Clinical Education and Supervision

American Academy of Audiology. (n.d.). Clinical education guidelines for audiology externships. Available from http://www.audiology.org/publications-resources/document-library/clinical-education-guidelines-audiology-externships

American Speech-Language-Hearing Association. (1991). Students and professionals who speak English with accents and nonstandard dialects: Issues and recommendations [Position Statement]. Available from http://www.asha.org/policy/PS1998-00117/

American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by speech-language pathologists and audiologists to provide culturally and linguistically appropriate services. [Knowledge and Skills Document].

American Speech-Language-Hearing Association. (2010a). Code of ethics [Ethics Document]. Available from http://www.asha.org/Code-of-Ethics/

American Speech-Language-Hearing Association. (2010b). Issues in ethics: Supervision of student clinicians [Issues in Ethics Statement]. Available from http://www.asha.org/Practice/ethics/Supervision-of-Student-Clinicians/

American Speech-Language-Hearing Association. (2011). The clinical education of students with accents [Professional Issues Statement]. Available from http://www.asha.org/policy/PI2011-00324/

American Speech-Language-Hearing Association. (2013a). Issues in ethics: Responsibilities of individuals who mentor clinical fellows in speech-language pathology [Issues in Ethics Statement]. Available from http://www.asha.org/Practice/ethics/Responsibilities-of-Individuals-Who-Mentor-Clinical-Fellows-in-Speech-Language-Pathology/

American Speech-Language-Hearing Association. (2013b). Speech-language pathology assistant scope of practice [Scope of practice document]. Available from http://www.asha.org/policy/SP2013-00337

American Speech-Language-Hearing Association. (2013c). Knowledge, skills and training considerations for individuals serving as supervisors [Final report, Ad Hoc Committee on Supervision]. Available from http://www.asha.org/uploadedFiles/Supervisors-Knowledge-Skills-Report.pdf [PDF]

American Speech-Language-Hearing Association. (2013d). Issues in ethics: Cultural and linguistic competence [Issues in Ethics Statement]. Available from http://www.asha.org/Practice/ethics/Cultural-and-Linguistic-Competence/

American Speech-Language-Hearing Association. (2013e). Issues in ethics: Ethical issues related to clinical services provided by audiology and speech-language pathology students [Issues in Ethics Statement]. Available from http://www.asha.org/Practice/ethics/Ethical-Issues-Related-to-Clinical-Services-Provided-by-Audiology-and-Speech-Language-Pathology-Students/

American Speech-Language-Hearing Association. (2013f). Interprofessional education: Final report, Ad Hoc Committee on Interprofessional Education. Available from http://www.asha.org/uploadedFiles/Report-Ad-Hoc-Committee-on-Interprofessional-Education.pdf [PDF]

American Speech-Language-Hearing Association. (2014).Council on Academic Accreditation in Audiology and Speech-Language Pathology Handbook. Section III.Standards for accreditation of graduate education programs in audiology and speech-language pathology. Retrieved from www.asha.org/Academic/accreditation/Accreditation-Handbook/

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Anderson, J. (1988). The supervisory process in speech-language pathology and audiology. Boston, MA: College-Hill.

Anderson, N. (1998). Providing feedback to preservice teachers of reading in field settings. Reading Research and Instruction, 37, 123–136.

Aronson, L. (2011). Twelve tips for teaching reflection at all levels of medical education. Medical Teacher, 33, 200–205.

Ashford, S. J., & Cummings, L. L. (1983). Feedback as an individual resource: Personal strategies of creating information. Organizational Behavior and Human Performance, 32, 370–398.

Ashford, S. J., Blatt, R., & Vande Walle, D. (2003). Reflections on the looking glass: A review of research on feedback-seeking behavior in organizations. Journal of Management, 29, 773–799.

Barnum, M. G. (2008). Questioning skills demonstrated by approved clinical instructors during clinical field experiences. Journal of Athletic Training, 43, 284–292.

Barnum, G. M., & Guyer, M. S. (2015, April). The SQF model of clinical supervision. Paper presented at the Annual Conference of the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD), Newport Beach, CA.

Barnum, G. M., Guyer, M. S., Levy, L. S., & Graham, C. (2009). The supervision, questioning, and feedback model of clinical teaching: A practical approach. In T. G. Wiedner (Ed.), The athletic trainer's pocket guide to clinical teaching (pp. 85–99). Thorofare, NJ: SLACK.

Bose, M. M., & Gijselaers, W. H. (2013). Why supervisors should promote feedback-seeking behaviour in medical residency. Medical Teacher, 35(11), e1573–e1583.

Brasseur, J. (1989). The supervisory process: A continuum perspective. Language, Speech, and Hearing Services in Schools, 20, 274–295.

Caracciolo, G. (1976). Perceptions by speech pathology student-clinicians and supervisors of interpersonal conditions and professional growth during the supervisory contract (Doctoral dissertation, Columbia University Teachers College). Dissertation Abstracts International, 37, 4411B.

