This course includes all 10 modules of this course series and covers the following topics:
Understanding Roles & Communicating Expectations
Individualizing Styles & Levels Of Supervision
Communication & Interpersonal Skills
Giving Feedback & Conferences
Teaching Critical Thinking & Problem Solving
Observation & Data Collection In The Supervisory Process
Supervisor & Supervisee Accountability; Supervising Students With Disabilities
Supervision Across Settings and Case Studies: Application Of Supervisory Skills
Principles Guided Learning And Practice
Offered for 1.05 ASHA CEUs – 10.5 contact hours.
Courses are also available in two-hour modules.
Course Run Time: 10:30:15
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.
1. Identify the continuum of communication.
2. Demonstrate understanding of social exchange theory.
3. Explain listening & joining skills.
4. Identify dimensions of communication styles.
5. Gain skills in nonverbal communication.
1. Demonstrate understanding of the primary features of feedback & conferences.
2. Explain Model of Social Cognition.
3. Identify the supervisor's role in conferences.
4. Gain strategies in carrying out effective conferencing strategies.
5. Become familiar with the feedback & conference plan.
1. Describe critical thinking in the clinical context.
2. Become familiar with major barriers to teaching critical thinking skills.
3. Describe critical thinking re: supervisee learning.
4. Gain strategies to increase critical thinking in supervisees.
1. Describe observation in the clinical supervision model.
2. Become familiar with principles of qualitative research for observation.
3. Gain strategies to enhance effectiveness of observation methods.
1. Describe accountability within the profession.
2. Describe accountability to external systems.
3. Become familiar with additional considerations surrounding accountability.
1. Define disability laws within the profession.
2. Identify signs of a student with disabilities.
3. Describe general guidelines for students with disabilities.
1. Describe how the continuum of supervision fits into different settings.
2. Become familiar with common supervisory principles and patterns found across different settings.
3. Define what the long-term supervision goal should be in each setting.
4. Identify which types of interpersonal communication are most effective in each setting.
1. Demonstrate understanding of material through practical application of concepts and principles in Modules one through nine.
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 1.05 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 like the supervisory action plan, It will help me put a plan together with my supervisee to give her feedback and help me monitor her progress. The videos were clear and provided good information. I also liked that the videos were paired with audio so that I didn't have to read everything. I could listen and take additional notes.” – N.W. (Aug. 2020)
"I enjoyed the section on supervising students with disabilities. I feel better prepared if I were to ever have to fill in that role as a supervisor." – I.R. (July 2020)
"I found it helpful to know about the forms for supervisor and supervisees to fill out so we can have an idea of what’s important during the CF experience and improve communication and rapport. I found it beneficial to have more in depth information regarding our roles as supervisors since there aren’t many courses on the subject." – H.R. (June 2020)
"I appreciated the information about communication styles, strategies, etc. I liked having lots of opportunities via case studies to reflect on and apply the information. I expected the supervision of SLPAs and other support staff, though." – J.S. (May 2020)
“It was very thorough and sequential in it presentation on the topic of supervision. I appreciated the information and the many resources it provided.” – R.M.A. (Apr. 2020)
“I found information related to Anderson’s Continuum to be especially helpful for everyday practice. I liked that it was broken down into separate modules with resources grouped together. The organization was helpful.” – M.B. (Mar. 2020)
"All of it was beneficial! I enjoyed the case studies – it helps make the information more applicable." – M.H. (Feb. 2020)
"I liked that the modules were broken up into smaller chunks and the accompanying handouts and guides. I appreciated the information relevant to school based supervisory settings." – S.P. (Jan. 2020)
"I liked the resources to use with a supervisee. I also learned a lot about how to tackle supervision and creating more effective communication and goals between a supervisor and supervisee." – C.G. (Jan. 2020)
"All the case studies in school-based settings were very helpful as I was able to relate and place myself in that situation as I am practicing in that setting. I enjoyed when videos were included. The humorous ones caught my attention and made it easier to understand the concepts." – E.T. (Dec. 2019)
"It was very helpful; I would feel comfortable working with a CF after taking this course." – M.L. (Dec. 2019)
"This was the first supervisory course I have taken. I gained good ideas and information that I can put into practice with my upcoming grad student doing her first clinical." – S.A. (Dec. 2019)
"I found the module about supporting a supervisee with a disability very interesting and beneficial. It made me think about how our facility would need to make some changes in areas like work space and material accessibility to provide a good experience for the supervisee. The case studies were a big help and helped me think about how I would handle some of the situations. There were many examples that would have been new situations for me." – J.S. (Nov. 2019)
"I appreciated the evidence based information re: supervising strategies. I liked the practical resources to utilize as needed to scaffold and provide a framework for feedback and support." – A.M. (Oct. 2019)
"All of it was very useful and helpful as I transition into possibly becoming a supervisor. I was hoping for more on SLPA supervision." – J.K. (Sept. 2019)
"I liked that the case studies were clear and informative. The strategies that have proven effective in the supervisor's and supervisee roles were most beneficial." – M.D. (Aug. 2019)
"The discussion of different types of feedback was helpful for when working with supervisees. However, supervision of SLP Assistants specifically would have been helpful to see." – M.R. (Aug. 2019)
"I enjoyed the case studies as well as learning about communication and interpersonal skills." – N.L. (Aug. 2019)
"I really liked the case studies with the modules. I learned a lot from how the instructors would have handled those situations. Thank you for making this much-needed course!" – S.H. (July 2019)
"It is clear that the topic was well researched and it provided research-based evidence for every suggestion." – R.R. (July 2019)
"Anderson's Continuum was helpful and gave me much to think about in terms of skill sets students possess. I also appreciated the presentation on social language through the use of body and vocal intonations." – K.N. (June 2019)
"I felt this was a very comprehensive course. I enjoyed the detail and rationale behind each section, very well organized and informative. This was a very practical course." – C.A. (May 2019)
"I appreciated going over what is right and wrong. This course was very definitive." – M.R. (May 2019)
"The different communication styles and power dynamics I found most interesting. I liked the flexibility of the course and being able to start and stop it whenever. It was a pretty exhaustive course. If anything, it was a bit difficult to focus on the most relevant parts." – T.D. (May 2019)
"I particularly enjoyed the case studies and the student input. I like to look at real-world situations to gain experience." – M.P. (Apr. 2019)
"I found the IDEALS procedural approach, Action Plan guideline, the handouts to supplement the lessons, and the comprehensiveness of the series to be very helpful." – S.M. (Apr. 2019)
"The case studies were most beneficial. I liked the way the course was organized into separate sections. However, I expected supervising SLPAs to also be covered." – R.M. (Apr. 2019)
"Having supervised 3 students, this course offers me a more structured and identifiable approach with my students." – S.S. (Mar. 2019)
"All of the checklists, handouts, etc. are very helpful and will be put to use when I supervise my next student! The organization of the course was great." – Q.E. (Mar. 2019)
"I really enjoyed learning strategies on how to communicate and give feedback to those I supervise. I really liked that the information was easy to understand. It was a great course!" – J.V.R. (Mar. 2019)
"The case studies were helpful and provided good examples. I liked being able to complete the course in my own time. The handouts were helpful." – C.E. (Feb. 2019)
"Useful, practical information. Excellent handouts. Going over how to prepare students by using questionnaires to gauge baseline expectations was most beneficial." – R.K. (Feb. 2019)