Identifying and Assisting At-Risk Graduate Students: Process and Outcome Factors Graduate students in Communication Disorders may be identified as “at-risk” for a variety of reasons. Challenges to successful completion of a graduate degree include academic difficulty, clinical difficulty, or inappropriate professional behavior. This article will describe the benefits of formative assessment as it relates to working with “at-risk” students and ... Article
Article  |   October 01, 2008
Identifying and Assisting At-Risk Graduate Students: Process and Outcome Factors
Author Affiliations & Notes
  • Debra Schober-Peterson
    Georgia State University, Atlanta, GA
  • Colleen M. O’Rourke
    Georgia State University, Atlanta, GA
  • Melanie HudsonColumn Editor
Article Information
Professional Issues & Training / Outcomes
Article   |   October 01, 2008
Identifying and Assisting At-Risk Graduate Students: Process and Outcome Factors
SIG 11 Perspectives on Administration and Supervision, October 2008, Vol. 18, 94-98. doi:10.1044/aas18.3.94
SIG 11 Perspectives on Administration and Supervision, October 2008, Vol. 18, 94-98. doi:10.1044/aas18.3.94
Abstract

Graduate students in Communication Disorders may be identified as “at-risk” for a variety of reasons. Challenges to successful completion of a graduate degree include academic difficulty, clinical difficulty, or inappropriate professional behavior. This article will describe the benefits of formative assessment as it relates to working with “at-risk” students and will describe the “at-risk” process used to identify, assist, and track students in the Communication Disorders program at Georgia State University. In addition, the article will provide data regarding the outcome of early identification of student difficulty over a three year period of study. Finally, we provide several observations on situations we have faced and how they have been addressed by our program faculty.

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