Topics On Supervision For Speech-Language Pathologists #e219
Presenter: Cassie Quinn, MS, CCC-SLP, BCS-S
Topics on Supervision for Speech-Language Pathologists.
This course includes all 10 modules from this course series on supervision. The following topics are covered:
• Understanding Roles | Communicating Expectations
• Individualizing Styles | Levels of Supervision
• Communication and Interpersonal Skills
• Giving Feedback | Conferences
• Teaching Critical Thinking and Problem Solving
• Observation | Data Collection
• Supervisor and Supervisee Accountability
• Supervising Students with Disabilities
• Supervision Across Settings | Case Studies
• Principles Guided Learning and Practice
Course is offered for 1.05 ASHA CEUs – 10.5 Contact Hours.
Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.
Module One
- Perceptions About Roles
- Clarifying Discrepancies in Perceptions
- Importance of Shared Expectations
- Discrepancies in Expectations
- Discovering Your Expectations
- Learning How to Talk About Your Expectations
- Being Accountable To Your Role
- Factors Impacting Individualized Style & Level of Supervision
Module Two
- Supervision is a Process
- Illustrative Model of Scaffolding
- Anderson’s Continuum Model of Supervision
- Personal & Professional Variables
- Adapt Your Approach
- Supervisory Action Plan
- Case Studies
Module Three
- Communication as a Continuum
- Social Exchange Theory
- Case Studies of Effective and Ineffective Communication Interactions
- Use of Listening and Joining in Communication
- Identification & Roles of Various Communication Styles
- Use and Impact of Non Verbal Communication
Module Four
- Model of Social Cognition
- Conferences
- Feedback & Conference Planning
- Case Studies
Module Five
- What is Critical Thinking?
- Critical Thinking vs Problem Solving
- Promoting Critical Thinking
- Barriers
- Teaching Critical Thinking
Module Six
- Observation and Data Collection
- Clinical Supervision Model
- Operationalization
- Ordinal vs Interval Data
- Qualitative vs Quantitative
- Data Collection Methods
- Case Study
Module Seven
- Systemic Clinical Accountability Within the Profession
- Accountability for Supervision Through Research
- Supervisor Accountability
- Liability and Accountability
- Supervisee’s Accountability
- Laws
Module Eight
- Disability Prevalence
- Identification Issues
- General Guidelines
- Adaptations/Modifications
- Case Studies
Module Nine
- Topic Introduction
- Key Questions to Ask - what should be the take-aways from this module?
- Supervision in Service Delivery Settings
- Recommendations and Best Practices
- Supervision of the Off-Campus Practicum
- Roles of the On-Campus/University Supervisor in Off-Campus Practicums
- Issues in the Off-Campus Practicum
- Recommendations and Best Practices
- Supervision of the Clinical Fellowship
- Recommendations for Further Self-Study and Education
- Case Studies
Module Ten
- Introduction
- Case Studies One through Ten
– L.G., prior course participant
– B.P., prior course participant
Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.
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.
Course Format
Video PowerPoint presentation with author narration & downloadable handout. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.
Reviews
"I liked the types of supervision and case studies. Easily accessible." A.R. (Jan. 2023)
"Thorough course. Action plans, being careful in conversation/discussion, considering approaches to problems." J.D. (Jan. 2023)
"I liked the case studies. And completing course at my own pace." J.V. (Jan. 2023)
"Very thorough course. The information on students with disabilities was beneficial." M.M. (Dec. 2022)
"Discussion of feedback, conferencing, and communication skills/styles was very practical and useful. Case studies were very helpful. Covered lots of topics and a variety of cases to help apply knowledge." R.N. (Dec. 2022)
"I liked the ease of completion and the communication strategies." E.M. (Dec. 2022)
"I liked everything - the supervisory models, the handouts, the resources." K.M. (Nov. 2022)
"As a first-time supervisor, I found module 1 to be the most helpful at this time because it gave me ideas on what to do during my first meetings with my supervisee. I enjoyed the different topics and how they were speech-related examples. I also liked the PDFs included in the presentation because it made it easier to follow along and take notes." G.A. (Oct. 2022)
"Course was easy to understand. The supervisory action plan will be useful in daily practice so that both myself and the supervisee are aware of our goals and how to achieve them during the supervisory process." L.G. (Oct. 2022)
"I enjoyed all the strategies that were offered for communication with the supervisee." S.C. (Oct. 2022)
"Specific suggestions for successful supervision." D.S. (Oct. 2022)
"I appreciated the evidence-based practices for managing supervision." K.H. (Oct. 2022)
"The organization was well done and it was appreciated that each module was separate rather than trying to skip back to find the information I needed to hear again." J.G. (Sept. 2022)
"I liked that the course was self-paced and had case studies." L.S. (Sept. 2022)
"The course is easy to follow." S.G. (Aug. 2022)
"I liked the surveys and rating forms for accountability throughout the supervisory process and documenting progress of both supervisor and supervisee and the case studies provided realistic application of what was learned." J.C. (Aug. 2022)
"I enjoyed hearing about how different ways of interaction with the supervisee can be affected based on personality types. It was also helpful to see different things that could be done with a supervisee in order to help them begin to become independent and see themselves as more of a colleague than a student. I liked that it was broken down into different modules." R.K. (Aug. 2022)
"The case studies and resources were good." R.H. (Aug. 2022)
"I appreciate how thorough it is and that there are 10 separate case studies." S.P. (July 2022)
"Covered a lot of different topics that need to be considered during supervision." R.P. (July 2022)
"Exploring the different questionnaires was very interesting." L.D. (July 2022)
