Current Issues: Camp JumpStart: Clinical Training in Prevention The American Speech-Language-Hearing Association (ASHA) has expanded the scope of practice in speech-language pathology to include a focus on prevention (2007). Similarly, the knowledge and skills required of speech-language pathologists have broadened to include the prevention, assessment, and treatment of written language disorders. University training programs have a responsibility to ... Article
Article  |   October 01, 2011
Current Issues: Camp JumpStart: Clinical Training in Prevention
Author Affiliations & Notes
  • Peggy C. Agee
    Longwood University, Farmville, VA
  • Amy LivingstonColumn Editor
Article Information
Development / Speech, Voice & Prosodic Disorders / Professional Issues & Training / Normal Language Processing / Current Issues
Article   |   October 01, 2011
Current Issues: Camp JumpStart: Clinical Training in Prevention
SIG 11 Perspectives on Administration and Supervision, October 2011, Vol. 21, 87-92. doi:10.1044/aas21.3.87
SIG 11 Perspectives on Administration and Supervision, October 2011, Vol. 21, 87-92. doi:10.1044/aas21.3.87

The American Speech-Language-Hearing Association (ASHA) has expanded the scope of practice in speech-language pathology to include a focus on prevention (2007). Similarly, the knowledge and skills required of speech-language pathologists have broadened to include the prevention, assessment, and treatment of written language disorders. University training programs have a responsibility to provide graduate student clinicians with a wide range of clinical training opportunities that prepare them to enter the profession of speech-language pathology with the requisite knowledge and skills. Therefore, university programs must be creative in designing training opportunities that fulfill this mandate. This article explores one clinical training approach for the prevention of written language disorders through a systematic focus on emergent literacy.

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