The Clinical Education and Supervisory Process in Speech-Language Pathology and Audiology

by Elizabeth McCrea, Judith Brasseur

Overview

As with the actual practices of speech-language pathologists and audiologists, clinical education and supervision practices work best when they are grounded not only in concept and theory but also in research. Designed to act as a complete guide to both the theory and the research, The Clinical Education and Supervisory Process in Speech-Language Pathology and Audiology provides the most up-to-date information on these crucial topics.
 
Following in the footsteps of their mentor, Jean Anderson, Drs. Elizabeth McCrea and Judith Brasseur have taken on the task of assembling important current research and best practices in clinical education and supervision into one comprehensive resource. With their prestigious team of contributing authors, this text represents the culmination of decades of study and real-world best practices.
 
The Clinical Education and Supervisory Process in Speech-Language Pathology and Audiology covers clinical education and supervision across five unique constituent groups: clinical educators of graduate students, preceptors of audiology externs, mentors of clinical fellows, supervisors of support personnel, and supervisors of professionals transitioning between work settings. It also includes the latest information on certification and accreditation requirements for preparation in supervision.
 
Topics include

• Foundations: Anderson’s Continuum of Supervision
• Components of the Process
• Expectations for Supervision
• Practical Research in Supervision
• Literature from other Disciplines
• Obtaining Feedback About the Supervisory Process
• The Ethics of Clinical Education and Supervision
• Supervisor Self-Study and Accountability
• Interprofessional Education and Practice in Clinical Education and Supervision

 
Chapter appendices add numerous ancillary materials, allowing readers to easily adopt the most successful processes and strategies the research has revealed. Sample scripts of supervisory conferences, self-assessment tools, action plan tools, and analysis systems can all be found inside.
 
The Clinical Education and Supervisory Process in Speech-Language Pathology and Audiology is intended as a primary resource for anyone in those professions in any setting who is engaged in the process of clinical education and supervision. With this text as their guide, clinical educators and supervisors will be able to ground their practices in the vast compiled research and study contained within.
 

Product Details

ISBN-13:	9781630915292
Publisher:	Taylor & Francis
Publication date:	11/11/2019
Pages:	464
Product dimensions:	7.00(w) x 10.00(h) x 0.00(d)

About the Author

Elizabeth S. McCrea, PhD, CCC-SLP, F-ASHA is a clinical professor emerita of the Department of Speech and Hearing Sciences at Indiana University. She retired from the university in 2011. As a member of the department’s faculty, she was both a didactic and clinical educator. She taught courses in the clinical process, professional issues, clinical education, and the organization and administration of public school communication disorders programs. She was also a clinical instructor in the department’s R. L. Milisen Speech and Language Clinic at Indiana University, with an emphasis on children’s speech sound and language disorders and language-learning disorders. Dr. McCrea was director of the R. L. Milisen Speech and Hearing Center for almost a decade and coordinator of the department’s externship program in speech-language pathology until her retirement. Before joining the faculty, Dr. McCrea was a pediatric speech-language pathologist in both school-based and hospital settings. 

In addition to her teaching and administration, Dr. McCrea’s research focused on identifying the parameters of best practice in clinical education and supervision; this work contributed to the foundation for the development of ASHA’s technical and knowledge and skill documents for clinical education and supervision, as well as to the profession’s standards for appropriate supervision. She was the principal investigator of a $326,000 4-year personnel preparation grant from the U.S. Department of Education centered on developing leadership personnel in clinical education in the professions. She has presented over 50 peer-reviewed or invited papers at national and state meetings on the clinical education process and effective behavior of both supervisors and supervisees within the process.

Judith A. Brasseur, PhD, CCC-SLP, F-ASHA is a professor emerita of the Communication Arts and Sciences Department at California State University (CSU), Chico. She retired from the university in 2010 after 30 years in the Communication Sciences and Disorders (CMSD) program, where she taught undergraduate and graduate courses and supervised on and off campus, with an emphasis on children’s speech sound, fluency, and language disorders. She held administrative roles in the CMSD program both as program coordinator for 9 years and clinic director for 7 years. In addition, for 19 years she directed the doctoral incentive programs for underrepresented students on the Chico campus that operated through CSU, Chico’s Graduate School, part of the California State University system-wide effort to increase the number of underrepresented students who progress through the educational pipeline and obtain doctoral degrees and careers in academe. Dr. Brasseur is a fellow of both ASHA and the California Speech-Language-Hearing Association (CSHA). 

