The Clinical Education and Supervisory Process in Speech-Language Pathology and Audiology

As with the actual practices of speech-language pathologists and audiologists, clinical education and supervision practices work best when they are grounded not only in concept and theory but also in research.

Elizabeth S. McCrea, PhD, CCC-SLP, F-ASHA is a clinical professor emerita of the Department of Speech and Hearing Sciences at Indiana University. She retired from the university in 2011. As a member of the department's faculty, she was both a didactic and clinical educator. She taught courses in the clinical process, professional issues, clinical education, and the organization and administration of public school communication disorders programs. She was also a clinical instructor in the department's R. L. Milisen Speech and Language Clinic at Indiana University, with an emphasis on children's speech sound and language disorders and language-learning disorders. Dr. McCrea was director of the R. L. Milisen Speech and Hearing Center for almost a decade and coordinator of the department's externship program in speech-language pathology until her retirement. Before joining the faculty, Dr. McCrea was a pediatric speech-language pathologist in both school-based and hospital settings. In addition to her teaching and administration, Dr. McCrea's research focused on identifying the parameters of best practice in clinical education and supervision; this work contributed to the foundation for the development of ASHA's technical and knowledge and skill documents for clinical education and supervision, as well as to the profession's standards for appropriate supervision. She was the principal investigator of a $326,000 4-year personnel preparation grant from the U.S. Department of Education centered on developing leadership personnel in clinical education in the professions. She has presented over 50 peer-reviewed or invited papers at national and state meetings on the clinical education process and effective behavior of both supervisors and supervisees within the process. Judith A. Brasseur, PhD, CCC-SLP, F-ASHA is a professor emerita of the Communication Arts and Sciences Department at California State University (CSU), Chico. She retired from the university in 2010 after 30 years in the Communication Sciences and Disorders (CMSD) program, where she taught undergraduate and graduate courses and supervised on and off campus, with an emphasis on children's speech sound, fluency, and language disorders. She held administrative roles in the CMSD program both as program coordinator for 9 years and clinic director for 7 years. In addition, for 19 years she directed the doctoral incentive programs for underrepresented students on the Chico campus that operated through CSU, Chico's Graduate School, part of the California State University system-wide effort to increase the number of underrepresented students who progress through the educational pipeline and obtain doctoral degrees and careers in academe. Dr. Brasseur is a fellow of both ASHA and the California Speech-Language-Hearing Association (CSHA). Dr. Brasseur's research involved investigations in treatment for functional child articulation and phonological disorders and best practices in clinical supervision. She was principal investigator of a $112,082 2-year personnel preparation grant from the U.S. Department of Education to provide a three-part, 9 credit-hour training program for off-campus supervisors, funded for a third year by the university. She is coauthor of The Supervisory Process in Speech-Language Pathology and Audiology, has also presented over 50 peer-reviewed or invited presentations at state and national meetings, and has more than 30 publications to her credit.

Dedication Acknowledgments About the Editors Contributing Authors Preface by Jean L. Anderson Foreword by Jean L. Anderson Introduction Chapter 1: Introduction to the Process: Putting Things in Context Chapter 2: The Continuum Model of Supervision Chapter 3: Understanding the Supervisory Process Chapter 4: Planning in the Supervisory Process Chapter 5: Observing in the Supervisory Process Chapter 6: Analyzing the Supervisory Process Chapter 7: Integrating the Components Chapter 8: Accountability and Preparation of Clinical Educators and Supervisors Chapter 9: Ethical Practice in Clinical Education and Supervision Chapter 10: Simulations and Interprofessional Education and Practice in Chapter 11: Clinical Education and Supervision of Graduate Students Chapter 12: Supervision of Audiology Students Chapter 13: Clinical Education and Supervision of Clinical Fellows Chapter 14: Supervision of Support Personnel Chapter 15: Supervision of Professionals in Transition Chapter 16: Research and the Clinical Education and Supervision Process Financial Disclosures Index