Outcomes Measurement and Management: Supervision of School-Based SLPs to Enhance Clinical Outcomes—Part Two: Impact of IDEA Reauthorization The expectations for school-based speech-language pathologists (SLPs) are specific and cover a wide range of roles and responsibilities. This presents many challenges to the supervisor of SLPs who are providing services to children in educational settings. In order to ensure that effective clinical services are provided, supervisors must implement ... Article
Article  |   March 01, 2005
Outcomes Measurement and Management: Supervision of School-Based SLPs to Enhance Clinical Outcomes—Part Two: Impact of IDEA Reauthorization
Author Affiliations & Notes
  • Melanie Wood Hudson
    EBS Healthcare, Atlanta, GA
Article Information
School-Based Settings / Professional Issues & Training / Regulatory, Legislative & Advocacy / Outcomes Measurement and Management
Article   |   March 01, 2005
Outcomes Measurement and Management: Supervision of School-Based SLPs to Enhance Clinical Outcomes—Part Two: Impact of IDEA Reauthorization
SIG 11 Perspectives on Administration and Supervision, March 2005, Vol. 15, 15-16. doi:10.1044/aas15.1.15
SIG 11 Perspectives on Administration and Supervision, March 2005, Vol. 15, 15-16. doi:10.1044/aas15.1.15
The expectations for school-based speech-language pathologists (SLPs) are specific and cover a wide range of roles and responsibilities. This presents many challenges to the supervisor of SLPs who are providing services to children in educational settings. In order to ensure that effective clinical services are provided, supervisors must implement a system of ongoing evaluation and support that addresses the areas of caseload management, documentation and accountability; opportunities for additional training and continuing education; licensure and certification requirements; ASHA policies; and mandated legislation that affects state and local procedures. These areas were described in detail in Part One of this column.
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