Supervision CEU Courses for SLPs

Conflict is common in many workplace or educational settings. Failure to address conflict when it occurs can lead to dissatisfaction from all stakeholders. Sources of conflict and practical approaches to addressing conflict strategically are described in this course.

Guidelines for supervising and awarding clinical clock hours and observation hours in Communication Sciences and Disorders (CSD) programs using Simucase are discussed in this course. Platform navigation and features, as well as procedures for pre-briefing, providing feedback, and debriefing students, are described. A rubric for analyzing the learner’s participation and engagement is also shared.

This course, which is based on the textbook Guide to Clinical Supervision, provides tools, tips, and strategies needed to navigate the complex nature of the supervisory process. Evidence-based supervisory models are discussed, along with methods for building relationships, providing feedback and resolving conflict. Easy-to-use resources are also provided.

This course describes the shared role of supervision between SLPs and SLP Assistants (SLPAs). It discusses scope of practice for each and provides practical supervisory tools and strategies, such as needs scales, as well as case examples.

Reflective practice is important in clinical education and ASHA encourages “a lifelong commitment to self-evaluation,” but information regarding specific tools for the SLP is limited. This course discusses effective verbal and written reflection practices and presents Gibb’s Reflective Cycle, an analytic tool that can be used in supervisory practice. Case studies are also included.

This course provides an exploration into current topics regarding clinical supervision, including professional development requirements for clinical supervisors, key competencies, and strategies for effective supervision.

Coaching has been defined as “a relationship in which one person is primarily dedicated to serving the long-term development of effectiveness in the other” (Silsbee, 2010). This course discusses coaching techniques that can be utilized in various clinical instruction and supervision scenarios, and the evidence supporting their use.

Numerous factors have contributed to the values and aptitudes of today’s students, aka Generation Z. All charged with their instruction should be cognizant of these characteristics, which may impact styles of learning. This course explores what social scientists tell us about Gen Z's strengths and limitations, and how best to adapt education, training and clinical service provision for these individuals.

This course will provide strategies and frameworks for developing skills in supervising students, clinical fellows, and employees. Emphasis will be placed on the importance of the relationship between the supervisor and supervisee, techniques for supporting avenues for reflection, use of tools to recognize and address value conflict, and developing methods of delivering feedback.

SLPs should assess a variety of skills needed for effective supervision, including: building relationships, communicating, goal-setting, assessing performance, providing feedback and guiding changes in behavior, and managing conflict. In this course, strategies to improve supervisory skills in each area are shared, and web-based tools to increase efficiency are highlighted.