Telesupervision and ASHA's Tasks of Supervision

2015 ◽  
Vol 5 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Lori Laughran ◽  
Jane Sackett
Keyword(s):  
Clinical Supervision ◽  
Graduate Student ◽  
Professional Growth ◽  
Health Professions ◽  
Speech Language Pathology ◽  
High Quality ◽  
Face To Face ◽  
Allied Health Professions ◽  
Traditional Mode ◽  
Language Pathology

High quality clinical supervision is important for both student education and continued professional growth within the field of speech-language pathology. Face-to-face supervision is the traditional mode of supervision; however, with advances in technology, telesupervision or e-supervision, has been used to support graduate student clinicians and clinical fellows. This article provides an overview of clinical supervision with a focus on telesupervision and ASHA's thirteen tasks of supervision. The authors discuss literature from allied health professions in relation to the thirteen tasks of supervision to support a hybrid model of supervision.

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.

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.

Evidence-Based Practice & Practice-Based Evidence Applied to Adult, Medical Speech-Language Pathology

2013 ◽  
Vol 18 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Rik Lemoncello ◽  
Bryan Ness
Keyword(s):  
Evidence Based Practice ◽  
Single Case ◽  
Quality Data ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Clinical Practices ◽  
High Quality ◽  
Randomized Controlled Clinical Trials ◽  
Relative Paucity ◽  
Language Pathology

In this paper, we review concepts of evidence-based practice (EBP), and provide a discussion of the current limitations of EBP in terms of a relative paucity of efficacy evidence and the limitations of applying findings from randomized controlled clinical trials to individual clinical decisions. We will offer a complementary model of practice-based evidence (PBE) to encourage clinical scientists to design, implement, and evaluate our own clinical practices with high-quality evidence. We will describe two models for conducting PBE: the multiple baseline single-case experimental design and a clinical case study enhanced with generalization and control data probes. Gathering, analyzing, and sharing high-quality data can offer additional support through PBE to support EBP in speech-language pathology. It is our hope that these EBP and PBE strategies will empower clinical scientists to persevere in the quest for best practices.

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 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.

An Ethics-of-Care Approach to Developing Students' Antiracist Practice in SLP Curricula

2021 ◽  
pp. 198-223
Author(s):  
Johanna Boult ◽  
Jennifer E. Whited ◽  
Tamara M. Easley
Keyword(s):  
Ethics Of Care ◽  
Cross Cultural ◽  
Human Beings ◽  
Speech Language Pathology ◽  
Face To Face ◽  
Cross Cultural Communication ◽  
Personal Motivation ◽  
Care Approach ◽  
Language Pathology ◽  
Instructional Experience

There is a necessity for students to learn about multicultural multilingual (MM) content in speech-language-pathology curricula. One reason for doing so is personal motivation: an awareness of and commitment to developing competence in working with diverse clients. Awareness can grow given specific instructional experiences in the form of special projects that aim to build cross-cultural relationships with the goal of fostering empathy and compassion. This chapter provides a tutorial explaining one such instructional experience: the cross-cultural communication (CCC) project. Central to the project are face-to-face meetings and reflective journaling on topics including counteracting stereotypes and planning for culturally responsive service provision. Activities have antiracist intentions guided by the moral obligation to care for fellow human beings (as per ethics of care [EoC] theory). This chapter provides (1) theoretical underpinnings of the project, (2) procedures for its completion, and (3) description of a modification of the project for a language disorders course.

scholarly journals Use, Perceptions, and Awareness of LibGuides among Undergraduate and Graduate Health Professions Students

2020 ◽  
Vol 15 (3) ◽  
pp. 157-172
Author(s):  
John Carey ◽  
Ajatshatru Pathak ◽  
Sarah C. Johnson
Keyword(s):  
New York ◽  
Health Professions ◽  
Medical Laboratory ◽  
Physical Therapy Students ◽  
Speech Language Pathology ◽  
Public College ◽  
Academic Level ◽  
Library Research ◽  
Language Pathology ◽  
Study Participants

