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0.2  ASHA CEUs

Topics On Supervision For Speech-Language Pathologists – Parts 1 And 2 #e214


Presenter: Cassie Quinn, MS, CCC-SLP, BCS-S

Fulfill Your ASHA Mentoring and Supervisory Course Requirements.


"I appreciate all of the tools, self-rating tools, and structure that the course provided. It helped build a framework for much of the supervisory work I've done intuitively. Appreciate the case studies! I plan to take subsequent levels of this course."

– M.C., prior course participant

Read more comments about this course!

This course is also available as part of a larger 10.5 hour program, course #e219.

This 2-hour course contains modules 1 and 2. Module 1 will discuss the dynamic nature of the supervisor-student relationship. By reviewing evidence-based research on supervision, we discovered that students’ perceptions of their roles as supervisees can impact their level of self-efficacy and the working alliances they form with their supervisors.

Module 2 will discuss the importance of individualizing styles and levels of supervision, and provide evidence-based research and suggestions for how to individualize your approach to supervision for each student. We will expand on what we’ve learned about the expectations and responsibilities of supervisors and student clinicians by reviewing some of the key components of Jean Anderson’s seminal work on supervision in Speech-Language Pathology.

Course is offered for 0.2 ASHA CEUs – 2 Contact Hours.

Course Overview & Run Time

Course Overview – Run Time: 2:00:10

  • Perceptions About Roles
  • Clarifying Discrepancies In Perceptions
  • Importance Of Shared Expectations
  • Discrepancies In Expectations
  • Discovering Your Expectations
  • Learning How To Talk About Your Expectations
  • Being Accountable To Your Role
  • Factors Impacting Individualized Style & Level Of Supervision
  • Supervision Is A Process
  • Illustrative Model Of Scaffolding
  • Anderson's Continuum Model Of Supervision
  • Personal & Professional Variables
  • Adapt Your Approach
  • Supervisory Action Plan
  • Case Studies
"This entire course was helpful for a new clinician transitioning to the supervisor role to better understand what I can do to best support the student. I think the information was thorough and remained concise."

– L.B., prior course participant

Read more comments about this course!

This course is part of a Supervision Course Series. Also see:

Content Disclosures

The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.

Course Format

Video PowerPoint presentation with author narration & downloadable handout. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.

Reviews

Comments From Prior Course Participants

"Supervision Models were helpful. I liked that I could watch the course at my pace and rewatch when I needed to." A.R. (Dec. 2024)

"Learning about the continuum of supervision was beneficial. I appreciated the video presentation and also all of the handouts/resources provided." A.C. (Dec. 2024)

"It was beneficial to discuss how to engage professionally with a student as the supervisor and the rules between the two. I liked the Powerpoint, and questions can be reviewed." M.M. (Oct. 2024)

"How to gauge where your student is at and their preferences was a beneficial topic. I liked the different supportive handouts." S.M. (Sep. 2024)

"The Action Plan example and case studies were beneficial." T.M. (Aug. 2024)

"Discussing the different factors to consider when supervising, such as the student's personality, cultural factors, learning style, etc was helpful. I liked the different options for scales and questionnaires to use within the supervision/student relationship to gain insight." L.S. (Aug. 2024)

"It was beneficial learning about and using the self-rating scales. I appreciated the ease of access." D.O. (Aug. 2024)

"I appreciate all of the tools, self-rating tools, and structure that the course provided. It helped build a framework for much of the supervisory work I've done intuitively. Appreciate the case studies! I plan to take subsequent levels of this course." M.C. (Aug. 2024)

"I enjoyed the questionnaires and surveys. I liked the perceptions of supervisees." A.G. (Aug. 2024)

"I liked the supervisor styles. The info was explained in a straightforward manner." K.T. (Jul. 2024)

"I liked the questionnaires and discussing Anderson's continuum model of supervision." J.S. (Feb. 2024)

"I enjoyed learning all the variables that influence a successful supervisory-student relationship. I also liked learning about all the tools available for supervising." K.R. (Feb. 2024)

"Anderson's Continuum Model of Supervision was beneficial. I liked the convenience to take at my pace, slides in addition to the video." J.M. (Feb. 2024)

"Common pitfalls of supervisors and the various rating scales provided were beneficial. Clear information and the handouts are excellent." J.C. (Jan. 2024)

"Excellent introduction to supervision principles and presents solid research base." K.W. (Jan. 2024)

"The usage of scales and inventories throughout the practicum to increase communication for both supervisor and student/clinician was beneficial. I loved the resources that I can utilize immediately." T.Q. (Jan. 2024)