Dr. Brasseur’s research involved investigations in treatment for functional child articulation and phonological disorders and best practices in clinical supervision. She was principal investigator of a $112,082 2-year personnel preparation grant from the U.S. Department of Education to provide a three-part, 9 credit-hour training program for off-campus supervisors, funded for a third year by the university. She is coauthor of The Supervisory Process in Speech-Language Pathology and Audiology, has also presented over 50 peer-reviewed or invited presentations at state and national meetings, and has more than 30 publications to her credit. 

Table of Contents

Dedication v

Acknowledgments xi

About the Editors xiii

Contributing Authors xv

Preface Jean L. Anderson xvii

Foreword Jean L. Anderson xxi

Introduction xxiii

Chapter 1 Introduction to the Process: Putting Things in Context Elizabeth S. McCrea, PhD, CCC-SLP, F-ASHA Judith A. Brasseur, PhD, CCC-SLP, F-ASHA 1

Describing Supervision and Supervisors 1

Settings for Supervision 2

Complexities of the Supervisory Process 4

Purposes of Supervision in the Professions 5

A Definition of Supervision for the Professions 6

Summary 6

Chapter 2 The Continuum Model of Supervision Elizabeth S. McCrea, PhD, CCC-SLP, F-ASHA Judith A. Brasseur, PhD, CCC-SLP, F-ASHA 9

Is There a Methodology? 9

Development of Supervisory Behaviors 10

Literature From Other Disciplines 11

Leadership and Supervision in Education 14

Supervisory Approaches in the Professions 17

The Continuum of Supervision in Speech-Language Pathology and Audiology 20

Practical Research in Supervision 29

Chapter 3 Understanding the Supervisory Process Judith A. Brasseur, PhD, CCC-SLP, F-ASHA Elizabeth S. McCrea, PhD, CCC-SLP, F-ASHA 45

Purpose of the Component 45

Treatment of the Supervisory Process in Conferences 46

Understanding the Roles in the Supervisory Process 47

Expectations for Supervision 49

Anxiety in the Supervisory Process 55

Implications for Participants in the Supervisory Process 59

Preparing for Supervision 61

Teaching Supervisees About the Supervisory Process 62

Summary 67

Chapter 4 Planning in the Supervisory Process Elizabeth S. McCrea, PhD, CCC-SLP, F-ASHA Judith A. Brasseur, PhD, CCC-SLP, F-ASHA 107

Fourfold Planning 108

Assessment of Supervisees 110

Implementing the Planning Component 114

Planning for the Supervisory Process 122

Realities of Planning 124

Chapter 5 Observing in the Supervisory Process Judith A. Brasseur, PhD, CCC-SLP, F-ASHA Elizabeth S. McCrea, PhD, CCC-SLP, F-ASHA 167

Purposes of Observation 168

Characteristics of Observation 169

Importance of Observation 171

Planning the Observation 173

Strategies for Observation 175

Development of Observational Techniques 177

Analysis Systems in Speech-Language Pathology and Audiology 182

Summary 187

Chapter 6 Analyzing the Supervisory Process Judith A. Brasseur, PhD, CCC-SLP, F-ASHA Elizabeth S. McCrea, PhD, CCC-SLP, F-ASHA 205

Scientific Aspects of Analysis 206

Importance of Analysis 207

Purposes of Analysis in Supervision 208

Methods of Analysis 209

Determining the Content of the Supervisory Conference 214

Evaluation 215

Summary 216

Chapter 7 Integrating the Components Judith A. Brasseur, PhD, CCC-SLP, F-ASHA Elizabeth S. McCrea, PhD, CCC-SLP, F-ASHA 219

Scheduled Conferences 221

Communication in the Conference 221

Skills for Facilitating Communication in the Conference 223

Interpersonal Aspects of the Conference 228

Planning for the Conference 230

Feedback 232

Conferences 238

What's a Supervisor To Do? 246

Research Needs 250

Summary 251

Chapter 8 Accountability and Preparation of Clinical Educators and Supervisors Elizabeth S. McCrea, PhD, CCC-SLP, F-ASHA Judith A. Brasseur, PhD, CCC-SLP, F-ASHA 259

