presented by Jennifer Schultz
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.
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.
This chapter will describe component three, observation, in the supervisory process as it relates to SLPA supervision. We will address the importance of observation in SLPA supervision as the SLP prepares to provide feedback to the SLPA that will assist the SLPA to develop increasing levels of competency in clinical, clerical, and other professional skills. Examples of data to collect regarding both SLP supervisor and SLPA supervisee performance will be provided.
This chapter will discuss the importance of analyzing objective data regarding SLP and SLPA performance with the goal of improving client outcomes and SLPA skills. Techniques for providing effective feedback will be demonstrated.
This chapter will provide participants with suggestions for avoiding pitfalls in supervisory relationships. Techniques for effectively managing conflicts will be discussed. Mentoring will be described as it relates to an effective SLP-SLPA relationship.