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1.05  ASHA CEUs

Topics On Supervision For Speech-Language Pathologists #e219


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

Topics on Supervision for Speech-Language Pathologists.


The content presented in this 10.5 hour course is also offered as these individual, 2-hour courses:

This course includes all 10 modules from this course series on supervision. The following topics are covered:

• Understanding Roles  |  Communicating Expectations

• Individualizing Styles  |  Levels of Supervision

• Communication and Interpersonal Skills

• Giving Feedback  |  Conferences

• Teaching Critical Thinking and Problem Solving

• Observation  |  Data Collection

• Supervisor and Supervisee Accountability

• Supervising Students with Disabilities

• Supervision Across Settings  |  Case Studies

• Principles Guided Learning and Practice

Course is offered for 1.05 ASHA CEUs – 10.5 Contact Hours.

Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.

Course Overview & Run Time: 10:30:15

Module One

  • 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

Module Two

  • 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

Module Three

  • Communication as a Continuum
  • Social Exchange Theory
  • Case Studies of Effective and Ineffective Communication Interactions
  • Use of Listening and Joining in Communication
  • Identification & Roles of Various Communication Styles
  • Use and Impact of Non Verbal Communication

Module Four

  • Model of Social Cognition
  • Conferences
  • Feedback & Conference Planning
  • Case Studies

Module Five

  • What is Critical Thinking?
  • Critical Thinking vs Problem Solving
  • Promoting Critical Thinking
  • Barriers
  • Teaching Critical Thinking

Module Six

  • Observation and Data Collection
  • Clinical Supervision Model
  • Operationalization
  • Ordinal vs Interval Data
  • Qualitative vs Quantitative
  • Data Collection Methods
  • Case Study

Module Seven

  • Systemic Clinical Accountability Within the Profession
  • Accountability for Supervision Through Research
  • Supervisor Accountability
  • Liability and Accountability
  • Supervisee’s Accountability
  • Laws

Module Eight

  • Disability Prevalence
  • Identification Issues
  • General Guidelines
  • Adaptations/Modifications
  • Case Studies

Module Nine

  • Topic Introduction
  • Key Questions to Ask - what should be the take-aways from this module?
  • Supervision in Service Delivery Settings
  • Recommendations and Best Practices
  • Supervision of the Off-Campus Practicum
  • Roles of the On-Campus/University Supervisor in Off-Campus Practicums
  • Issues in the Off-Campus Practicum
  • Recommendations and Best Practices
  • Supervision of the Clinical Fellowship
  • Recommendations for Further Self-Study and Education
  • Case Studies

Module Ten

  • Introduction
  • Case Studies One through Ten
"The clinical examples, strategies, and research were all extremely relevant to clinical practicums for SLP (or AuD) students. I enjoyed the way the modules were broken down. The handouts were very useful for application."

– M.F., prior course participant

"I found benefit in the case study examples as they helped me to relate what I learned in this course to my daily practice. I liked that this course covered each building block of successful supervision in detail."

– M.D., prior course participant

Read more comments about this course!

Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.

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

"Supervisory styles was a helpful topic. I liked that the course allowed for me to pause and come back to it while saving my progress." C.M. (Nov. 2024)

"The last module with the case studies was beneficial. The course was self-paced, and it included the slides." A.S. (Nov. 2024)

"It was helpful to discuss how to give valid feedback in a professional manner. The case studies at the end were the most beneficial to my learning." K.G. (Oct. 2024)

"The level of supervision, the communication and interpersonal skills and the study of laws and the reasonable accommodation were helpful topics. I liked the experience to discuss and application of the information to each case." D.R. (Oct. 2024)

"I found most of the course's information very informative and useful in supporting me as a supervisor of graduate students. I liked the first four modules the best, related to understanding expectations, communication styles, interpersonal skills, ways of providing feedback and more." O.Z. (Sep. 2024)

"Outlines for the process were helpful. I liked the flexibility of timing of the course." K.D. (Sep. 2024)

"The entire course was helpful. I liked the ease of accessibility." C.A. (Aug. 2024)

"I liked that I could pause the course and come back to it as needed." M.U. (Aug. 2024)

"Data collection and critical thinking skills were helpful. I liked the ability to pause and go back to material if needed." F.P. (Aug. 2024)

"Beneficial strategies to communicate and going through different case studies to understand the content. I liked that I could do the course at my own pace and go back to review certain materials." C.L. (Aug. 2024)

"I liked that I could complete the course on my own time." P.G. (Aug. 2024)

"Using the Case Studies as a tool to learn to use the Supervisory Action Plan was useful for challenges that may arise in supervision. I appreciated the case studies and other real-life examples and how to address them." R.P. (Jul. 2024)

"I learned about rating scales and questionnaires that will aid in establishing trust, rapport, and communication styles individualized for each student/assistant." I.R. (Jul. 2024)

