Personnel in Audiology and Speech-Language Pathology 1. Why is there a need for support personnel? 2. Do all states regulate speech-language pathology assistants (SLPAs)? 3. What types of supervisory requirements are included in some state regulations and what are ASHA’s recommendations for supervision of an SLPA? 4. What tasks can and cannot be given to an SLPA? 5. Does ASHA have a credentialing process for SLPAs? Chapter 26 Supervision and Mentoring 1. Discuss Anderson’s continuum of supervision and what occurs at each the three stages? 2. What style of supervision would you expect when a supervisee is beginning clinical practice? Do not answer. This needs my personal perspective. 3.What percentage of time is a supervisor required to supervise a graduate student? 4.What ethical issues may arise in the supervisory relationship? 5. How is a mentor different than a supervisor? Resources: book: Hudson, M. W., & DeRuiter, M. (2021). Professional issues in speech-language pathology and audiology. (5th ed.). Plural Publishing. Chapter 13: Support Personnel in Audiology and Speech-Language Pathology Chapter 26: Supervision and Mentoring Website: Read about SLPAs scope of practice, supervision requirements, etc. on ASHA’s website. American Speech-Language-Hearing Association. (n.d.). Speech-language pathology assistants. https://www.asha.org/practice-portal/professional-issues/speech-language-pathology-assistants/#collapse_3 American Speech-Language-Hearing Association. (n.d.). Frequently asked questions about student supervision. https://www.asha.org/slp/supervisionfaqs/.
