Guiding Student Clinicians as They Develop AAC Goals and Monitor Progress During School-Based Externship Student clinicians find goal writing and progress monitoring to be difficult tasks to learn, especially when children on the caseload have complex communication needs (CCNs). School-based externship supervisors play an important role in developing students' understanding and competence in these skills. This article provides supervisors with strategies for instructing student ... Article
Article  |   August 26, 2016
Guiding Student Clinicians as They Develop AAC Goals and Monitor Progress During School-Based Externship
Author Affiliations & Notes
  • Charles H. Carlin
    The University of Akron, Akron, OH
  • Katie Boarman
    The University of Akron, Akron, OH
  • Erin E. Brady
    The University of Akron, Akron, OH
  • Disclosures
    Disclosures×
  • Financial: Charles H. Carlin is an associate professor at Akron University. Katie Boarman is a supervisor of clinical instruction at Akron University. Erin E. Brady has no relevant financial interests to disclose.
    Financial: Charles H. Carlin is an associate professor at Akron University. Katie Boarman is a supervisor of clinical instruction at Akron University. Erin E. Brady has no relevant financial interests to disclose.×
  • Nonfinancial: Charles H. Carlin and Katie Boarman have previously published in this subject area. Erin E. Brady has no relevant nonfinancial interests to disclose.
    Nonfinancial: Charles H. Carlin and Katie Boarman have previously published in this subject area. Erin E. Brady has no relevant nonfinancial interests to disclose.×
Article Information
Augmentative & Alternative Communication / School-Based Settings / Professional Issues & Training / Part 2
Article   |   August 26, 2016
Guiding Student Clinicians as They Develop AAC Goals and Monitor Progress During School-Based Externship
Perspectives of the ASHA Special Interest Groups, August 2016, Vol. 1, 32-40. doi:10.1044/persp1.SIG12.32
History: Received October 16, 2015 , Revised March 21, 2016 , Accepted March 31, 2016
Perspectives of the ASHA Special Interest Groups, August 2016, Vol. 1, 32-40. doi:10.1044/persp1.SIG12.32
History: Received October 16, 2015; Revised March 21, 2016; Accepted March 31, 2016

Student clinicians find goal writing and progress monitoring to be difficult tasks to learn, especially when children on the caseload have complex communication needs (CCNs). School-based externship supervisors play an important role in developing students' understanding and competence in these skills. This article provides supervisors with strategies for instructing student clinicians to write goals and evaluate the effectiveness of services for children who use augmentative and alternative communication (AAC). Additionally, the authors adapt the Continuum of Supervision Model (Anderson, 1988) for supervisors who train students to write goals and monitor progress for children who use AAC.

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