"All of the information was beneficial. I will be supervising a CF next year and plan to rewatch this over the summer and probably during the year!" E.L. (May. 2024)

"Discussing the processes was helpful. I liked that the course was based on research." B.M. (May. 2024)

"Supervisory frameworks were beneficial to discuss. I liked the self-paced format." K.S. (May. 2024)

"Observation and Data Collection were beneficial topics. The subjects were very useful." A.C. (Mar. 2024)

"Discussing the roles of SPV was helpful. The course was thorough." E.W. (Feb. 2024)

"Beneficial topic on supervision. I liked the easy access of this course." V.B. (Jan. 2024)

"Very thorough course!" K.S. (Jan. 2024)

"I enjoyed the case studies." J.W. (Dec. 2023)

"The checklists and methods to guide in supervision were beneficial. The course was interactive with information to look at while engaging in the course." A.N. (Dec. 2023)

"The information about listening and joining will be most helpful for my practice. The structure was easy to follow and will be helpful to review in the future." M.P. (Dec. 2023)

"The general supervisory topics were helpful." H.K. (Dec. 2023)

"The case studies were helpful. I liked the different ways to view/listen to the material." K.U. (Dec. 2023)

"The handouts were beneficial." A.B. (Dec. 2023)

"The interaction strategies between supervisor and student were helpful. I liked the videos. Self-paced, great course." J.B. (Nov. 2023)

"The clinical examples, strategies, and research were all extremely relevant to clinical practicums for SLP (or AuD) students. I enjoyed the way the modules were broken down. The handouts were very useful for application or to be easily adapted to use right now." M.F. (Nov. 2023)

"Supervision across disciplines was helpful. Course information was thorough and informative." L.K. (Oct. 2023)

"The collaborative model between Mentors and Mentees was beneficial. I liked the pace and in depth discussion of topics." D.M. (Sep. 2023)

"I liked the various frameworks of supervision. And convenience of online course." J.Z. (Sep. 2023)

"Clear information. I liked the levels of supervision." C.R. (Aug. 2023)

"I enjoyed the dynamics of the Supervisor and the Supervisee. It is helpful to know that the supervisor can fade out his/her role of providing hands on information and modeling and allow the supervisee to mature into the role of presenting information and doing more hands on with his/her client as the supervisee grows and/or develops his/her skills. I liked how each section had a time when we were able to stop and act out what we learned from the modules." A.M. (Aug. 2023)

"All of it was beneficial! Provided much information that I am able to review at my own pace." S.B. (Aug. 2023)

"I found benefit in the case study examples as they helped me to relate what I learned in this course to my daily practice. I liked that this course covered each building block of successful supervision in detail." M.D. (Jul. 2023)

"Communication & hierarchy of supervision was beneficial. I liked the flexibility of the modules." K.M. (Jul. 2023)

"I feel that module 3, Communication and Interpersonal Skills, will be most beneficial. I really liked the Style Flexing Strategies Table to guide interactions between individuals. I liked the ease and flexibility of taking this course around my work schedule." A.D. (May 2023)

"The continuum and action plans were beneficial. I liked that I could go at my own pace." A.P. (May 2023)

"I liked the incorporation of information for graduate clinicians and also for CFs. Very educational!" A.M. (May 2023)

"The case studies were interesting. I liked the strategies and charts." A.V. (Apr. 2023)

"I liked the case studies because they talked about practical implementation. I liked that I could take this course on my own time." C.B. (Apr. 2023)

"It was beneficial to learn about supervising students or fellows with disabilities. I liked the variety of approaches to utilize during supervision." T.B. (Mar. 2023)

"I liked the types of supervision and case studies. Easily accessible course." A.R. (Jan. 2023)

"Thorough course. Action plans, being careful in conversation/discussion, considering approaches to problems." J.D. (Jan. 2023)

"Very informative w/ supervisory guidelines. Overall importance of supervision training in order to prepare future speech therapists. Learning the different roles between supervisor and students." J.M. (Jan. 2023)

"I liked the case studies. And completing course at my own pace." J.V. (Jan. 2023)

"Very thorough course. The information on students with disabilities was beneficial." M.M. (Dec. 2022)

"Discussion of feedback, conferencing, and communication skills/styles was very practical and useful. Case studies were very helpful. Covered lots of topics and a variety of cases to help apply knowledge." R.N. (Dec. 2022)

"I liked the ease of completion and the communication strategies." E.M. (Dec. 2022)

"I liked everything - the supervisory models, the handouts, the resources." K.M. (Nov. 2022)

"As a first-time supervisor, I found module 1 to be the most helpful at this time because it gave me ideas on what to do during my first meetings with my supervisee. I enjoyed the different topics and how they were speech-related examples. I also liked the PDFs included in the presentation because it made it easier to follow along and take notes." G.A. (Oct. 2022)

