The present study examined clinical supervision in posteducational rehabilitation counseling settings. The purpose of the study was twofold: to assess the current practice of clinical supervision in the public sector and to empirically validate a model of supervision within the context of a posteducational setting. Current clinical supervisory models and practices, as well as factors that affected the quality of the supervisory working alliance, are discussed.

There is limited research related to counselling in audiology. Audiologists continue to report a need for more training in counselling in their graduate programmes. Additional research is needed to determine effective ways to implement counselling in practice and to improve graduate student supervision for the development of counselling competencies and confidence in using skills in practice.

Purpose: Interteaching, an emerging, empirically supported behavioral teaching method, has been recently and successfully introduced in the college classroom. Historically, most interteaching studies have been conducted in didactic classroom settings. To date, no published interteaching studies have used an online course format. Furthermore, no component analysis of the pair discussion component of interteaching has been published. Therefore, this study was intended to examine the pair discussion component of interteaching in an online graduate rehabilitation course.Method: Two conditions were randomly assigned across participants and sessions. The first condition included all key components of interteaching in which student dyads were placed in breakout rooms to discuss the assigned preparation guide. The second condition involved all components of interteaching, with the exception of pair discussion. In this condition, students were placed in breakout rooms to complete the preparation guide on their own. Average student quiz scores were compared across conditions.Results: The pair discussion condition resulted in higher student quiz scores, p < .01. In addition, social validity findings indicated the majority of students reported preference for interteaching with the inclusion of the pair discussion component than without.Conclusions: Finally, limitations of this study and future directions for interteaching technology in online education is discussed.

Supervisors working in rehabilitation agencies are faced with the complex task of attending to the needs of their professional staff, and meeting the needs of their organization. This article introduces the Tripartite Model of Supervision, which delineates the supervisory functions of administrative oversight, professional development, and clinical supervision. The overlap of these functions, including quality assurance, strategic leadership, transformational learning, and the supervisory working alliance are also discussed. It is posited that the implementation of this model will result in a movement to a more supportive and developmentally focused supervisory process within rehabilitation agencies.

Newly adopted accreditation standards within rehabilitation counselor education require the assessment of knowledge, skills, and a set of characteristics known as professional dispositions (PDs). PDs may be regarded as individual characteristics like values, beliefs, attitudes, or interpersonal ways of being that influence professional behavior. Yet, this remains an abstract construct that eludes simple definition and measurement. The purpose of this article is to review existing literature related to PDs in order to assist rehabilitation counselor educators in understanding (a) the conceptualization and identification of PDs, (b) the assessment of PDs within a program evaluation process, and (c) contextual dynamics that may influence the assessment of PDs. To this end, the article explores existing PD definitions; common factors related to counseling outcomes; and the guiding philosophies, codes, and values for the field of rehabilitation counseling. Additionally, the role of PDs are discussed in relation to accreditation standards, the development of standardized instruments, student assessment, and program evaluation. Finally, the assessment of PDs are considered in relation to multicultural dynamics, students with disabilities, and distance education.