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Supervising Communication Assistants

Supervising Communication Assistants. Resources for Self-Paced Instruction. Click to continue. Introducing this Module .

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Supervising Communication Assistants

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  1. Supervising Communication Assistants Resources for Self-Paced Instruction Click to continue

  2. Introducing this Module • This module is designed to provide information for speech-language pathologists (SLPs) currently supervising or who may at some time in the future supervise a speech assistant. • Read at your own pace then click the arrow at the bottom right side of the screen to advance to the next slide. Click to continue

  3. Introducing this Module • To access the online links on your computer, you • must have internet access. • It is possible that when you attempt to access an • online link it may take a while to connect to the • internet… try to be patient. • If you need to wait for more than 1-2 minutes try • again at another time when the online connections • are faster. Click to continue

  4. Introducing this Module • Some of the bullets in this module are designed to enter automatically. These are designed to allow the reader time to focus on each item as it appears. • Slides with automatic bullets include this icon . When you see on a slide give the bullets time to appear before you click to move on. If you click too rapidly you will miss information as the slides advance. Click to continue

  5. Introducing this Module • As you read you will notice some words or phrases are underlined. • The underline indicates a link either to a separate document or to an online resource. Click on the underlined words to activate the links. • After you visit a link you may close it and return to the PowerPoint (PPT) by simply clicking back into the PPT. Click to continue

  6. Introducing this Module • Document links are accompanied by . • On-line links are accompanied by . • To access any link, click on the underlined words not the icon. The icons are just a hint. • If you do not have Microsoft Word or Acrobat Reader installed on your computer, you may access free downloads on the next slide. If you do have MS Word and Acrobat Reader you do NOT need to download these. Click to continue

  7. Downloading FREE Viewers • Clicking on the the following will take you to online resources to download FREE Viewers. These will allow you to view and print documents. Remember if you already have the software installed on your computer it is not necessary to download. • Viewer for PDF Acrobat Reader (If you have an old version of Acrobat Reader you may wish to update now.) • Microsoft Word Document Viewer Click to continue

  8. Beginning your module • To access links to online information or other documents remember to click on the underlined words NOT the helper icon. • ClickWVDE websiteto view. After you have finished visiting the website, click the close box at the top of the screen or minimize the window to return to this module. Click to continue

  9. ASHA proposed guidelines for the use of support personnel as early as 1969. ASHA revised guidelines for speech-language pathology assistants (SLPAs) in 1988, 1995, & 2000. SLPAs have been utilized in school settings in many states since the 1970s. Increased use of SLPAs parallels use of assistants in OT, PT, & Education. Use of support personnel in recent years reflects the need to contain costs in health care and education. Historical Perspective Click to continue

  10. Guidelines for employment and utilization of supportive personnel (1981). Utilization and Employment of Speech-Language Pathology Supportive Personnel with Underserved Populations (1988). Policy regarding support personnel (1994). Guidelines for training, credentialing, use, and supervision of support personnel in speech-language pathology (1995). ASHA: SLPA Chronology Place holder Click to continue

  11. Guidelines for the training, credentialing, use, and supervision of speech-language assistants (1996). Criteria for the registration of speech-language pathology assistants (2000). Criteria for approval of associate degree technical training programs for speech-language pathology assistants (2001). Termination of voluntary registration for assistants (2003). ASHA: SLPA Chronology(continued) Click to continue

  12. Do You have questions? • ASHA prepared a list of frequently asked questions (FAQs) about working with assistants. To view the list of questions and answers visit the FAQs on the ASHA website . • NOTE: you may also access ASHA’s Position Statement and Guidelines document from this FAQ page. WVDE included a section of Q&A at the end of the Guidelines Document. (Scroll to p.14 of the document ) Click to continue

  13. WVDE Definition: Speech Assistants • Speech assistants -individuals who may provide services to students with communication disorders under the guidance and direction of a certified SLP. They may assist the supervising SLP with record keeping, generalization of learned skills to multiple settings, implementation of assistive technology devices/services, services for diverse and underserved populations, and other responsibilities. • (WVDE, 2004) Click to continue

  14. ASHA Definition: Support Personnel • Support personnel (in speech-language pathology) -are people who, following academic and/or on-the-job training, perform tasks as prescribed, directed, and supervised by certified speech-language pathologists. There are different levels of support personnel based on training and scope of responsibilities. • (ASHA, 1994) Click to continue

