Supervisory Practices in Speech - Language Pathology: Pre-practicum Assessment of Student Clinicians in Graduate Training Programs

2009 ◽  
Vol 19 (3) ◽  
pp. 107-113 ◽  
Author(s):  
Daniel E. Phillips
Keyword(s):  
Qualitative Research ◽  
Graduate Student ◽  
Training Programs ◽  
Graduate Training ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Qualitative Research Methodology ◽  
Language Pathology ◽  
Graduate Training Programs ◽  
Supervisory Practices

Abstract How do supervisors determine the level of clinical independence of graduate student clinicians before clinic practicum begins and how do supervisors determine the style of supervision used with each student clinician? A qualitative research methodology was used to investigate supervisory practices of clinical educators supervising graduate student clinicians in speech-language pathology graduate training programs. Data was gathered through standardized open-ended interviews with 11 supervisors from five graduate training programs accredited by the American Speech-Language-Hearing Association (ASHA). All 11 supervisors conducted a pre-practicum assessment, but none used a published program or model to assess the student clinicians. All participants met with the student clinicians prior to the start of therapy to discuss the client. Analysis of data revealed three distinct types of meetings: presentation of the client by the clinician, presentation of the clinician to the supervisor, and pre-practicum assessment using a form. Eight of the 11 supervisors interviewed for this study determined the level of clinical independence of the student clinician solely by asking the clinician to present the client to the supervisor. The supervisors then evaluated the manner, organization, accuracy, and completeness of the presentation to estimate the student's level of clinical independence.

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.

Survey of Speech-Language Pathologists' Training, Experience, and Opinions on Nasopharyngoscopy

1993 ◽  
Vol 30 (1) ◽  
pp. 40-45
Author(s):  
Mary D. Pannbacker ◽  
Norman J. Lass ◽  
Gregory G.R. Hansen ◽  
Ashraf M. Mussa ◽  
Karen L. Robison
Keyword(s):  
Continuing Education ◽  
Training Programs ◽  
Graduate Training ◽  
Academic Preparation ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Training Experience ◽  
Language Pathology ◽  
Graduate Training Programs ◽  
Velopharyngeal Function

A questionnaire on nasopharyngoscopy was completed by 93 speech-language pathologists randomly selected from the Directory of The American Cleft Palate-Craniofacial Association. Although the majority rated nasopharyngoscopy as important in the assessment of velopharyngeal function, and believed that it should be performed by speech-language pathologists, the majority do not perform nasopharyngoscopic examinations. Moreover, 40% had no academic preparation and 20% had no clinical experience in nasopharyngoscopy. Implications of these findings concerning exposure to nasopharyngoscopy in speech-language pathology graduate training programs and in continuing education programs for practicing speech-language pathologists are discussed.

Pre-Service Training in AAC: Lessons From School Staff Instruction

2016 ◽  
Vol 1 (12) ◽  
pp. 24-31 ◽  
Author(s):  
Jill Senner ◽  
Matthew Baud
Keyword(s):  
Graduate Students ◽  
Training Programs ◽  
Graduate Training ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Hands On ◽  
Service Training ◽  
Language Pathology ◽  
Training Opportunities ◽  
Instructional Staff

The article is designed to provide speech-language pathologists with information they can use in designing hands-on augmentative & alternative communication (AAC) partner training programs directed toward speech-language pathology graduate students and instructional staff working in schools. First, the article develops a rationale for the need for such instruction. Next, it details necessary elements of such training programs described in the literature. Then, the authors detail the increases in instructional staff use of partner-augmented input following their implementation of a program based upon one of these training approaches. Last, the authors present the lessons they learned that can be applied to the design and implementation of graduate training opportunities in AAC.

