Supervision of SLPAs Part 1: Planning & Supervision

presented by Jennifer Schultz

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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 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 a speech-language pathologist in acute inpatient rehabilitation and in education settings, providing speech, language, cognitive, and swallowing evaluation and treatment services. Jennifer joined the faculty of Mitchell Technical Institute in 2012, where she teaches online courses in speech-language pathology assisting, anatomy and physiology, phonetics, observation, language disorders, neurogenic communication disorders, alternative and augmentative communication, clinical management, and fieldwork. In addition to teaching online speech-language pathology assistant coursework, Jennifer has presented courses on the use of literature in speech-language pathology, standards-based speech-language therapy goals and activities, and supervision of speech-language pathology assistants at state and national conventions. Jennifer is the author of a standards-based assessment of communication skills. She has previously served as the president of the South Dakota Speech-Language-Hearing Association (SDSLHA) and on the ASHA SLP Advisory Council. Awards include the SDSLHA Volunteerism award and Honors of the Association. Jennifer served as the Language and Learning in School-Age Individuals topic co-chair for the 2017 and 2018 ASHA conventions.

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Chapters & Learning Objectives

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  1. Introduction to the SLP/SLPA Team

    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 

    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

    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.