  15. WVDE Guidelines • The West Virginia Department of Education has published Guidelines for the Use of Assistants in West Virginia Public Schools. The Guidelines became effective January, 2004. • The Guidelines document is included in the module. To access it, you may click on the following link and print. WVDE Guidelines (PDF) • OR.. you may go to the WVDE website and view the guidelines there. Click to continue

  16. ASHA Guidelines • The American Speech-Language-Hearing Association has published Guidelines for Training,Credentialing,Use, and Supervision of Speech-Language Pathology Assistants (1994). • ASHA’s Position Statement 2004 • ASHA Guidelines • Both the Position Statement and the Guidelines are accessible from the Assistant FAQ document on the ASHA website. Click to continue

  17. WV Licensure • The West Virginia Board of Examiners in Speech-Language Pathology and Audiology has developed regulations governing speech-language pathology assistants. • To view the WVBESLPA website click here Click to continue

  18. Guiding Documents • WVDE, ASHA, & WVBESLPA Documents address many of the same items but there are some differences in the actual requirements. • Click on comparisons to examine the similarities and differences among these three documents in more detail. Click to continue

  19. Other Professional Linkages • SLPs who belong to ASHA are also governed by the organization’s Code of Ethics. • Individual Principles of Ethics and Rules of Ethics address issues of working with assistants / support personnel. See Principles & Rules • Link to ASHA’s Code of Ethics document . Click to continue

  20. According to WVDE… • The following 16 slides address items specific to the WVDE Guidelines for working with speech assistants. Click to continue

  21. Registering the Assistant • WVDE process for registering a speech assistant: • Assistants must meet criteria specified in WVDE Guidelines. • Superintendent’s recommendation & verification that assistant is the “most qualified candidate” & that no fully certified SLP has applied for the position must be submitted. • Form 38 ( Temporary Authorization & Form 38A Temporary Authorization-- both are contained in one document) must be completed and submitted. Click to continue

  22. Supervising the Speech Assistant • According to WVDE…. • Who develops the plan for supervising the communication assistant? • “It is the responsibility of the supervising SLP and the special education director to collaboratively design and implement a supervision system that maintains the highest possible standard of quality.” (WVDE Guidelines p. 8) Click to continue

  23. The Supervision Plan • The supervising SLP and special education director collaboratively design and implement a supervision system. • The amount and type of supervision required should be based on the skills and experience of the speech assistant. • The supervisory responsibilities should be mutually agreed on by the supervising SLP and special education director. • (WVDE Guidelines p.11) Click to continue

  24. Documenting The Supervision Plan • To complete the supervision plan the SLP and Director of Special Education must complete and submit appropriate documentation. See the documentation form in found in this module. Click to continue

  25. Supervisor Requirements • WVDE Guidelines specify: 1. SLP must hold a master’s degree 2. SLP must be certified through WVDE 3. SLP must have practiced speech-language pathology for at least two (2) years following certification. Click to continue

  26. What are the Supervising SLP’s Responsibilities? • The amount of supervision depends on the complexity of the case and the experience of the assistant. • 14 Specific responsibilities are listed in the WVDE Guidelines. • These are listed on the next slide. Click to continue

  27. 1. Inform families 2. Represent team 3. Determine caseload 4. Communicate with families 5. Diagnosis & evaluation 6. IEP review 7. Delegate tasks to assistant 8. Develop/ Review IEP 9. Interactions w/ other professionals 10. Review & sign progress notes 11. Coordinate assistant training 12. Provide & document supervision 13. Ensure practice is within scope of responsibility 14. Performance appraisal of assistant SLP Supervision Responsibilities Click to continue

  28. Detailing the SLP’s Supervision Responsibility • For Detailed discussion of SLP Supervision Responsibilities go to WVDE Guidelines (Scroll down to pages 11-12). Click to continue

  29. Supervision Issues • Questions & Answers • Answers from the WVDE Guidelines Document Click to continue

  30. How Much Supervision? • At least 30% supervision weekly • 20% must be direct supervision IN THE FIRST 90 WORKDAYS Click to continue

