Supervision: Enhancing Stuttering Clinical Teaching Through BIGS: Blended Individual-Group Supervision Over the years, empirical and anecdotal reports have suggested that students and clinicians are less confident and competent in the treatment of stuttering as compared to other communication disorders (e.g., Cooper & Cooper, 1985, 1996; St. Louis & Durrenberger, 1993; St. Louis & Lass, 1981). Although these reports may ... Article
Article  |   June 01, 2004
Supervision: Enhancing Stuttering Clinical Teaching Through BIGS: Blended Individual-Group Supervision
Author Affiliations & Notes
  • Bill Murphy
    Department of Audiology and Speech Sciences, Purdue University, West Lafayette, IN
  • Jennifer B. Watson
    Department of Audiology and Speech Sciences, Purdue University, West Lafayette, IN
  • Nancy LefkowitzColumn Editor
Article Information
Professional Issues & Training / Supervision
Article   |   June 01, 2004
Supervision: Enhancing Stuttering Clinical Teaching Through BIGS: Blended Individual-Group Supervision
SIG 11 Perspectives on Administration and Supervision, June 2004, Vol. 14, 11-16. doi:10.1044/aas14.2.11
SIG 11 Perspectives on Administration and Supervision, June 2004, Vol. 14, 11-16. doi:10.1044/aas14.2.11
Over the years, empirical and anecdotal reports have suggested that students and clinicians are less confident and competent in the treatment of stuttering as compared to other communication disorders (e.g., Cooper & Cooper, 1985, 1996; St. Louis & Durrenberger, 1993; St. Louis & Lass, 1981). Although these reports may be due to many factors (e.g., the complexities of stuttering, coursework preparation, less experience due to lower prevalence of stuttering), the clinical experiences during students’ academic training may substantially affect these future professionals’ perceptions of their abilities in providing services to people who stutter. In fact, Dowling (2001)  suggests that clinical experience is “at the heart of preparing individuals to work as speech-language pathologists” (p. 151).
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