Supervising Communication Assistants Resources for Self-Paced Instruction

Supervising Communication Assistants

Resources for

Self-Paced Instruction

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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.


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• 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.



• 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.


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• 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.




• 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.


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 If you have an old version of Acrobat Reader you may

wish to update now.wish to update now.)• Microsoft Word Document Viewer

http://www.microsoft.com/downloads/details.aspx?FamilyID=95e24c87-8732-48d5-8689-ab826e7b8fdf&DisplayLang=en

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Beginning your module

• To access links to online information or other documents remember to click on the underlined words NOT the helper icon.– Click WVDE website to 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.


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Historical Perspective

•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.

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ASHA: SLPA Chronology

• 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).

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ASHA: SLPA Chronology(continued)

• 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).

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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 )

http://www.asha.org/about/membership-certification/faq_slpasst.htm

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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)


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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)


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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.


http://wvde.state.wv.us/ose/Documents.html#SpeechAssists

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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.


http://www.asha.org/about/membership-certification/faq_slpasst.htm

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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


http://www.wvspeechandaudiology.org/index.htm

http://www.wvspeechandaudiology.org/index.htm

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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.


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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 .


http://www.asha.org/NR/rdonlyres/F51E46C5-3D87-44AF-BFDA-346D32F85C60/0/v1CodeOfEthics.pdf

http://www.asha.org/NR/rdonlyres/F51E46C5-3D87-44AF-BFDA-346D32F85C60/0/v1CodeOfEthics.pdf

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According to WVDE…

The following 16 slides address items specific to the WVDE Guidelines for working with speech assistants.


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Registering the Assistant

WVDE process for registering a speech assistant:1. Assistants must meet criteria specified in WVDE

Guidelines. 2. Superintendent’s recommendation & verification that

assistant is the “most qualified candidate” & that no fully certified SLP has applied for the position must be submitted.

3. Form 38 ( Temporary Authorization & Form 38A Temporary Authorization-- both are contained in one document) must be completed and submitted.


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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)


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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)


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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.


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Supervisor Requirements

WVDE Guidelines specify: 1. SLP must hold a master’s degree2. SLP must be certified through WVDE3. SLP must have practiced speech-language

pathology for at least two (2) years following certification.


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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.


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SLP Supervision Responsibilities

1. Inform families2. Represent team3. Determine caseload4. Communicate with families5. Diagnosis & evaluation6. IEP review7. Delegate tasks to assistant

8. Develop/ Review IEP

9. Interactions w/ other professionals

10. Review & sign progress notes11. Coordinate assistant training 12. Provide & document

supervision13. Ensure practice is within scope

of responsibility14. Performance appraisal of

assistant


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Detailing the SLP’s Supervision Responsibility

For Detailed discussion of SLP Supervision Responsibilities go to WVDE Guidelines (Scroll down to pages 11-12).


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Supervision Issues

Questions & Answers

Answers from the WVDE Guidelines Document


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How Much Supervision?

• At least 30% supervision weekly

• 20% must be direct supervision

IN THE FIRST 90 WORKDAYS


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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



What Is Direct Supervision?

Direct supervision means on-site, in-view observation and guidance.

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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:


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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.


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How Many Assistants May an SLP Supervise?

At no time may an SLP supervise more than three ( 3) speech assistants.


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Details About Supervision

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


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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



Components of Effective Supervision of SLPAs

• 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.

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Components of Effective Supervision of SLPAs

• 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

…from Moore, S.M. & Pearson, L. (2003) Competencies and strategies for speech-language pathology assistants. Delmar Learning: Clifton Park, NY.

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Feedback Strategies

• 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

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Feedback Strategies

• 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)

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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.

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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


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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** NOT ALL FORMS ARE AVAILABLE IN THIS FORMAT

‡ Source: ASHA (1999). Practical Tools and Forms for Supervising Speech-Language Pathology Assistants


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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 Note: Only one version of the form needs to be completed-- both

formats are included for your convenienceformats are included for your convenience)


http://www.microsoft.com/downloads/details.aspx?FamilyID=95e24c87-8732-48d5-8689-ab826e7b8fdf&DisplayLang=en

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Resources

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


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This module was developed through a grant funded

by the West Virginia Department of Education

Content: Cheryl L. Prichard, Ed.D., CCC-SLPLynn R. Cartwright, Ed.D., CCC-SLP

Design : Cheryl L. Prichard, Ed.D., CCC-SLP

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