Supervision: Reconfiguring How We Teach Diagnostics: Some Suggested Parameters We welcome Jean Mead as the Column Coordinator in the area of Supervision. In this issue, she has invited colleagues to contribute information in the area of diagnostics and clinical training. Models of supervision and training that have been used to provide speech-language pathologists with instruction and development of ... Article
Article  |   March 01, 2000
Supervision: Reconfiguring How We Teach Diagnostics: Some Suggested Parameters
Author Affiliations & Notes
  • Janet S. Harrison
    Purdue University, West Lafayette, IN
  • Nancy Haak
    Auburn University, Auburn, AL
Article Information
Supervision
Article   |   March 01, 2000
Supervision: Reconfiguring How We Teach Diagnostics: Some Suggested Parameters
SIG 11 Perspectives on Administration and Supervision, March 2000, Vol. 10, 3-14. doi:10.1044/aas10.1.3
SIG 11 Perspectives on Administration and Supervision, March 2000, Vol. 10, 3-14. doi:10.1044/aas10.1.3
We welcome Jean Mead as the Column Coordinator in the area of Supervision. In this issue, she has invited colleagues to contribute information in the area of diagnostics and clinical training.
Models of supervision and training that have been used to provide speech-language pathologists with instruction and development of diagnostic skills have gradually changed over the years. As the areas of professional practice have changed in both educational and medical settings, the role of the speech-language pathologist in diagnosis has also been reconfigured. Within each setting, practicing professionals have tailored their skills to fit unique needs and challenges. The purpose of this article is twofold. First, a framework for teaching the wide scope of diagnostic practices is described. Second, suggestions for how this model may be used as a guide for clinical diagnostic training are presented. During a session presented by the Council on Professional Standards at the ASHA Convention in San Francisco, proposed revisions in speech-language pathology standards were described. Increases in clinical training hours are proposed to ensure that student clinicians engage in a variety of treatment planning activities. In accordance with this plan, the suggestions in this article include practice and application opportunities to prepare beginning professionals for an expanded number of diagnostic tasks.
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