Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision Ad Hoc Committee on Supervision in Speech-Language Pathology About this Document This knowledge and skills document is an official statement of the American Speech-Language-Hearing Association (ASHA). This knowledge and skills statement was developed by the Ad Hoc Committee on Supervision. Members of the committee were Lisa O'Connor (chair), Christine Baron, Thalia Coleman, Barbara Conrad, Wren Newman, Kathy Panther, and Janet E. Brown (ex officio). Table of Contents Knowledge and Skills This document accompanies ASHA's policy documents Clinical Supervision in Speech-Language Pathology: Position Statement and Technical Report (ASHA, 2008a, 2008b). Professionals looking for guidance in supervising support personnel should refer to the ASHA position statement and knowledge and skills documents on that topic (ASHA, 2002, 2004a, 2004b). ASHA's technical report on clinical supervision in speech-language pathology (2008b) cites Jean Anderson's (1988) definition of supervision: Return to Top I. A.
Look Who's Talking! All About Child Language Development Language and communication skills are critical to a child’s development. Good communication makes them better able to engage in socialization and to learn from their environment and from formal classroom instruction. When we talk about communication we are talking about both speech which is the verbal means of communication and language which is using shared rules to put words together to express thoughts and feelings as well has to understand the meaning of language through both spoken and written communication. There are four main components of language: Phonology involves the rules about the structure and sequence of speech sounds.Semantics consists of vocabulary and how concepts are expressed through words.Grammar involves two parts. From birth on, children are programmed to develop speech and language. In the early stages of language development, the brain is programmed to attend to speech sounds and begin to mimic them. Language Development Information From Experts In The Field
Resources For Clinical Educators | School of Communication Sciences and Disorders To assist Clinical Educators (CEs) in providing students with high quality practicum experiences we have developed a range of resources. Jump to: Obtaining Professional Associate Status with McGill University Please contact lili.saran@mcgill.ca if you wish to enquire about obtaining Professional Affiliate status with McGill University. The Collaborative Approach to Clinical Education Jeanne Claessen, Former Head of Clinical Program (1995-2009) School of Communication Sciences and Disorders McGill University The collaborative partnership between clinical educator (CE) and student prepares students to become autonomous professionals as they get involved early on in clinical reasoning and problem solving. The premise of the collaborative approach1 between the CE and the student in a clinical practicum is that the learning process takes place on a continuum consisting of three main stages, each with its distinct characteristics. 1The supervisor process in speechlanguage pathology and audiology.
Clinical Education and Supervision: Key Issues Preparation for the Clinical Educator According to the ASHA Ad Hoc Committee on Supervision's Final Report on Knowledge, Skills and Training Consideration for Individuals Serving as Supervisors [PDF] (ASHA, 2013c): A prevailing philosophy suggests that competency in clinical service delivery translates into effective clinical supervision. However, leaders in education have long argued that this is a flawed assumption and that effective supervision requires a unique set of knowledge and skills. The Ad Hoc Committee acknowledges that supervision is a distinct area of practice and, as in other distinct areas, individuals must receive training to gain competence before engaging in the activity. CAPCSD also recognizes that clinical supervision is a distinct area of expertise and practice, and that clinical supervisors of student clinicians need to have the requisite knowledge and skills (CAPCSD, 2013). Knowledge and Skills For Clinical Educators Overarching Knowledge and Skills Training I.
Clinical Supervision in Speech-Language Pathology Ad Hoc Committee on Supervision in Speech-Language Pathology About this Document This technical report was developed by the Ad Hoc Committee on Supervision in Speech-Language Pathology of the American Speech-Language-Hearing Association (ASHA). Members of the committee were Lisa O'Connor (chair), Christine Baron, Thalia Coleman, Barbara Conrad, Wren Newman, Kathy Panther, and Janet E. Introduction Because of increasing amounts of data from studies on supervision, advances in technology, and a greater understanding of the value of interpersonal factors in the supervisory process, there was a need to update ASHA's 1985 position statement Clinical Supervision in Speech-Language Pathology and Audiology (ASHA, 1985b). The 1985 position statement identified specified competencies for supervisors, with an emphasis on clinical supervision of students. Return to Top Background Information Figure 1. Research on Supervision Definition of Supervision Supervision Across Settings Technology in Supervision
Strategies for Clinical Teaching Joanne E. Schupbach Practice Management and Professional Issues Professional Issues 6944 Editor's note: This text-based course is a written transcript of the live seminar, "Strategies for Clinical Teaching," presented by Joanne Schupbach, M.S., M.A., Manager Audiology Clinical Education, Assistant Professor, Rush University Medical Center. The course handout is available here (PDF) - it is recommended to download the course handout prior to reading the text course. In my role here at the university, my interests have focused on clinical education including clinical teaching, supervision and mentorship. Clinical Teaching Goals Clinical preceptors have a great responsibility when training students and often this training takes place in a fast-paced, high workload environment. Increase students' knowledge and skillsRefine practice efficiency and effectivenessPromote increasing clinical independencePrepare students for optimal health outcomes with patientsBecome a competent, compassionate, independent and collaborative clinician This is quite a mandate for all of us. Figure 1.
National Center for Families Learning Assessment - Vocal Hyperfunction in Children Assessment of Vocal Hyperfunction Voice abnormalities in children are often first detected by family members or school teachers, however, before the child can be referred for voice therapy, they must complete a voice screening by an SLP. A screening is a quick test that enables the SLP to determine whether or not the child does actually have a voice disorder. The screening does not provide the clinician with details as to the nature or cause of the disorder. Voice ScreeningA screening tool is used to quickly identify children with voice disorders. Evaluation ProceduresOnce the child has been identified as having a voice disorder, the evaluation process begins. Download File Oral-Motor Examination: An oral-motor examination is a routine part of a voice assessment. Auditory-Perceptual Assessment: The auditory-perceptual assessment involves describing the voice, solely by listening. Download File -Mirror Laryngoscopy: -Rigid (oral) Laryngoscopy: -Flexible Nasendoscopy: