This course is also available as part of a larger 10.5 hour program.
This 2-hour course contains modules 1 and 2. Module 1 will discuss the dynamic nature of the supervisor-student relationship. By reviewing evidence-based research on supervision, we discovered that students’ perceptions of their roles as supervisees can impact their level of self-efficacy and the working alliances they form with their supervisors. Module 2 will discuss the importance of individualizing styles and levels of supervision, and provide evidence-based research and suggestions for how to individualize your approach to supervision for each student. We will expand on what we’ve learned about the expectations and responsibilities of supervisors and student clinicians by reviewing some of the key components of Jean Anderson’s seminal work on supervision in Speech-Language Pathology. Offered for 0.2 ASHA CEUs – 2 contact hours.
Run Time: 2:00:10
The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout.
Cassie Quinn, MS, CCC-SLP, BCS-S, has been a medical speech pathologist since 2001 with a focus in acquired neurological disorders, board-certified specialty in swallowing and more recently a Clinical Associate Professor in the Speech and Hearing Sciences Department at Portland State University where she has turned her focus to training the next generation of SLPs through quality supervision and supervision training.
Financial — Cassie Quinn is a presenter of online CEU courses sponsored by Northern Speech Services; receives royalty payments.
Financial — Cassie Quinn is a Clinical Associate Professor in the Speech and Hearing Sciences Department at Portland State University; receives a salary
Nonfinancial — Cassie Quinn is a board member for the Oregon Speech and Hearing Association.
This program is offered for 0.2 ASHA CEUs (Intermediate Level; Related Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
Course Completion Timeframe:
You have unlimited time to complete our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.
However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.
Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.
Certificate of Completion:
On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
ASHA CE Registry Submission:
During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
Purchase orders are currently not accepted for online orders, if you wish to submit a purchase order please do so at email@example.com or fax to 888-696-9655.
What is an Online Course?
Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.
Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online. Please note that courses offered for university students are not applicable for CEUs.
Registering for an online course:
You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.
Accessing your purchased course or returning to a purchased course:
You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.
Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.
Number of CEUs offered:
We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs:
NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.
Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page. Most courses include closed captioning.
Most of our online courses provide a link to download the accompanying handout as a PDF file.
Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.
For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.
Course Cancellation Policy:
A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded.
Please click here for any special needs requests, and we will do our best to accommodate them.
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"I wish all this had been available when I was a younger clinician as I have had so many students and CFYs. However I am thrilled to see all this being presented. This information, suggestions and rating scales are great. The suggestions for identifying early on the self evaluations of expectations and skills so discrepancies can get out of the way and student and supervisor can have a good rapport and working relationship." S.L. (Dec. 2021)
"I found the case studies informative and some of the rating scales and questionnaires brought my attention to areas I wasn't aware of. It was well priced and the handouts were all made available beforehand." A.M. (Dec. 2021)
"Bartlett's Supervisory Action Plan. I find it fairly easy and interesting to supervise bright, motivated, self-directed students, but it's also good to have tools to use when things aren't going as expected or desired. Like that fact that collaboration and looking at each person's actions are structured into the design. The course offered good tools to use in specific situations with students and clinical fellows." K.M. (Dec. 2021)
"The course was a good reminder of the Continuum and the need to adjust supervision according to the current level that the student is at. The handouts will be useful tools in maintaining clear communication between the Student and Supervisor. The course was sufficiently detailed, but not too time consuming." S.F. (Nov. 2021)
"I am currently not practicing, but I have had supervisory experience in the past. This course helped me to reflect on this experience and may be helpful if I should decide to rejoin the workforce. I liked the handout on ASHA's Self-Assessment of Competencies in Supervision." L.T. (Nov. 2021)
"The options for supervisor and supervise to answer questions and discuss their answers in order to organize goals together." S.S. (Oct. 2021)
"The rating scales are great to help me to be aware of my expectations as well as to see where my student's expectations lie. The handouts are great and a great reference source as well." K.B. (Oct. 2021)
"I am pretty good at creating good relationships with students, adapting to their level of clinical expertise and experience, teaching and listening, while prioritizing pt safety in a medical field. But I have not thought a lot about consciously and collaboratively identifying roles and expectations. E.S. (Aug. 2021)
"I liked learning about Anderson's Continuum Model of Supervision. I like how the course allowed you to apply your own thoughts about the supervisory process through rating scales, questionnaires, etc." M.D.(Aug. 2021)
"Identifying the most important factors in building self-efficacy is helpful for my daily practice." J.R. (Aug. 2021)
"I think the rating scales will be beneficial for me as I work with a student clinician." M.N. (Aug. 2021)
“This course was very informative and eye-opening.” – V.F. (Mar. 2021)
“This course provided a lot of information regarding how to adapt your style of teaching to different learners.” – A.B. (Feb. 2021)
