Supervisory Responses to Critical Teaching Incidents During Speech-Language Therapy

Abstract

Supervisors of student speech-language clinicians face dilemmas in deciding how to resolve problems when protégés experience difficulties during therapy sessions with clients. Decisions must consider appropriate levels of supervisor intrusiveness and the extent to which intrusions negatively affect client therapy and protégés' professional development. Using a writing prompt directed to speech-language supervisors of three different types (on-campus university supervisors, off-campus university supervisors, and cooperating clinicians), the current investigation found that five supervisory behaviors of six previously observed during critical teaching incidents in public school settings are used in speech-language contexts. Each is discussed; implications and recommendations follow.

Key Words:

• Clinical practicum
• clinical supervision
• supervisory behavior
• speech-language pathology