Abstract Objective – This study investigated usage, perceptions, and awareness of library research guides created using Springshare’s LibGuides among undergraduate and graduate health professions students. Methods – The researchers recruited 100 health professions students in April 2017 from Hunter College, a senior college within the City University of New York system. Participants were asked to complete a paper survey to ascertain their use, perceptions, and awareness of Springhare’s LibGuides. Results – Nearly two-thirds of study participants were not aware of library-created LibGuides and 68% had never used this tool. Compared to undergraduates, graduate students were more likely to be aware of LibGuides. The use of LibGuides was higher among graduate respondents (43%) than their undergraduate counterparts (30%). The study found low awareness and use of LibGuides among health professions students overall, regardless of age, gender, academic level, and health sciences concentration. Physical therapy students were more likely to use and be familiar with LibGuides than nursing, medical laboratory sciences, and speech-language pathology and audiology students. Participants reported using general subject guides more than course-specific guides, and the most commonly used page was the Databases guide. Of those participants who had used LibGuides, the vast majority (97%) said they found them useful in their studies. Conclusion – This study demonstrates low usage and awareness of LibGuides among health professions students at a large urban public college. Findings suggest a need for academic libraries serving such students to develop and implement strategies to promote awareness and increase usage of online research guides. The researchers recommend instructing with LibGuides during information literacy sessions and demonstrating their usefulness during reference consultations. Additional strategies include linking LibGuides to course sites through learning management systems such as Blackboard and collaborating with faculty members to better inform students about the guides.

Different Clinical Perspectives of Good and Poor Therapy Sessions

1987 ◽  
Vol 30 (3) ◽  
pp. 335-342 ◽  
Author(s):  
Joanne Erwick Roberts ◽  
Vicki McCready
Keyword(s):  
Graduate Student ◽  
Clinical Training ◽  
Causal Attributions ◽  
Therapy Session ◽  
Speech Language Pathology ◽  
Training Process ◽  
Observer Bias ◽  
Language Pathology ◽  
Therapy Sessions

This study investigated differences in causal attributions made by student clinicians taking actor and observer roles in good and poor therapy Sessions. One hundred thirty-four graduate student clinicians in speech-language pathology were asked to imagine a hypothetical good or poor therapy session in which they took either the role of a clinician working with a client in a session or that of a clinician observing the session. To account for the session's hypothesized outcomes, clinicians taking the actor role cited client causes more frequently than other causes while clinicians taking the observer role cited clinician causes. These results are consistent with the actor-observer bias documented extensively in the psychological and educational literatures. Clinicians' causal attributions also differed for good and poor therapy sessions. Implications are discussed in terms of possible impact on the clinical training process in speech-language pathology.

Telehealth applications in speech-language pathology: a modified narrative review

2009 ◽  
Vol 15 (6) ◽  
pp. 310-316 ◽  
Author(s):  
Andrea Leigh Reynolds ◽  
Jessica Lindsay Vick ◽  
Nancy Jeanne Haak
Keyword(s):  
Service Delivery ◽  
Social Services ◽  
Narrative Review ◽  
Scottish Intercollegiate Guideline Network ◽  
Speech Language Pathology ◽  
Level Of Evidence ◽  
Complete Replacement ◽  
Face To Face ◽  
Study Results ◽  
Language Pathology

We conducted a modified narrative review of the literature on telehealth applications used in speech-language pathology assessment and treatment. The following databases and information resources were used: MEDLINE, CINAHL, PSYCInfo, ERIC, Digital Dissertations, CSA Social Services Abstracts, CSA Sociological Abstracts, On-line ASHA publications and personal contacts. Sixty-two full-text documents were located. Twenty-eight provided sufficient detail to be reviewed using a checklist adapted from the Scottish Intercollegiate Guideline Network (SIGN) recommendations for level of evidence rankings and quality assessment ratings. Five of the 28 studies received a ranking indicating a high level of evidence (larger sample sizes, assessed outcomes with valid and reliable measures, performed statistical analysis of study results, measured reliability of study results, ensured internal and external validity, and ensured randomization of participants to groups). These five studies concluded that the service delivery results from telehealth were equivalent to traditional face-to-face results. However, telehealth was not a complete replacement for face-to-face service delivery and further research is required.

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