"Supervisory action plan was beneficial. I liked the handouts and case study." G.S. (Jan. 2024)

"Anderson's Continuum Model of Supervision was helpful for me to understand each stage of supervision. I liked that there was enough time to fill out each rating and work on a case study." A.N. (Jan. 2024)

"Adapting my approach for my supervisee to ensure they meet expectations and are also heard and supported through conferences. I enjoyed the clear, straight-forward language used to convey the information." R.K. (Dec. 2023)

"Using formal written feedback is verifiable. I liked the accessibility of the course." R.B. (Dec. 2023)

"I liked the handouts and how the course was organized. Good for this topic. Got me thinking deeper." R.W. (Dec. 2023)

"Styles of supervision were helpful. I can see the value of using checklists and rating scales. Good presentation, nice flow, easy to follow. Great attachments and examples." A.D. (Nov. 2023)

"Anderson's hierarchy was a beneficial topic. I liked the course format/delivery." A.F. (Nov. 2023)

"I liked that this course reminds us that, as with our students, our interns also need to be guided as individuals - one size never fits all." C.B. (Oct. 2023)

"I liked the information on ways I can better serve students as a supervisor." A.M. (Sep. 2023)

"Well explained and short class. I liked the topic on how to be a good supervisor and understand the continuum of supervision." L.D. (Sep. 2023)

"I liked the school-based information. And learning about the different self-assessments." T.J. (Sep. 2023)

"Practical information. I liked the rating scales for both student and supervisor." K.S. (Aug. 2023)

"I liked the recommendations on how supervisors can continue to self-reflect along with their supervisees." R.F. (Jul. 2023)

"The handouts and the topic on relationship building were beneficial." L.G. (Jul. 2023)

"SLPA supervision was beneficial. I liked that course was online and self-paced." M.A. (Jun. 2023)

"I liked the opportunity to complete self-assessments and surveys. The discussion of Anderson's continuum was beneficial." C.M. (Apr. 2023)

"Rating scales were beneficial, and I liked Anderson's continuum." S.K. (Apr. 2023)

"The rating scales will be very helpful. A quick way to get some needed information about supervision." J.S. (Mar. 2023)

"All of the specific rating/expectation forms that I can just print and use immediately were beneficial. I liked the ease of listening." J.M. (Mar. 2023)

"All the forms were helpful. I liked the resources." C.R. (Feb. 2023)

"Anderson's continuum was beneficial. I liked the PPT." S.N. (Feb. 2023)

"Practical content. I liked the reminders of setting expectations." K.R. (Jan. 2023)

"Learning the various roles of the supervisor, teacher, consultant, etc was beneficial." S.K. (Jan. 2023)

"I liked the case studies." G.M. (Jan. 2023)

"Supervisory roles - teacher, counselor and consultant were beneficial. I liked the pace of learning." V.R. (Dec. 2022)

"Useful handouts." A.G. (Dec. 2022)

"I learned a lot about different questionnaires and ways to help a student clinician as well as myself." M.Y. (Nov. 2022)

"Very informative." L.J. (Nov. 2022)

"I liked the movement through stages of supervision and supervisory action plan. And Anderson's individualizing styles and level of supervision." R.J. (Nov. 2022)

"Resource checklists were helpful." E.T. (Nov. 2022)

"Learning the effectiveness of rating scales and the supervisory/assistant roles was beneficial." S.T. (Oct. 2022)

"I liked all the various forms that can be used for both supervisor and supervisee." J.A. (Sept. 2022)

"The resources provided were good - the hierarchies of supervision and the various tools/self assessments." S.N. (Sept. 2022)

"I found the information about how to evaluate and form action plans to best aid the students was most beneficial and likely to be helpful in practice. I liked the case studies that put the information into practice. I thought this showed how I can apply the information during my time as a supervisor." L.M. (Sept. 2022)

"I appreciated the discussion of the case studies." V.W. (Aug. 2022)

"The printed visual presentation was nice." C.G. (Aug. 2022)

"The provided questionnaires and information on learning styles was helpful. And the provided downloads that I will utilize as a supervisor." L.N. (Jul. 2022)

"The continuum table was helpful and I will use it when supervising to establish how much support my student might need.  I liked the scenarios given to go along with the information." C.M. (Jul. 2022)

"The content and format were excellent!" C.B. (Jun. 2022)

"Liked the models and the very helpful surveys to gauge where students are at. I liked the speed of presentation, time to look at materials, concise content." R.C. (May 2022)

"Anderson's model was very helpful in shaping my expectations for supervising future students. I liked the visuals and access to resources." C.W. (May 2022)

