The current study investigates clinical supervision, with regard to millennial student clinician expectations, needs and anxiety related to the supervisory process. It was hypothesized that millennial student learners would have greater anxiety, greater supervision expectations and supervisory needs at the outset of their graduate training.

This text reports the results of a study examining changes in the clinical decision-making processes of speech-language pathology (SLP) students. Web-based case simulations were used to elicit and measure clinical decision-making in eight graduate students at three stages in their training.

This course will outline the new state survey process which was implemented industry-wide in skilled nursing facilities in November of 2017. The importance of interdisciplinary-based team care and person-centered care planning will be discussed.

Self-determination skills are directly related to successful post-secondary living skills for students with disabilities. This course teaches clinicians how to positively impact student self-determination skills from early elementary through high school.

The course will review ASHA Council for Clinical Certification (CFCC) requirements for the supervision of clinical simulations in communication sciences and disorders (CSD) programs. Guidelines and methodologies for supervising three types of simulation modalities (standardized patients, computer-based simulations, and manikins/part-task trainers) will be discussed.

This Research Watch Report focuses on some of the most current research in the areas of attention and memory impairments in adults with traumatic brain injury (TBI). Three peer-reviewed articles are summarized and potential clinical applications of the evidence are discussed.

Person-centered care is emphasized as a best practice in general health care as well as speech-language pathology. This course is an introduction for SLPs treating adults, to show how simple choices for each step of the clinical process can lead to a person-centered approach and highly meaningful, functional therapy.

This course is geared toward SLPs who provide services to children from low-income backgrounds and their families. The course shares practical strategies for helping these children increase their language skills, both oral and literate, as well as increase their executive functioning skills, for a more successful future.

Children with autism struggle with social engagement. Given Western society’s emphasis on academic learning and technology, a perfect storm is brewing with implications for connectedness to the social world. This course will discuss the obstacles technology can present to social engagement, and strategies to train parents to use technology to build functional communication skills.

Although counseling is an integral component of stuttering therapy, many speech-language pathologists have received little to no formal counseling training. The purpose of this course is to provide an overview of various counseling theories, principles and techniques that can be integrated into stuttering therapy. Attendees will gain a basic understanding of how to practice theory-driven counseling in order to help children and adults who stutter manage negative or undesired life experiences associated with their stuttering. An overview of stuttering treatment for older children and adults will also be provided.