The Supervisory Process

Abstract

No AccessLanguage, Speech, and Hearing Services in SchoolsClinical Forum1 Jul 1989The Supervisory ProcessA Continuum Perspective Judith Brasseur Judith Brasseur Google Scholar More articles by this author https://doi.org/10.1044/0161-1461.2003.274 SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In The importance of supervision to preparation of students and to assurance of quality clinical service is reflected in ASHA certification requirements. One requirement stipulates that students obtain clinical experience in at least two distinct settings and for a majority of students, one of these settings is the public schools. This article describes a model of supervision (Anderson, 1988) that can be implemented in any setting. Anderson's (1988) model includes a continuum perspective which is designed to meet the individual needs of supervisees in the same manner that Individual Education Plans (IEPs) are designed to meet the individual needs of clients. A focus on the scientific nature of the supervisory process and an understanding of the components of the process are important factors in the implementation of this model. Some descriptive data from public school supervisors related to the use of the model are reported. Additional Resources FiguresReferencesRelatedDetailsCited byPerspectives on Administration and Supervision25:1 (31-41)1 Jun 2015Clinical Supervision and the Use of a Three-Tiered Hierarchical Approach to Evaluate Student Clinician PerformancePatti Solomon-Rice and Nancy RobinsonPerspectives on Issues in Higher Education16:1 (4-16)1 Jun 2013The Clinician-Directed Hierarchy: Effective Clinical Instruction Across University SettingsJill K. Duthie and Robbins MontgomeryPerspectives on Administration and Supervision19:3 (107-113)1 Oct 2009Supervisory Practices in Speech - Language Pathology: Pre-practicum Assessment of Student Clinicians in Graduate Training ProgramsDaniel E. PhillipsAmerican Journal of Speech-Language Pathology18:1 (22-41)1 Feb 2009Broadening the “Ports of Entry” for Speech-Language Pathologists: A Relational and Reflective Model for Clinical SupervisionElaine Geller and Gilbert M. FoleyPerspectives on Issues in Higher Education11:2 (56-60)1 Oct 2008The Clinician Directed Hierarchy: A Clinical Training ToolJill K. DuthiePerspectives on Administration and Supervision17:3 (12-16)1 Oct 2007Outcomes Measurement and ManagementMelanie Hudson and Douglas F. ParhamLanguage, Speech, and Hearing Services in Schools38:1 (31-46)1 Jan 2007The Critical Shortage of Speech-Language Pathologists in the Public School Setting: Features of the Work Environment That Affect Recruitment and RetentionDebra L. Edgar and Linda I. Rosa-LugoPerspectives on Administration and Supervision16:3 (15-18)1 Oct 2006SupervisionElizabeth Zylla Jones and Lanee FriedelPerspectives on Issues in Higher Education8:2 (20-26)1 Oct 2005Remediating Poorly Performing Students in Clinical ProgramsJudith Brasseur, Elizabeth McCrea and Lisa Lucks MendelPerspectives on Administration and Supervision15:3 (20-26)1 Oct 2005Remediating Poorly Performing Students in Clinical ProgramsJudith Brasseur, Elizabeth McCrea and Lisa Lucks MendelPerspectives on Administration and Supervision11:3 (18-22)1 Oct 2001Supervision: The Ethical and Legal Aspects of Clinical SupervisionNancy Lefkowitz and Wren S. NewmanLanguage, Speech, and Hearing Services in Schools24:2 (92-99)1 Apr 1993Supervisory Training, Objective Setting, and Grade-Contingent PerformanceSusann DowlingJournal of Speech and Hearing Disorders55:4 (729-739)1 Nov 1990Facilitating Changes in Supervisees' Clinical BehaviorsRonald B. Gillam, Christine Strike Roussos and Jean L. Anderson Volume 20Issue 3July 1989Pages: 274-295 Get Permissions Add to your Mendeley library HistoryReceived: Jun 23, 1988Accepted: Dec 12, 1988 Published in issue: Jul 1, 1989 Metrics Topicsasha-topicsasha-article-typesCopyright & PermissionsCopyright © 1989 American Speech-Language-Hearing AssociationPDF downloadLoading ...