Caracciolo, G. L., Rigrodsky, S., & Morrison, E. B. (1978a). Perceived interpersonal conditions and professional growth of master's level speech-language pathology students during the supervisory process. ASHA, 20, 467–477.

Caracciolo, G. L., Rigrodsky, S., & Morrison, E. B. (1978b). A Rogerian orientation to the speech-language pathology supervisory relationship. ASHA, 20, 286–290.

Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge, England: Cambridge University Press.

Coleman, T. J. (2000). Clinical management of communication disorders in culturally diverse children. Needham Heights, MA: Allyn & Bacon.

Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Hillsdale, NJ: Lawrence Erlbaum Associates.

Council of Academic Programs in Communication Sciences and Disorders. (2013). White paper: Preparation of speech-language pathology clinical educators. Retrieved from http://scotthall.dotster.com/capcsd/wp-content/uploads/2014/10/Preparation-of-Clinical-Educators-White-Paper.pdf [PDF]

Crommelinck, M., & Anseel, F. (2013). Understanding and encouraging feedback‐seeking behaviour: A literature review. Medical Education, 47, 232–241.

De Bruin, A. B., Smits, N., Rikers, R. M., & Schmidt, H. G. (2008). Deliberate practice predicts performance over time in adolescent chess players and drop‐outs: A linear mixed models analysis. British Journal of Psychology, 99, 473–497.

Dennen, V. P., & Burner, K. J. (2008). The cognitive apprenticeship model in educational practice. In J. M. Spector, M. D. Merrill, J. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (pp. 425–439). New York, NY: Lawrence Erlbaum Associates.

Dowling, S. (2001). Supervision: Strategies for successful outcomes and productivity. Needham Heights, MA: Allyn & Bacon.

Duvivier, R. J., van Dalen, J., Muijtjens, A. M., Moulaert, V. R., van der Vleuten, C. P., & Scherpbier, A. J. (2011). The role of deliberate practice in the acquisition of clinical skills [Open Access article]. BMC Medical Education, 11(1), 101. Retrieved from http://www.biomedcentral.com/1472-6920/11/101

Ende, J. (1983). Feedback in clinical medical education. Journal of the American Medical Association, 250, 777–781.

Ericsson, K. A. (2004). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Academic Medicine, 79(10), S70–S81.

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406.

Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Informal Logic, 20(1), 61–84.

Family Educational Rights and Privacy Act of 1973. 20 U.S.C. § 1232g (1973).

Frank, J. R., Snell, L. S., Cate, O. T., Holmboe, E. S., Carraccio, C., Swing, S. R., . . . Harris, K. A. (2010). Competency-based medical education: Theory to practice. Medical Teacher, 32, 638–645.

Gardner, R. (2002). Cross cultural perspectives in supervision. Western Journal of Black Studies, 26, 98–106.

Gavett, E., & Peapers, R. (2006, November). Developing critical thinking in student clinicians: The role of questions. Paper presented at the Annual Convention of the American Speech-Language Hearing Association, Miami Beach, FL.

Gavett, E., & Peapers, R. (2007). Critical thinking: The role of questions. Perspectives on Issues in Higher Education, 10, 3–5.

Geller, E., & Foley, G. (2009). Broadening the "ports of entry" for speech-language pathologists: A relational and reflective model for clinical supervision. American Journal of Speech-Language Pathology, 18, 22–41.

Ghitter, R. (1987). Relationship of interpersonal and background variables to supervisee clinical effectiveness. In S. Farmer (Ed.), Proceedings of a National Conference on Supervision—Clinical supervision: A coming of age (pp. 49–56). Jekyll Island, GA: Council of University Supervisors of Practicum in Speech-Language Pathology and Audiology.

Hagler, P., Casey, P., & DesRochers, C. (1989). Effects of feedback on facilitative conditions offered by supervisors during conferencing. In D. Shapiro (Ed.), Proceedings of the 1989 National Conference on Supervision: Supervision Innovations (pp. 155–158). Sonoma, CA: Council of Supervisors in Speech-Language Pathology and Audiology.

Harvard Negotiation Project. (n.d.). Program on negotiation: Harvard Law School. Retrieved from http://www.pon.harvard.edu/category/research_projects/harvard-negotiation-project/

Health Insurance Portability and Accountability Act of 1996. Pub. L. No. 104-191, 110 Stat. 1938 (1996).

Heery, E., & Noon, M. (2008). A dictionary of human resource management. New York, NY: Oxford University Press.

Herd, C., & Moore, R. (2012). Multicultural issues: Supervision and multicultural issues: Supervisors and supervisees. Perspectives on Administration and Supervision, 22, 33–39.

Hidden Curriculum. (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum

Interprofessional Education Collaborative Expert Panel. (2011).Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC: Author. Retrieved from http://www.aacn.nche.edu/education-resources/ipecreport.pdf [PDF]

Jarrow, J. (2012, February). Students with disabilities in classroom and clinic: Business as usual. Access Academics and Research. Retrieved from https://academy.pubs.asha.org/2012/02/students-with-disabilities-in-classroom-and-clinic-business-as-usual/

Kerr, N. L., MacCoun, R. J., & Kramer, G. P. (1996). Bias in judgment: Comparing individuals and groups. Psychological Review, 103, 687–719.