"Course was easy to understand. The supervisory action plan will be useful in daily practice so that both myself and the supervisee are aware of our goals and how to achieve them during the supervisory process." L.G. (Oct. 2022)

"I enjoyed all the strategies that were offered for communication with the supervisee." S.C. (Oct. 2022)

"Specific suggestions for successful supervision." D.S. (Oct. 2022)

"I appreciated the evidence-based practices for managing supervision." K.H. (Oct. 2022)

"The organization was well done and it was appreciated that each module was separate rather than trying to skip back to find the information I needed to hear again." J.G. (Sept. 2022)

"I liked that the course was self-paced and had case studies." L.S. (Sept. 2022)

"The course is easy to follow." S.G. (Aug. 2022)

"I liked the surveys and rating forms for accountability throughout the supervisory process and documenting progress of both supervisor and supervisee and the case studies provided realistic application of what was learned." J.C. (Aug. 2022)

"I enjoyed hearing about how different ways of interaction with the supervisee can be affected based on personality types. It was also helpful to see different things that could be done with a supervisee in order to help them begin to become independent and see themselves as more of a colleague than a student.  I liked that it was broken down into different modules." R.K. (Aug. 2022)

"The case studies and resources were good." R.H. (Aug. 2022)

"I appreciate how thorough it is and that there are 10 separate case studies." S.P. (Jul. 2022)

"Covered a lot of different topics that need to be considered during supervision." R.P. (Jul. 2022)

"Exploring the different questionnaires was very interesting." L.D. (Jul. 2022)

"I liked the comparisons made between therapy and supervision. I liked the references, resources etc." B.K. (Jun. 2022)

"I'm supervising a CF for the first time, so I found all of the models of supervision and methods of fostering critical thinking to be most beneficial. I liked all the easily accessible handouts." J.R. (May 2022)

"I liked that I could work at my own pace. Determining communication styles and the framework for supervision were beneficial." R.S. (May 2022)

"Worked for my schedule allowing me to leave the course & return to continue." K.R. (Apr. 2022)

"Everything was informative. I really liked that it was self-paced." M.C. (Apr. 2022)

"I liked all the visuals and charts provided. I liked the extra handouts and packets that I could use." P.P. (Apr. 2022)

"I liked the collaborative approach and the resources provided." J.W. (Apr. 2022)

"The course was easy to complete and at your own pace." S.B. (Mar. 2022)

"I liked the discussion on gaining the student's perspective." C.C. (Mar. 2022)

"I liked the opportunity to consider case studies with applied strategies." V.J. (Feb. 2022)

"The case studies were very helpful for me to make associations to my own practice. I appreciated the thoroughness of the course." S.D. (Feb. 2022)

"I liked the supervisor feedback forms. Nice that I could take course over a few days." K.B. (Jan. 2022)

"All the different resources they gave us was most beneficial. I liked most the case studies." J.C. (Jan. 2022)

"The content information was relevant and I always like PDs that have videos as well as the handouts." M.M. (Jan. 2022)

Course Objectives

At course conclusion, participants will be able to:
Module One
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.
Module Two
1. Demonstrate understanding of Anderson’s Continuum Model of Supervision.
2. Identify supervisory styles appropriate for each stage of the continuum.
3. Show models for modifying/individualizing supervisory styles.
4. Explain how students can develop self-supervision skills.
Module Three

1. Identify the continuum of communication.
2. Demonstrate understanding of social exchange theory.
3. Describe listening & joining skills.
4. Identify dimensions of communication styles. 
5. Describe skills in nonverbal communication.


Module Four
1. Demonstrate understanding of the primary features of feedback & conferences.
2. Define Model of Social Cognition.
3. Identify the supervisor's role in conferences.
4. Describe strategies in carrying out effective conferencing strategies.
5. Summarize the feedback & conference plan.


Module Five
1. Describe critical thinking in the clinical context.
2. List major barriers to teaching critical thinking skills.
3. Describe critical thinking re: supervisee learning.
4. Describe strategies to increase critical thinking in supervisees.


Module Six
1. Describe observation in the clinical supervision model.
2. Describe principles of qualitative research for observation.
3. Apply strategies to enhance effectiveness of observation methods.


Module Seven
1. Describe accountability within the profession.
2. Describe accountability to external systems.
3. Describe additional considerations surrounding accountability.


Module Eight
1. Define disability laws within the profession.
2. Identify signs of a student with disabilities.
3. Describe general guidelines for students with disabilities.


Module Nine
1. Describe how the continuum of supervision fits into different settings.
2. Describe common supervisory principles and patterns found across different settings.
3. Define what the long-term supervision goal should be in each setting.
4. Identify which types of interpersonal communication are most effective in each setting.


Module Ten
1. Demonstrate understanding of material through practical application of concepts and principles in Modules one through nine.

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 1.05 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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