  31. How Much Supervision? • Additional supervision, beyond the minimum 30% may be necessary depending on the skills of the assistant. • The amount of supervision may be adjusted depending on needs of individual served, and the nature of the assigned tasks • The minimum recommended is 20% supervision, with no less than 10% being direct. AFTER THE 90-DAY WORK PERIOD Click to continue

  32. What Is Direct Supervision? • Direct supervision means on-site, in-view observation and guidance. Click to continue

  33. What Is Indirect Supervision? • Demonstration • Record review • Review and evaluation of audio or videotaped sessions • Interactive television • Supervisory conference conducted by telephone Indirect supervision may include: Click to continue

  34. What Happens if the Supervisor is NOT Available? If for ANY reason the supervisor is no longer available to provide the level of supervision stipulated, the assistant may NOT perform tasks until an appropriately certified SLP has been designated as the assistant’s supervisor. Click to continue

  35. How Many Assistants May an SLP Supervise? At no time may an SLP supervise more than three ( 3) speech assistants. Click to continue

  36. Details About Supervision For Detailed discussion of SLP Supervision Requirement go to WVDE Guidelines (Scroll down to pages 12-13). Click to continue

  37. Tips for Supervision • Effective Supervision is: • an opportunity for teaching • an opportunity provide feedback in a way that facilitates learning • an opportunity to develop professional relationship TIPs for Supervising SLPAs Supervisor Evaluation Form Click to continue

  38. Defining & communicating the job activities and tasks that are within the scope of responsibilities as speech-language pathology assistant. Counseling and coaching for improved performance. Providing job-related instruction including planning and organizing the work to be delegated to the SLPA. Components of Effective Supervision of SLPAs Placeholder Click to continue

  39. Evaluating the performance of the SLPA Providing formative feedback to the SLPA Providing consequences for less than acceptable performance Arranging the environment to support a positive performance Components of Effective Supervision of SLPAs …from Moore, S.M. & Pearson, L. (2003) Competencies and strategies for speech-language pathology assistants. Delmar Learning: Clifton Park, NY. Click to continue

  40. Formal & informal notes Verbal feedback Documented observations Checklists Data related to client’s progress from Moore, S.M. & Pearson, L. (2003) Competencies and Strategies for Speech-Language Pathology Assistants. Delmar Learning: Clifton Park, NY Feedback Strategies Click to continue

  41. Feedback from satisfaction surveys ( families, students, educators etc.) Feedback from other staff members Regularly scheduled conferences Videotape of session Electronic feedback Formal performance appraisal procedures accepted by the site …from Moore, S.M. & Pearson, L. (2003) Feedback Strategies Click to continue

  42. Forms • A number of forms have been included in this module for your use. These are available in two different formats. 1. Type in the form on your computer. You have the option of opening the form, saving it to your computer or a disk, and typing information by tabbing from field to field. 2. Print and use forms. You may opt to print the forms and type in them or complete by hand. Feel free to print and use as they exist or adapt as you need. Click to continue

  43. Forms • Forms to Download and/or Print : • Direct Observation Form Word Document or PDF • Observation Skill Assessment Word Document or PDF • Supervisor Contact Log Word Document or PDF • Summary Observation Log Word Document or PDF • SLPA Session Documentation Form Word Document or PDF • SLPA Self-Evaluation Form Word Document or PDF Click to continue

  44. Forms • Forms to Download and complete on your computer** • Direct Observation Form Word Document • Observation Skill Assessment ‡ Word Document • ** NOT ALL FORMS ARE AVAILABLE IN THIS FORMAT • ‡ Source: ASHA (1999). Practical Tools and Forms for Supervising Speech-Language Pathology Assistants Click to continue

  45. Supervision Plan Documentation • Download and complete on your computer : • Supervision Plan Documentation Word Document • Download to Print : • Supervision Plan Documentation • Word Document OR PDF • ( Note: Only one version of the form needs to be completed-- both formats are included for your convenience) Click to continue

  46. Resources • Resources used to compile this module are available for your use in either Word or PDF format. Click to continue

  47. This module was developed through a grant funded • by the West Virginia Department of Education Content: Cheryl L. Prichard, Ed.D., CCC-SLP Lynn R. Cartwright, Ed.D., CCC-SLP Design : Cheryl L. Prichard, Ed.D., CCC-SLP Place holder

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