Supervision: Changes in Standards–Changes in Roles

2011 ◽  
Vol 21 (1) ◽  
pp. 35-40
Author(s):  
Lorena Cole ◽  
Lora Backes ◽  
Tanya Enloe ◽  
Ruth Stonestreet ◽  
Mary Gorham-Rowan ◽  
...  
Keyword(s):  
Clinical Competence ◽  
Original Study ◽  
Time Study ◽  
Skills Acquisition ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Certification Standards ◽  
Language Pathology ◽  
Time Allotment ◽  
University Setting

The American Speech-Language-Hearing Association (ASHA) revised the standards for the Certificate of Clinical Competence in 2005 (ASHA, 2005). Clinical supervisory faculty have been directly affected in their work with graduate clinicians. Knowledge and skills acquisition now must meet the new certification standards for speech-language pathology. As roles have changed regarding time spent in various duties, a time study (analyzing how supervisors spent their time) was conducted by Valdosta State faculty in 1999. A second study, with more recent data, was initiated to compare to the original study conducted in 1999. This second time study analysis revealed changes in roles and time allotment per roles in one university setting. A comparison of these studies is discussed in this article.

The Fluency Curriculum in the New Millennium: Building “Skills” Into “Knowledge” Classes

2008 ◽  
Vol 18 (1) ◽  
pp. 33-36
Author(s):  
Bob Quesal ◽  
Bill Murphy
Keyword(s):  
Clinical Competence ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Language Pathology ◽  
Practicum Experiences ◽  
The Way ◽  
New Millennium

Abstract Recent changes in the standards for the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) have led to changes in the way in which information is presented to students in communication sciences and disorders classes. One of the primary changes is the focus on knowledge and skills outcomes that result from students’ education. Another change is the degree to which those skills and knowledge are specified by the standards. Educators cannot always be assured that all students will obtain “skills” in all areas specified by the standards during their practicum experiences. For that reason, it becomes necessary to add “skills” components to what may have previously been “knowledge” classes. This article presents a number of ideas for adding these “skills” experiences to “knowledge” classes.

Deliberate Supervision: Practical Strategies for Success

2020 ◽  
Vol 5 (1) ◽  
pp. 206-215
Author(s):  
Kelly A. Kleinhans ◽  
Christina Brock ◽  
Lauren E. Bland ◽  
Bethany A. Berry
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Professional Practice ◽  
Clinical Education ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Practice Experience ◽  
Certification Standards ◽  
Language Pathology

Purpose Clinical supervisors play a fundamental role in enabling students to transform knowledge into clinical skills. The 2020 changes to Speech-Language Pathology Certification Standards will require speech-language pathologists who want to serve as clinical supervisors of applicants for certification to complete a minimum of 9 months of practice experience postcertification and 2 hr of professional development in the professional practice domain of supervision postcertification prior to overseeing a student in a clinical supervisor capacity. Conclusion This article describes a framework for clinical supervisors of graduate students to use based on the premise that supervision should be an intentional reflective activity. The authors describe how to plan for clinical education across practice settings, provide appropriate feedback, and use questions effectively. Supplemental Material https://doi.org/10.23641/asha.11528250

Supervision: Self-Assessment in Supervision: The Use of the Rubric as a Means of Self-Assessment

2011 ◽  
Vol 21 (2) ◽  
pp. 68-75 ◽  
Author(s):  
Janice Wright
Keyword(s):  
Professional Development ◽  
Clinical Supervision ◽  
Complex Task ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Self Assessment ◽  
Clinical Supervisors ◽  
Knowledge And Skills ◽  
Language Pathology ◽  
Professional Development Needs

Self-assessment in supervision is a complex task; therefore, using a rubric as a means of self-assessment may be a valuable tool. This article will discuss the development of a rubric using the Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision (American Speech-Language-Hearing Association [ASHA], 2008a) as the foundation of the tool. The proposed rubric can serve as a tool to self-assess skills and professional development needs in the area of clinical supervision. ASHA has outlined 11 competencies required by supervisors of students and Clinical Fellows (CFs) in the field of speech-language pathology (2008a). Using these competencies paired with a rubric model proposed by Arrasmith and Galion (2001), this article will provide a means by which clinical supervisors can guide their professional development in supervision.

Overcoming Barriers to Using Telehealth for Standardized Language Assessments

2016 ◽  
Vol 1 (18) ◽  
pp. 41-50 ◽  
Author(s):  
Rebecca Sutherland ◽  
Antoinette Hodge ◽  
David Trembath ◽  
Suzi Drevensek ◽  
Jacqueline Roberts
Keyword(s):  
Present Article ◽  
Metropolitan Area ◽  
Language Impairment ◽  
Original Study ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Language Assessments ◽  
Current Article

The clinical imperative to provide speech-language pathology services to families outside of the metropolitan area, while accounting for the barriers previously identified, was the impetus for a recent study conducted examining the use of telehealth in Australia (Sutherland et al., 2016). That study found that delivering standardized language assessments via telehealth using consumer grade equipment was feasible, reliable, and tolerated by students with language impairment. In the present article, a follow-up to Sutherland et al. (2016), the barriers to using telehealth are described, along with the steps taken to overcome these barriers in completing the original study. The current article also seeks to describe to the responses of the school-aged students and clinicians involved.

scholarly journals Preservice Education: Perspectives about Integrating Caregivers

2014 ◽  
Vol 2014 ◽  
pp. 1-9
Author(s):  
Valerie E. Boyer
Keyword(s):  
Early Intervention ◽  
Active Participation ◽  
Preservice Education ◽  
Speech Language Pathology ◽  
Building Relationships ◽  
Knowledge And Skills ◽  
Progress Notes ◽  
Language Pathology ◽  
Interview Transcript

A disconnect is present between philosophical desire to actively involve caregivers in early intervention (EI) and implementation by EI providers. Preservice education may shape beliefs and build knowledge and skills supporting active participation of caregivers. Two graduate clinicians in speech-language pathology completed a practicum with a two-year-old child, Sam, and his family with half of the sessions including active participation by the caregivers. Analysis of progress notes, individual reflections, and interview transcript yielded clinicians reporting beliefs in collaboration with caregivers and building relationships with caregivers as key to involving caregivers. The clinicians demonstrated knowledge regarding intervention techniques with differences in progress notes based on the presence of the caregiver in sessions. This practicum opportunity promoted development of beliefs, knowledge, and skills about actively involving caregivers in early intervention.

Current Issues: Camp JumpStart: Clinical Training in Prevention

2011 ◽  
Vol 21 (3) ◽  
pp. 87-92
Author(s):  
Peggy C. Agee
Keyword(s):  
Emergent Literacy ◽  
Clinical Training ◽  
Language Disorders ◽  
Written Language ◽  
Speech Language Pathology ◽  
Knowledge And Skills ◽  
Wide Range ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Training Opportunities

The American Speech-Language-Hearing Association (ASHA) has expanded the scope of practice in speech-language pathology to include a focus on prevention (2007). Similarly, the knowledge and skills required of speech-language pathologists have broadened to include the prevention, assessment, and treatment of written language disorders. University training programs have a responsibility to provide graduate student clinicians with a wide range of clinical training opportunities that prepare them to enter the profession of speech-language pathology with the requisite knowledge and skills. Therefore, university programs must be creative in designing training opportunities that fulfill this mandate. This article explores one clinical training approach for the prevention of written language disorders through a systematic focus on emergent literacy.

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