Administrative Accountability Systems External to the Professions 260

Administrative Accountability Systems Internal to the Professions 262

Preparation for the Supervisory Process 263

Preparation in Speech-Language Pathology and Audiology 265

Models of Preparation in the Supervisory Process 265

Is Education in Supervision Effective? 271

Supervisor Accountability Through Self-Assessment and Study 273

Obtaining Feedback About the Supervisory Process 275

Chapter 9 Ethical Practice in Clinical Education and Supervision Wren Newman, SLPD, CCC-SLP, F-ASHA 311

Professional Associations and Codes of Ethics 311

Confidentiality and the Supervisee, Patient, and Family 311

Ethical Considerations 314

Vicarious Liability 315

Dual Relationship 317

Power Differential and the Ethics of the Supervisory Relationship 318

Chapter 10 Simulations and Interprofessional Education and Practice in Communication Sciences and Disorders A. Lynn Williams, PhD, CCC-SLP, F-ASHA, F-NAP Mindi Anderson, PhD, APRN, CPNP-PC, CNE, CHSE-A, A NEF, FAAN 321

Overview of Interprofessional Education and Interprofessional Practice in Health Care and Education 321

Incorporating Interprofessional Education and Interprofessional Practice Into Clinical Education 323

Information for Faculty to Be Interprofessional Educators 325

Simulation and American Speech-Language-Hearing Association Requirements 326

Assessment of Interprofessional Education and Interprofessional Practice Components and Student Clinical Outcomes 327

Chapter 11 Clinical Education and Supervision of Graduate Students Cheryl Messick, PhD, CCC-SLP, F-ASHA 335

Setting the Stage for Optimal Teaching and Learning 336

Summary 344

Chapter 12 Supervision of Audiology Students Donna Fisher Smiley, PhD, CCCA, F-ASHA Cynthia McCormick Richburg, PhD, CCC-A 361

Brief History of Clinical Education and Supervision in Audiology 361

Clinical Education and Preceptorships in Audiology Today 363

Additional Considerations for Preceptorships 366

Preceptorship Challenges 369

Preceptorship in the Future 372

Chapter 13 Clinical Education and Supervision of Clinical Fellows Melanie W. Hudson, MA, CCC-SLP, F-ASHA 373

The Role of the Supervisor 374

Skill Acquisition and the Supervisory Process 374

The Clinical Fellowship: Step-by-Step 375

Self-Assessment and Professional Development for Supervisors 377

Chapter 14 Supervision of Support Personnel Heather L. Thompson, PhD, CCC-SLP 381

Definition of Support Personnel, Speech-Language Pathology Assistants, Aides, and Technicians 382

Background 383

Educational Requirements and Federal Regulations of Support Personnel 384

State Regulation of Speech-Language Pathology Assistants 385

Roles and Responsibilities of Speech-Language Pathology Assistants, Aides, and Technicians 386

Roles and Responsibilities of Supervisors of Support Personnel 389

Ethical Considerations for Speech-Language Pathology Assistants 391

Supervision Standards 391

Quantity of Supervision 392

Preparing for Supervision 394

Duties Performed by Speech-Language Pathology Assistants 395

Resources and Continuing Education for Supervisors of Support Personnel 395

Summary 396

Chapter 15 Supervision of Professionals in Transition Mary L. Casper, MA, CCC-SLP, F-ASHA, FNAP 401

Clinicians in Transition 402

Supervisory Process and Clinical Education 403

Relationship Development and Communication Skills 405

Establishment and Implementation of Goals 406

Analysis and Evaluation 407

Clinical and Performance Decisions 407

Summary 408

Chapter 16 Research and the Clinical Education and Supervision Process Sarah Ginsberg, EdD, CCC-SLP, F-ASHA Mark DeRuiter, MBA, PhD, CCC-A/SLP, FASHA 411

Scholarship of Teaching and Learning Research 412

Clinical Research Compared to Scholarship of Teaching and Learning Research 413

Quantitative Methodology 414

Qualitative Methodology 415

Mixed Methods Research 417

Single Subject Designs 417

Getting Started 419

Concluding Thoughts 421

Summary 424

Financial Disclosures 427

Index 429

Editorial Reviews

"This book presents up-to-date information, a variety of models and approaches, and supportive rating scales and other tools…. thorough, accurate, and helpful."
© Doody’s Review Service, 2020, Lorelei J. Peirson, MA, Biola University
 

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