Supervision: Facilitating the Transition From Classroom to Clinic: Strategies and Methods In this article, the authors describe 14 strategies that may be incorporated into clinical education programs in speech-language pathology in order to help students make a smooth transition from the classroom to on- and off-campus clinical practicum. The strategies are divided into three categories: strategies for the classroom; strategies for ... Article
Article  |   July 01, 2012
Supervision: Facilitating the Transition From Classroom to Clinic: Strategies and Methods
Author Affiliations & Notes
  • Michael J. Moran
    Auburn University, Auburn, AL
  • Daniel Phillips
    Auburn University, Auburn, AL
  • Elissa Zylla-Jones
    Auburn University, Auburn, AL
  • Amy LivingstonColumn Editor
  • Disclosure: Daniel Phillips has no financial or nonfinancial relationships related to the content of this article.
    Disclosure: Daniel Phillips has no financial or nonfinancial relationships related to the content of this article.×
  • Disclosure: Elissa Zylla-Jones has no financial or nonfinancial relationships related to the content of this article.
    Disclosure: Elissa Zylla-Jones has no financial or nonfinancial relationships related to the content of this article.×
  • Disclosure: Michael J. Moran has no financial or nonfinancial relationships related to the content of this article.
    Disclosure: Michael J. Moran has no financial or nonfinancial relationships related to the content of this article.×
Article Information
Professional Issues & Training / Supervision
Article   |   July 01, 2012
Supervision: Facilitating the Transition From Classroom to Clinic: Strategies and Methods
SIG 11 Perspectives on Administration and Supervision, July 2012, Vol. 22, 55-63. doi:10.1044/aas22.2.55
SIG 11 Perspectives on Administration and Supervision, July 2012, Vol. 22, 55-63. doi:10.1044/aas22.2.55

In this article, the authors describe 14 strategies that may be incorporated into clinical education programs in speech-language pathology in order to help students make a smooth transition from the classroom to on- and off-campus clinical practicum. The strategies are divided into three categories: strategies for the classroom; strategies for the clinic; and strategies to facilitate coordination among academic faculty, clinical faculty, and external preceptors. The suggestions are drawn from the authors’ experience as well as from existing clinical literature.

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