King, A. (1995). Designing the instructional process to enhance critical thinking across the curriculum. Teaching of Psychology, 22(1), 1–17.

Krampe, R. T., & Ericsson, K. A. (1996). Maintaining excellence: Deliberate practice and elite performance in young and older pianists. Journal of Experimental Psychology: General, 125, 331–359.

Lancaster, L. C., & Stillman, D. (2002). When generations collide: Who they are, why they clash, how to solve the generational puzzle at work. New York, NY: Harper Business.

Lunenburg, F. C. (2012). Performance appraisal: Methods and rating errors. International Journal of Scholarly Academic Intellectual Diversity, 14(1), 1–9.

Luterman, D. (2006, March 21). The counseling relationship. The ASHA Leader.

Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in Health Science Education, 14, 595–621.

McCrea, E. (1980). Supervisee ability to self-explore and four facilitative dimensions of supervisor behavior in individual conferences in speech-language pathology (Doctoral dissertation, Indiana University, 1980). Dissertation Abstracts International, 41, 2134B. (University Microfilms No. 80-29, 239)

McCrea, E. S., & Brasseur, J. A. (2003). The supervisory process in speech-language pathology and audiology. Boston, MA: Allyn & Bacon.

McCready, V. (2007). Generational differences: Do they make a difference in supervisory and administrative relationships? Perspectives on Administration and Supervision, 17, 6–9.

McCready, V., Roberts, J. E., Bengala, D., Harris, H., Kingsley, G., & Krikorian, C. (1996). A comparison of conflict tactics in the supervisory process. Journal of Speech, Language, and Hearing Research, 39, 191–199.

Muñoz, M. L., Watson, J. B., Yarbrough, L., & Flahive, L. K. (2011, April 26). Monolingual supervision of bilingual student clinicians: Challenges and opportunities. The ASHA Leader.

Ng, S. L., & Jennings, M. B. (Eds.). (2012). Lessons from reflective learning in theory, research, and practice. Seminars in Hearing, 33(2), 115–212. doi:10.1055/s-002-23256

Nottingham, S., & Henning, J. (2014a). Feedback in clinical education, Part I: Characteristics of feedback provided by approved clinical instructors. Journal of Athletic Training, 49(1), 49–57.

Nottingham, S., & Henning, J. (2014b). Feedback in clinical education, Part II: Approved clinical instructor and student perceptions of and influences on feedback. Journal of Athletic Training, 49(1), 58–67.

Passiment, M., Sacks, H., & Huang, G. (2011). Medical simulation in medical education: Results of an AAMC survey. Washington DC: Association of American Medical Colleges.

Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial conversations: Tools for talking when stakes are high. New York, NY: McGraw-Hill.

Pickering, M. (1979). Interpersonal communication in speech-language pathology clinical practicum: A descriptive humanistic perspective (Doctoral dissertation, Boston University School of Education, 1979). Dissertation Abstracts International, 40, 2140B. (University Microfilms No. 79-23, 892)

Pickering, M. (1984). Interpersonal communication in speech-language pathology supervisory conferences: A qualitative study. Journal of Speech and Hearing Disorders, 49, 189–195.

Pickering, M. (1987). Interpersonal communication and the supervisory process: A search for Ariadne's thread. In M. Cargo & J. Pickering (Eds.), Supervision in human communication disorders: Perspectives on a process (pp. 203–225). San Diego, CA: College-Hill Press.

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Robertson, S. C. (1992). Find a mentor or be one. Bethesda, MD: American Occupational Therapy Association.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

Sears, G. J., & Rowe, P. M. (2003). A personality-based similar-to-me effect in the employment interview: Conscientiousness, affect- versus competence-mediated interpretations, and the role of job relevance. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 35(1), 13–24.

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Unger, J. M., Keith, N., Hilling, C., Gielnik, M. M., & Frese, M. (2009). Deliberate practice among South African small business owners: Relationships with education, cognitive ability, knowledge, and success. Journal of Occupational and Organizational Psychology, 82(1), 21–44.

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Zraick, R. I. (n.d.). The use of standardized patients in communication sciences and disorders. Rockville, MD: American Speech-Language-Hearing Association. Retrieved from https://academy.pubs.asha.org/2014/04/the-use-of-standardized-patients-in-communication-sciences-and-disorders/

Zraick, R. I., & Allen, R. M. (2002). Using standardized patients to train and test speech-language pathology students. The innovative professor in communication disorders. Perspectives on Issues in Higher Education, 1, 17–19.

Zraick, R. I., Allen, R. M., & Johnson, S. B. (2003). The use of standardized patients to teach and test interpersonal and communication skills with students in speech-language pathology. Advances in Health Sciences Education, 8, 237–248.

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