Graduate Student Perceptions Regarding Common Speech-Language Pathology Supervisory Practices

Abstract

The American Speech-Language-Hearing Association (ASHA) describes the supervisory process as a collaborative effort between both the student clinician and the certified supervisor. In order to support this process, it is important that both the supervisor and supervisee's preferences be considered regarding how these efforts will proceed. The purpose of this study was to investigate the opinions of graduate speech-language pathology clinicians regarding the supervision provided by on-campus clinical educators. Eighty-four graduate students completed an online survey. Results indicated that students generally preferred supervisory practices that simultaneously promote clinical independence while offering knowledge and support in a structured and timely manner.

Screenless Teletherapy and Silent Telesupervision: Leveraging Technology for Innovative Service Delivery and Clinician Training in Speech-language Pathology during the COVID-19 Era

“…2 However, one limitation of traditional in-person supervision is that immediate feedback is not always possible due to time and scheduling demands. Trainees report that receiving structured and timely feedback after each session is imperative for their professional development, [3][4][5] and there is strong empirical support relating the effectiveness of feedback with its immediacy. 6…”