Clinical Supervision ◽  
Rural Areas ◽  
The United States ◽  
Speech Language Pathology ◽  
Access To Services ◽  
East African ◽  
The World ◽  
Language Pathology ◽  
National Certification

Telepractice technology allows greater access to speech-language pathology services around the world. These technologies extend beyond evaluation and treatment and are shown to be used effectively in clinical supervision including graduate students and clinical fellows. In fact, a clinical fellow from the United States completed the entire supervised clinical fellowship (CF) year internationally at a rural East African hospital, meeting all requirements for state and national certification by employing telesupervision technology. Thus, telesupervision has the potential to be successfully implemented to address a range of needs including supervisory shortages, health disparities worldwide, and access to services in rural areas where speech-language pathology services are not readily available. The telesupervision experience, potential advantages, implications, and possible limitations are discussed. A brief guide for clinical fellows pursuing telesupervision is also provided.

The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

2010 ◽  
Vol 11 (2) ◽  
pp. 60-65
Author(s):  
Francine Wenhardt
Keyword(s):  
Public Schools ◽  
School Setting ◽  
Real Life ◽  
Effective School ◽  
Program Coordinator ◽  
Educational Preparation ◽  
The Public ◽  
Speech Language Pathologist ◽  
New Graduate ◽  
Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

Supervisees' Perceptions of Supervisors' Social Power in Speech-Language Pathology

1997 ◽  
Vol 6 (3) ◽  
pp. 90-95 ◽  
Author(s):  
Barry T. Wagner ◽  
Carla W. Hess
Keyword(s):  
Social Power ◽  
Speech Language Pathology ◽  
Power Bases ◽  
Speech Language Pathologists ◽  
Supervisory Relationships ◽  
Legitimate Power ◽  
Language Pathology ◽  
Supervisory Process ◽  
Social Power Bases ◽  
Pathology Education

Most speech-language pathologists function as supervisees and supervisors at various points in their careers (Anderson, 1988). This study investigates supervisees' perceptions of their current and ideal supervisors' social power during the clinical supervisory process in speech-language pathology education. Perceived social power was measured by two modified versions (Wagner, 1994) of the Rahim Leader Power Inventory (Rahim, 1988). This inventory measures the five French and Raven (1959) social power bases: expert, reward, referent, legitimate, and coercive. Graduate supervisees completed one version of the inventory by rating their current supervisor and a second version of the inventory indicating their ideal supervisor. Results revealed significant differences among supervisees' perceptions of current versus ideal supervisors relative to expert, reward, referent, and legitimate power. Overall, these results have implications for supervisors in speech-language pathology who may wish to modify their perceived social power in order to enhance supervisory relationships.

Sign in / Sign up

Export Citation Format

Share Document