CDIS 484 Lecture Notes 9: Supervision and Mentoring in Speech Pathology

Lecture Overview

  • Lecture Title: Topics in Speech Pathology: Intro to Telepractice and Clinical Issues

  • Instructor: Jennifer Himey

  • Course: CDIS 493

  • Lecture Number: 9

  • Associated Reading: Chapter 9 (Supervision and Mentoring)

Key Concepts

Supervision and Mentoring in Speech Pathology

  • Importance of supervision and mentoring in the field of speech pathology.

  • Different professionals involved in the supervision process.

    • SLP (Speech Language Pathologist): The primary supervisor, holds a Certificate of Clinical Competence (CCC).

    • CFY (Clinical Fellow Year): Graduate-level clinicians in a transitional year post-graduation.

    • ASL (Apprentice in Speech and Language): A unique classification in New Mexico for junior practitioners.

    • SLPA (Speech Language Pathology Assistant): A specialized assistant who works under the supervision of an SLP.

    • Graduate Clinician: Additional role involved in clinical training.

Definitions and Terminology

  • SOR: Acronym for Supervisor.

  • SEE: Acronym for Supervisee (the one receiving supervision).

  • E Helper / Facilitator / Assistant: Individuals aiding in therapy sessions, may not have formal training in speech.

    • Their duties include assisting during a session when services are delivered via telepractice.

    • The supervisory role includes providing clear guidance and maintaining communication.

Types of Professionals and Their Roles

E Helper/Facilitator/Assistant

  • Role: Aids the clinician during telepractice sessions.

  • Can be a parent, school district employee, or clinic staff.

  • Not required to have a background in speech pathology.

  • Importance of developing rapport with the helper and providing clear instructions.

  • Considerations for training and expectations for e helpers.

  • Variance in involvement and motivation levels depending on the e helpee's background (parent vs. hired staff).

Apprentice in Speech and Language (ASL)

  • Limited to New Mexico and requires specific qualifications:

    • Must have completed 30 hours in communication disorders or hold a Bachelor's degree in relevant fields.

    • Designed as an apprenticeship to gain practical experience before continuing to graduate school.

  • Supervision Requirements:

    • Must operate under a certified SLP with at least two years of experience.

    • Allowed to hold a limited caseload (maximum of 40 clients).

    • Can supervise up to three apprentices under them.

  • Employment: Commonly within school districts; entry-level position similar to teaching roles.

Speech Language Pathology Assistant (SLPA)

  • Role: Performs under the direct supervision of an SLP, similar to other assistant roles in healthcare (e.g., CODA, PTA).

  • Requirement: Varies by state; some allow for licensure while others may not.

  • Training: Often requires a Bachelor's degree in communication disorders; check state credentialing as it varies.

  • States like Texas allow for licensure that doesn’t limit career longevity as seen with assistant roles.

  • Recent developments include Oklahoma launching a paraprofessional program for SLPAs.

    • ASHA provides guidelines and certification processes for SLPAs.

Clinical Fellowship Year (CFY)

  • Post-graduate requirement necessary after completing graduate studies in speech pathology.

  • Requirements include:

    • Minimum of 18 direct hours and 18 indirect hours of observation from a clinical supervisor.

    • Timeline for completion varies by state.

  • Must coordinate with state laws regarding telepractice supervision, as some states allow it while others do not.

  • Importance of verifying academic program requirements to ensure eligibility for CFY placement.

Certificate of Clinical Competence (CCC)

  • This certification is viewed as the final goal for speech pathology graduates.

  • Required to pass the Praxis Exam, with differing requirements by academic program.

    • Some programs require passing prior to graduation, while others allow during CFY.

  • States vary in whether they require ongoing supervision for practicing SLPs once CCC is obtained, especially in regards to billing Medicaid.

  • Special credentials (like early intervention) may necessitate further supervision even for those holding the CCC.

Key Reminders

  • Continuous check on ASHA and state-specific requirements: Laws and regulations are subject to change.

  • Importance of understanding the roles and requirements of individuals involved in speech-language pathology.

  • Utilization of resources like the link provided in the lecture for supervision guidelines in telepractice.