Graduate Student Perceptions Regarding Common Speech-Language Pathology Supervisory Practices The American Speech-Language-Hearing Association (ASHA) describes the supervisory process as a collaborative effort between both the student clinician and the certified supervisor. In order to support this process, it is important that both the supervisor and supervisee's preferences be considered regarding how these efforts will proceed. The purpose of this ... Article
Article  |   December 13, 2017
Graduate Student Perceptions Regarding Common Speech-Language Pathology Supervisory Practices
Author Affiliations & Notes
  • Matthew D. Carter
    Department of Communication Sciences and Disorders, Valdosta State University, Valdosta, GA
  • Melissa Carter
    Department of Communication Sciences and Disorders, Valdosta State University, Valdosta, GA
  • Crystal Randolph
    Department of Communication Sciences and Disorders, Valdosta State University, Valdosta, GA
  • Lora Backes
    Department of Communication Sciences and Disorders, Valdosta State University, Valdosta, GA
  • Karen Noll
    Department of Communication Sciences and Disorders, Valdosta State University, Valdosta, GA
  • Lorena Cole
    Department of Communication Sciences and Disorders, Valdosta State University, Valdosta, GA
  • Disclosures
    Disclosures ×
  • Financial: Matthew D. Carter has no relevant financial interests to disclose. Melissa Carter has no relevant financial interests to disclose. Crystal Randolph has no relevant financial interests to disclose. Lora Backes has no relevant financial interests to disclose. Karen Noll has no relevant financial interests to disclose. Lorena Cole has no relevant financial interests to disclose.
    Financial: Matthew D. Carter has no relevant financial interests to disclose. Melissa Carter has no relevant financial interests to disclose. Crystal Randolph has no relevant financial interests to disclose. Lora Backes has no relevant financial interests to disclose. Karen Noll has no relevant financial interests to disclose. Lorena Cole has no relevant financial interests to disclose.×
  • Nonfinancial: Matthew D. Carter has no relevant nonfinancial interests to disclose. Melissa Carter has no relevant nonfinancial interests to disclose. Crystal Randolph has no relevant nonfinancial interests to disclose. Lora Backes has no relevant nonfinancial interests to disclose. Karen Noll has no relevant nonfinancial interests to disclose. Lorena Cole has no relevant nonfinancial interests to disclose.
    Nonfinancial: Matthew D. Carter has no relevant nonfinancial interests to disclose. Melissa Carter has no relevant nonfinancial interests to disclose. Crystal Randolph has no relevant nonfinancial interests to disclose. Lora Backes has no relevant nonfinancial interests to disclose. Karen Noll has no relevant nonfinancial interests to disclose. Lorena Cole has no relevant nonfinancial interests to disclose.×
Article Information
Speech, Voice & Prosodic Disorders / Professional Issues & Training / Part 2
Article   |   December 13, 2017
Graduate Student Perceptions Regarding Common Speech-Language Pathology Supervisory Practices
Perspectives of the ASHA Special Interest Groups, December 2017, Vol. 2, 48-59. doi:10.1044/persp2.SIG11.48
History: Received July 1, 2017 , Revised September 25, 2017 , Accepted October 1, 2017
Perspectives of the ASHA Special Interest Groups, December 2017, Vol. 2, 48-59. doi:10.1044/persp2.SIG11.48
History: Received July 1, 2017; Revised September 25, 2017; Accepted October 1, 2017

The American Speech-Language-Hearing Association (ASHA) describes the supervisory process as a collaborative effort between both the student clinician and the certified supervisor. In order to support this process, it is important that both the supervisor and supervisee's preferences be considered regarding how these efforts will proceed. The purpose of this study was to investigate the opinions of graduate speech-language pathology clinicians regarding the supervision provided by on-campus clinical educators. Eighty-four graduate students completed an online survey. Results indicated that students generally preferred supervisory practices that simultaneously promote clinical independence while offering knowledge and support in a structured and timely manner.

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