"I liked the comparisons made between therapy and supervision. I liked the references, resources etc." B.K. (June 2022)
"I'm supervising a CF for the first time, so I found all of the models of supervision and methods of fostering critical thinking to be most beneficial. I liked all the easily accessible handouts." J.R. (May 2022)
"I liked that I could work at my own pace. Determining communication styles and the framework for supervision were beneficial." R.S. (May 2022)
"Worked for my schedule allowing me to leave the course & return to continue." K.R. (Apr. 2022)
"Everything was informative. I really liked that it was self-paced." M.C. (Apr. 2022)
"I liked all the visuals and charts provided. I liked the extra handouts and packets that I could use." P.P. (Apr. 2022)
"I liked the collaborative approach and the resources provided." J.W. (Apr. 2022)
"The course was easy to complete and at your own pace." S.B. (Mar. 2022)
"I liked the discussion on gaining the student's perspective." C.C. (Mar. 2022)
"I liked the opportunity to consider case studies with applied strategies." V.J. (Feb. 2022)
"The case studies were very helpful for me to make associations to my own practice. I appreciated the thoroughness of the course." S.D. (Feb. 2022)
"I liked the supervisor feedback forms. Nice that I could take course over a few days." K.B. (Jan. 2022)
"All the different resources they gave us was most beneficial. I liked most the case studies." J.C. (Jan. 2022)
"The content information was relevant and I always like PDs that have videos as well as the handouts." M.M. (Jan. 2022)
The rating scales and inventories will be useful. I liked how the modules were broken up and time to work during each module." M.T. (Dec. 2021)
"The speakers explained things clearly and I learned about new ways to take data during observations." T.D. (Dec. 2021)
"I liked the resources made available like the questionnaires. Getting objective with how to foster independence with student SLPs." S.B. (Dec. 2021)
"Although long, the content was all very useful and the presenters were well informed." J.L. (Dec. 2021)
" found the pre-assessment of the students' individual needs and skills to be very helpful. I appreciated the materials included to assist with establishing effective communication styles and assessing supervisees' skills and areas for improvement." S.S. (Nov. 2021)
"The multiple opportunities and methods for building supervisee-supervisor rapport and growth was interesting." T.O. (Oct. 2021)
"I like the self evaluation questionnaires and the information about more open communication." C.K. (Oct. 2021)
"The section about logistics of the CFY experience was beneficial for my daily practice. I like that I could do it on my own time." C.B. (Sept. 2021)
"I liked the specific strategies on how to supervise CFs and practicum students. I liked the practical applications in the last module with the case studies." A.M. (Jun. 2021)
“This course provided great handouts, lots of detail, was thorough and well organized.” K.G. (Mar. 2021)
“I appreciated the case studies at the end. I think it would have been helpful to have more of them throughout each module AND the ones at the end as a review. I also appreciate the variety of topics separated by module - so much more to think about than I even imagined.” K.M. (Feb. 2021)
“I liked the general overviews of best practices for supervision and communication between supervisor and the supervised.” D.P. (Jan. 2021)
Course Objectives
1. Identify how perceived roles impact student self-efficacy.
2. Describe how perceptions impact working alliances.
3. Learn how to clarify discrepancies in expectations.
4. Become familiar with how to maintain accountability to our roles.
1. Demonstrate understanding of Anderson’s Continuum Model of Supervision.
2. Identify supervisory styles appropriate for each stage of the continuum.
3. Locate models for modifying/individualizing supervisory styles.
4. Explain how students can develop self-supervision skills.
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.
Module Four
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.
Module Five
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.
Module Six
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.
Module Seven
1. Describe accountability within the profession.
2. Describe accountability to external systems.
3. Become familiar with additional considerations surrounding accountability.
Module Eight
1. Define disability laws within the profession.
2. Identify signs of a student with disabilities.
3. Describe general guidelines for students with disabilities.
Module Nine
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.
Module Ten
1. Demonstrate understanding of material through practical application of concepts and principles in Modules one through nine.
Presenter & Disclosures
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.
Speaker Disclosures:
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.
Intended Audience/Accreditation
This program is offered for 1.05 ASHA CEUs (Intermediate Level; Related Area).
Intended Audience
- SLP
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:
- Current ASHA Member
- ASHA Certificate of Clinical Competence (CCC) Holder
- Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
- Credentialed by a state regulatory agency to practice SLP or audiology
- Credentialed by a national regulatory agency to practice SLP or audiology
- Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
- Currently enrolled in a masters or doctoral program in SLP or audiology
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:
- California: NSS is approved as a provider of continuing education by the California Speech-Language Pathology & Audiology Board. Provider #PDP4. Online CEU limits may apply; please contact SLPAHADB for current online CEU acceptance policies.
- Iowa: NSS is approved as a provider of continuing education by the Iowa Board of Speech Pathology and Audiology Examiners. Provider #169.
- Kansas: NSS is approved as a provider of continuing education by the Kansas Department of Health and Environment. Provider #LTS-S0005.
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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.
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