“I liked the need to identify and communicate about perceptions, expectations, and needs as well as the tools to highlight where there may be differences. Anderson's Continuum was particularly helpful.” – L.C. (Jan. 2021)
“I felt the most beneficial portions of this session were the rating scales. They helped me gain a better understanding of my current supervision skills and areas I can improve in. They also provided me with valuable resources that I can use in the future as a supervisor to gain a better understanding of what the student needs from their supervisor.” – J.D. (Dec. 2020)
“I loved the large variety of resources provided to implement while supervising students.” – F.M. (Nov. 2020)
“This course provided good information on evaluating myself in each area of supervision.” S.H. (Sep. 2020)
“I liked that we were provided with examples of several rating scales for both the supervisor and clinical intern to complete. I also liked that I could stop it and playback the audio so that I could take notes.” – C.D. (Aug. 2020)
"The discussion on Anderson’s continuum was most helpful. I liked that the course contained a lot of new information." – J.N. (July 2020)
"I appreciated going over the supervisor’s role. The handouts were good." – K.M. (July 2020)
"I really appreciated the review of the different research on the models of supervision. I tended to identify with Andersons Continuum Model of Supervision." – R.K. (June 2020)
"The resources and self-evaluation tools were most beneficial. I liked the information from multiple authors, sources, and perspectives." – S.P.M. (May 2020)
"Discussing types of supervisor styles and which one results in developing the student's confidence more was most beneficial." – N.D. (Apr. 2020)
"I appreciated information on rating scales for use with supervisor and supervisee. I found the information on Anderson's Continuum Model of Supervision a good model for determining placement for SLP Interns in our programs based on surveys of their experiences, personality, confidence and other variables including the potential supervisor." – H.S.B. (Mar. 2020)
"Going over the rating scales used to help assess both student and supervisor was most beneficial." – K.S. (Feb. 2020)
"The whole course was helpful as a new clinician transitioning to the supervisor role to better understand what I can do to best support the student. I think the information was thorough but remained concise." – L.B. (Jan. 2020)
"I will use Anderson's learning style continuum and the self-assessment inventories when supervising in the future. The course covered a satisfactory amount of information in a clear and concise manner. I thought the case studies were well developed and illustrated two very different but likely scenarios." – J.R. (Jan. 2020)
"I liked that the course was immediately applicable to daily supervision. And I specifically appreciated the discussion about all of the tools available to assess learning styles, etc." – A.L. (Dec. 2019)
"I appreciated the functional application and use of tools through the research base to enrich supervision practices." – D.E. (Dec. 2019)
"I enjoyed learning about Bartletts action plan as this will be useful for a handful of students who struggle with the clinical process. The course was practical to my current supervision experiences and provided time for me to dig into the resources provided and use them." – K.A.d.R. (Dec. 2019)
"This was a very comprehensive course. The case studies are always very helpful. The literature review and variety of assessment/self-inventory instruments were very helpful. Thank you!" – S.K. (Nov. 2019)
"I had never taken a course on supervision and the information will be helpful when I supervise a student in how to best assist them." – T.B. (Oct. 2019)
"I really enjoyed and will benefit from knowledge on supervisory action plans while supervising students. I liked the case studies and developing solutions/deciding which stage supervisors/supervisees were in using the anderson model." – J.R. (Sept. 2019)
"All the scales provided will provide useful information and feedback in future supervision roles. I liked the handouts provided and that the content was relevant to my current job." – C.C. (Aug. 2019)
"I like that I have a solid plan for moving forward surveys, etc. The info is helpful, but the delivery is very dry." – M.W. (Aug. 2019)
"I like the clear and concise ways to resolve issues, case studies, and practical questionnaires/scales to use as I move forward in my career." – E.V. (Aug. 2019)
"I found the review of research effective for my own reference. I enjoyed the easy access to the printable presentations." – S.P. (Aug. 2019)
"This course provided me with an abundance of resources; they'd already compiled the research and current best practice all in one place. The documents and handouts provided were very helpful." – B.P. (Aug. 2019)
"The assessment tools were helpful and will be easy to implement." – J.J. (July 2019)
"I felt the inclusion of instruments that could be used to facilitate effective student/supervisor interactions was the most beneficial." – T.L. (July 2019)
"I found the discussion on the differing opinions of student and supervisor regarding role expectations interesting." – D.Z. (July 2019)
"I appreciated the strategies for the supervisor to scaffold and support according to the student clinician's independence level." – D.S. (June 2019)
"This course was quick, but it provided a lot of information. I especially enjoyed going over how to analyze the level a student clinician is at and how to adjust my level of support in order to best guide and teach them." – E.P. (May 2019)
"I found the entire presentation to be extremely helpful. I am currently preparing to become a mentor for a CF. I liked the ability to rewind the presentation and also review the presentation material via handouts." – K.S. (Apr. 2019)
"This will be helpful for me because I will have a speech-language pathologist intern next year. This will help me in learning about supervisor-supervisee dynamics." – M.B. (Apr. 2019)
"Understanding the collaborative model was helpful when thinking about my role with the student. I do not have to be perfect or know everything. The course was structured clearly and provided materials/questionnaires to use in my practice and used studies to evidence suggestions." – G.J. (Apr. 2019)
"I enjoyed the Anderson continuum and the Bartlett Supervisory Action Plan. I liked the handouts and time to use them." – M.B. (Mar. 2019)
"The practice evaluations were helpful. I liked the samples of evaluations and Anderson's Continuum Model of Supervision." – K.S. (Mar. 2019)
"Supervising a student clinician is new to me. I need any advise. I liked that I could do the course on my own time." – J.H. (Feb. 2019)