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Supervision of SLPAs Part 1: Planning & Supervision

presented by Jennifer Schultz

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Disclosure Statement:

Financial: Jennifer Schultz receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: Jennifer Schultz has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Accreditation Check:
With larger workloads, more complex client needs, broadening diversity in client populations, speech-language pathologists (SLPs) are utilizing speech-language pathology assistants (SLPAs) in their practice. SLPs often find themselves in a supervisory role without having received any training regarding supervisor roles and responsibilities, or supervision skills. This course will provide SLPs with an introduction to the specialty skill of SLPA supervision and will introduce specific tools and strategies to assist them in establishing and maintaining effective supervisor-supervisee relationships that facilitate high-quality provision of services across clinical settings.

Meet Your Instructor

Jennifer Schultz, MA, CCC-SLP

Jennifer Schultz is an instructor for the speech-language pathology assistant program at Mitchell Technical Institute in Mitchell, South Dakota. She received a Bachelor of Science degree in Communication Disorders and Psychology from the University of South Dakota and a Master’s Degree in Speech-Language Pathology from the University of Iowa. Jennifer spent 21 years working as…

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Chapters & Learning Objectives

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1. Introduction to the SLP/SLPA Team

This chapter will introduce the practice of speech-language pathology assisting, providing a brief historical perspective and a discussion of roles and responsibilities of SLPs and SLPAs with respect to clinical service provision and supervision. Participants will design a model of employment demands that illustrates the improved effectiveness of service delivery by the SLP who is supported by an SLPA.

2. Developing Understanding for Successful Supervisory Relationship 

This chapter will introduce five components of supervision and will focus on the first component, understanding, in which the SLP and SLPA prepare to work together. Factors that influence the SLP-SLPA relationship including expectations for the supervisory process, communication styles, generational differences and cultural differences will be discussed. Participants will identify tools that can be used to identify these traits in the SLP and the SLPA and will learn how to interact with individuals who possess specific traits.

3. Planning in SLPA Supervision

This chapter will address supervision component II, Planning. We will review the continuum of supervision as it applies to supervision of the SLPA and discuss the importance of goal setting and monitoring progress toward those goals. Examples of specific supervisor and supervisee goals and methods for tracking progress on those goals will be provided.

More Courses in this Series

Supervision of SLPAs Part 2: Feedback & Goal Setting

Presented by Jennifer Schultz, MA, CCC-SLP

Supervision of SLPAs Part 2: Feedback & Goal Setting

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With larger workloads, more complex client needs, broadening diversity in client populations, speech-language pathologists (SLPs) are utilizing speech-language pathology assistants (SLPAs) in their practice. SLPs often find themselves in a supervisory role without having received any training regarding supervisor roles and responsibilities, or supervision skills. This course, Part 2 of 2, will review supervision phases of observation, analysis and integration. Differences between supervision and mentoring, and the role of mentoring in the SLP-SLPA relationship will be discussed.

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