Digital Platforms and Supervisory Feedback to Graduate Student Clinicians Portable electronic devices are becoming more prevalent in the field of speech-language pathology, from assessment and intervention to supervision. This study examined the use of various forms of supervisory feedback provided through digital platforms on a detailed fidelity checklist to five first-year graduate student clinicians participating in a community-based practicum. ... Article
Article  |   April 30, 2016
Digital Platforms and Supervisory Feedback to Graduate Student Clinicians
Author Affiliations & Notes
  • Ciera M. Lorio
    School of Communication Sciences and Disorders, Florida State University, Tallahassee, FL
  • Abigail D. Delehanty
    School of Communication Sciences and Disorders, Florida State University, Tallahassee, FL
  • Juliann J. Woods
    School of Communication Sciences and Disorders, Florida State University, Tallahassee, FL
  • Disclosures
    Disclosures ×
  • Financial: Partial support for this research was provided by grants from the U.S. Department of Education, Office of Special Education Programs - Project ASSET: Autism Spectrum Specialized Education and Training (H325K120341) and Project TRAIL: Training in Research Autism and Interdisciplinary Leadership (H325D120062).
    Financial: Partial support for this research was provided by grants from the U.S. Department of Education, Office of Special Education Programs - Project ASSET: Autism Spectrum Specialized Education and Training (H325K120341) and Project TRAIL: Training in Research Autism and Interdisciplinary Leadership (H325D120062).×
  • Nonfinancial: The authors have declared that no competing interests existed at the time of publication.
    Nonfinancial: The authors have declared that no competing interests existed at the time of publication.×
Article Information
Professional Issues & Training / Part 1
Article   |   April 30, 2016
Digital Platforms and Supervisory Feedback to Graduate Student Clinicians
Perspectives of the ASHA Special Interest Groups, April 2016, Vol. 1, 18-34. doi:10.1044/persp1.SIG11.18
History: Received December 1, 2015 , Revised February 29, 2016 , Accepted March 2, 2016
Perspectives of the ASHA Special Interest Groups, April 2016, Vol. 1, 18-34. doi:10.1044/persp1.SIG11.18
History: Received December 1, 2015; Revised February 29, 2016; Accepted March 2, 2016

Portable electronic devices are becoming more prevalent in the field of speech-language pathology, from assessment and intervention to supervision. This study examined the use of various forms of supervisory feedback provided through digital platforms on a detailed fidelity checklist to five first-year graduate student clinicians participating in a community-based practicum. Three feedback conditions were compared: (a) e-mails sent after intervention sessions, (b) text messaging during intervention sessions, and (c) no e-mails or text messaging feedback. All forms of feedback were supplemented by an e-mail graph depicting progress on the fidelity checklist. Graduate student clinicians found all forms of digital feedback to be beneficial, with specific, immediate feedback being preferred. The fidelity checklist supported the graduate student clinicians' implementation of intervention techniques as well as the supervisors' ability to provide detailed feedback. Implications for future research and suggestions for supervision of graduate student clinicians are discussed.

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