E-supervision has a potential role in addressing speech-language personnel shortages in rural and difficult to staff school districts. The purposes of this article are twofold: to determine how e-supervision might support graduate speech-language pathologist (SLP) interns placed in rural, remote, and difficult to staff public school districts; and, to investigate interns’ perceptions of in-person supervision compared to e-supervision. The study used a mixed methodology approach and collected data from surveys, supervision documents and records, and interviews. The results showed the use of e-supervision allowed graduate SLP interns to be adequately supervised across a variety of clients and professional activities in a manner that was similar to in-person supervision. Further, e-supervision was perceived as a more convenient and less stressful supervision format when compared to in-person supervision. Other findings are discussed and implications and limitations provided.

In the present feasibility study, e-supervision was used to provide university liaison supervision to speech-language pathology (SLP) graduate students enrolled in student teaching practica. Utilizing a mixed methodology approach, interview and survey data were compared in order to identify similarities and differences between in-person and e-supervision, and guide future practice. Results showed e-supervised graduate students perceived that they received adequate supervision, feedback, support, and communication. Further, e-supervision provided additional benefits to supervisors, children on the caseload, and universities. Despite the benefits, disadvantages emerged. Implications for future practice and limitations of the study were identified.

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Student clinicians find goal writing and progress monitoring to be difficult tasks to learn, especially when children on the caseload have complex communication needs (CCNs). School-based externship supervisors play an important role in developing students' understanding and competence in these skills. This article provides supervisors with strategies for instructing student clinicians to write goals and evaluate the effectiveness of services for children who use augmentative and alternative communication (AAC). Additionally, the authors adapt the Continuum of Supervision Model (Anderson, 1988) for supervisors who train students to write goals and monitor progress for children who use AAC.

Purpose: Administrative support and accurate perceptions are believed to facilitate the use of speech-language services that are integrated into the classroom (i.e., integrated classroom-based services [ICBS]). The purpose of this study was to compare elementary principals' and speech-language pathologists' (SLPs') perceptions of ICBS in three areas: (a) effectiveness and benefits, (b) impact of the SLP–teacher relationship, and (c) need for administrative support. Method: This study used a web-based survey to investigate Ohio elementary SLPs' and principals' perceptions of ICBS. Demographic information was collected, and participants were asked to state their level of agreement on 17 perception statements using a 5-point Likert scale. Two hundred and ten SLPs and 89 principals participated in the study. Results: Data showed that SLPs and principals held similar perceptions about the overall effectiveness of ICBS, the need for a positive SLP–teacher relationship, the importance of adequate administrative support, and several key benefits. Differences occurred on statements related to targeting speech goals, behavior management, student grouping, and data collection. Conclusions: SLPs and principals generally held more similar than different perceptions about ICBS. Where differences existed, it was recommended that SLPs work with principals to obtain professional development, implement caseload management strategies, and remove barriers that hinder the implementation of ICBS. The efforts may lead to the increased use of ICBS for elementary school–age children with speech-language impairments.