The Instructional Effectiveness of a Web-Based Audiometry Simulator

2005 ◽  
Vol 16 (02) ◽  
pp. 079-084 ◽  
Author(s):  
Ann K. Lieberth ◽  
Douglas R. Martin
Keyword(s):  
Graduate Students ◽  
Graduate Training ◽  
Pure Tone Audiometry ◽  
Instructional Effectiveness ◽  
Speech Language Pathology ◽  
Hearing Tests ◽  
Web Based ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Graduate Training Programs

With distance learning becoming more of a reality than a novelty in many undergraduate and graduate training programs, web-based clinical simulations can be identified as an instructional option in distance education that has both a sound pedagogical foundation and clinical relevance. The purpose of this article is to report on the instructional effectiveness of a web-based pure-tone audiometry simulator by undergraduate and graduate students in speech-language pathology. Graduate and undergraduate majors in communication sciences and disorders practiced giving basic hearing tests on either a virtual web-based audiometer or a portable audiometer. Competencies in basic testing skills were evaluated for each group. Results of our analyses of the data indicate that both undergraduate and graduate students learned basic audiometric testing skills using the virtual audiometer. These skills were generalized to basic audiometric testing skills required of a speech language pathologist using a portable audiometer.

Graduate Student Perceptions Regarding Common Speech-Language Pathology Supervisory Practices

2017 ◽  
Vol 2 (11) ◽  
pp. 48-59
Author(s):  
Matthew D. Carter ◽  
Melissa Carter ◽  
Crystal Randolph ◽  
Lora Backes ◽  
Karen Noll ◽  
...  
Keyword(s):  
Graduate Students ◽  
Student Perceptions ◽  
Online Survey ◽  
Speech Language Pathology ◽  
Timely Manner ◽  
Clinical Educators ◽  
Language Pathology ◽  
Survey Results ◽  
Supervisory Process ◽  
Supervisory Practices

The American Speech-Language-Hearing Association (ASHA) describes the supervisory process as a collaborative effort between both the student clinician and the certified supervisor. In order to support this process, it is important that both the supervisor and supervisee's preferences be considered regarding how these efforts will proceed. The purpose of this study was to investigate the opinions of graduate speech-language pathology clinicians regarding the supervision provided by on-campus clinical educators. Eighty-four graduate students completed an online survey. Results indicated that students generally preferred supervisory practices that simultaneously promote clinical independence while offering knowledge and support in a structured and timely manner.

Checklist for Assessing Graduate Student Competencies in Voice Disorders

2013 ◽  
Vol 23 (3) ◽  
pp. 95-100 ◽  
Author(s):  
Amy F. Teten ◽  
Shari L. DeVeney ◽  
Mary J. Friehe
Keyword(s):  
Graduate Student ◽  
Course Design ◽  
Training Programs ◽  
Student Perception ◽  
Voice Disorders ◽  
Speech Language Pathology ◽  
Fluency Disorders ◽  
Language Pathology ◽  
Low Incidence ◽  
Student Competencies

Low-incidence clinical disorders such as voice, nasal resonance, and fluency present challenging areas for graduate-level speech-language pathology training programs to help students acquire necessary knowledge and skills. A checklist of competencies for fluency disorders exists in the literature. The authors are presently collecting pretest/posttest data on the fluency disorders checklist over several cohorts of graduate students to determine student level of proficiency and confidence regarding these competencies. Preliminary data analysis suggests significant student perception of growth as a result of completing course requirements. These data have been useful to the second author, who teaches a course in fluency disorders and utilizes the checklist for purposes of course design and case-based project development to help students gain competence. The authors observed that a similar checklist of competencies for voice disorders would be useful for training programs as well as for other reasons described throughout this paper. Consequently, the authors compiled a checklist for assessing graduate student competencies for voice disorders. This checklist provides academic and clinical faculty with a comprehensive tool to guide the education of graduate clinicians and assist in the assurance of educational quality for speech-language pathologists.

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.

The Graduate Dysphagia Course: Opening the Door to New Frontiers

2016 ◽  
Vol 1 (13) ◽  
pp. 104-112
Author(s):  
Karen A. Ball ◽  
Luis F. Riquelme
Keyword(s):  
Graduate Student ◽  
Paradigm Shifts ◽  
Speech Language Pathology ◽  
Approaches To Teaching ◽  
Graduate Level ◽  
Graduate Curriculum ◽  
Current Trends ◽  
Language Pathology

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented.

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