"Liked the comprehensive look at the supervisory process, and the discussion of the research in the area." L.M. (May 2022)

"I appreciated that the course was self-paced, and more importantly, I appreciated the access to the course materials to print." J.B. (May 2022)

"I liked the handouts that I can use when I am supervising." A.P. (Apr. 2022)

"I really enjoyed the rating scales that will be practical during supervision." P.M. (Mar 2022)

"Clear, easy to understand, and very applicable to clinical practice." K.B. (Feb. 2022)

"I liked the rating forms. It will be easy to apply in my interactions with my graduate students." E.S. (Feb. 2022)

"The written slides and the dialogue were very complimentary." P.P. (Feb. 2022)

"I liked all the resources provided for use with supervisees and the review of research along with examples of scenarios." A.N. (Jan. 2022)

"I am thrilled to see all this being presented. This information and  suggestions and rating scales were great. I wish all this had been available when I was a younger clinician as I have had so many students and CFYs." S.L. (Jan. 2022)

Course Objectives

At course conclusion, participants will be able to:

  1. Identify how perceived roles impact student self-efficacy.
  2. Describe how perceptions impact working alliances.
  3. Describe discrepancies in expectations.
  4. Describe how to maintain accountability to our roles.
  5. Demonstrate understanding of Anderson’s Continuum Model of Supervision.
  6. Identify supervisory styles appropriate for each stage of the continuum.
  7. Show models for modifying/individualizing supervisory styles.
  8. Explain how students can develop self-supervision skills.

Presenter & Disclosures

Cassie Quinn, MS, CCC-SLP, BCS-S

Cassie Quinn, MS, CCC-SLP, BCS-S, has been a medical speech pathologist since 2001 with a focus in acquired neurological disorders, board-certified specialty in swallowing and more recently a Clinical Associate Professor in the Speech and Hearing Sciences Department at Portland State University where she has turned her focus to training the next generation of SLPs through quality supervision and supervision training.

Speaker Disclosures:

Financial — Cassie Quinn is a presenter of online CEU courses sponsored by Northern Speech Services; receives royalty payments.

Financial — Cassie Quinn is a Clinical Associate Professor in the Speech and Hearing Sciences Department at Portland State University; receives a salary 

Nonfinancial — Cassie Quinn is a board member for the Oregon Speech and Hearing Association.

Intended Audience / Accreditation

Intended Audience/Accreditation
asha ce approved provider

This program is offered for 0.2 ASHA CEUs (Intermediate Level; Related Area).

Intended Audience

  • Speech-Language Pathologists

ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.

ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.

ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:

  • Current ASHA Member
  • ASHA Certificate of Clinical Competence (CCC) Holder
  • Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
  • Credentialed by a state regulatory agency to practice SLP or audiology
  • Credentialed by a national regulatory agency to practice SLP or audiology
  • Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
  • Currently enrolled in a master's or doctoral program in SLP or audiology

If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.

Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.

Additional accrediting agencies by which Northern Speech is an approved CE provider:

  • California: NSS is approved as a provider of continuing education by the California Speech-Language Pathology & Audiology Board. Provider #PDP4. Online CEU limits may apply; please contact SLPAHADB for current online CEU acceptance policies.
  • Iowa: NSS is approved as a provider of continuing education by the Iowa Board of Speech Pathology and Audiology Examiners. Provider #169.
  • Kansas: NSS is approved as a provider of continuing education by the Kansas Department of Health and Environment. Provider #LTS-S0005.

Frequently Asked Questions

Online Course FAQ — Click Here

Customer Support: Please phone 888.337.3866 or email info@northernspeech.com.

Course Completion Timeframe:

You have unlimited time to complete our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.

However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.

Content Access:

Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.

Certificate of Completion:

On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.

ASHA CE Registry Submission:

During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.

Purchase Orders:

Purchase orders are currently not accepted for online orders, if you wish to submit a purchase order please do so at info@northernspeech.com or fax to 888-696-9655.

What is an Online Course?

Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.

Receiving CEUs:

Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online. Please note that courses offered for university students are not applicable for CEUs.

Registering for an online course:

You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.

Accessing your purchased course or returning to a purchased course:

You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.

Testing requirements:

Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.

Number of CEUs offered:

We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.

State licensing boards and online CEUs:

NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.

Course formats:

Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page. Most courses include closed captioning.

Course handouts:

Most of our online courses provide a link to download the accompanying handout as a PDF file. 

Group discounts:

Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.

Computer requirements:

For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.

Course Cancellation Policy:

A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded. 

Special Needs:

Please click here for any special needs requests, and we will do our best to accommodate them. 

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