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| Foreword | |
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| Preface | |
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| Preface to the Original Edition | |
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| Introduction | |
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| Describing Supervision and Supervisors | |
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| Settings for Supervision | |
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| Complexities of the Supervisory Process | |
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| Characteristics of Supervisors--Demographic Data | |
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| Purposes of Supervision | |
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| Purposes in Speech-Language Pathology and Audiology | |
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| A Definition for Speech-Language Pathology or Audiology | |
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| Summary | |
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| Anderson's Continuum Model of Supervision | |
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| Is There a Methodology? | |
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| Development of Supervisory Behaviors | |
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| Management Literature from Other Disciplines | |
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| Leadership and Supervision in Education | |
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| Supervisory Approaches in Speech-Language Pathology and Audiology | |
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| The Continuum of Supervision in Speech-Language Pathology and Audiology | |
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| Summary | |
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| Sample Scripts of a Direct, Direct-Indirect, and Indirect Supervisory Conference | |
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| Components of the Supervisory Process | |
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| Understanding the Supervisory Process | |
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| Planning | |
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| Observing | |
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| Analyzing | |
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| Integrating | |
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| Practical Research in Supervision | |
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| Important Factors to Consider in Designing Future Studies | |
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| Summary | |
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| Clinical Supervision in Speech-Language Pathology: a Position Statement | |
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| Understanding the Supervisory Process | |
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| Purpose of the Component | |
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| Treatment of the Supervisory Process in Conferences | |
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| Understanding Roles in the Supervisory Process | |
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| Expectations for Supervision | |
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| Anxiety in the Supervisory Process | |
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| Implications for Participants in the Supervisory Process | |
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| Preparing for Supervision | |
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| Teaching Supervisees About the Supervisory Process | |
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| Summary | |
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| Research Issues and Questions | |
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| Larson's Supervisory Expectations Rating Scale | |
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| Larson's Supervisory Needs Rating Scale | |
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| Tihen's Expectations Scale | |
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| Broyles et al. Supervision Surveys | |
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| Powell's Attitudes Toward Clinical Supervision Scale | |
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| Supervisory Conference Rating Scale | |
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| Casey's Supervisory Skills Self-Assessment | |
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| Planning the Supervisory Process | |
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| Fourfold Planning | |
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| Assessment of Supervisees | |
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| Implementing the Planning Component | |
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| Planning the Supervisory Process | |
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| Realities of Planning | |
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| Summary | |
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| Research Issues and Questions | |
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| The Wisconsin Procedure for Appraisal of Clinical Competence (W-PACC) | |
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| Indiana University Evaluation of Speech-Language Pathology Student Practicum | |
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| Bartlett's Supervisory Action Plan | |
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| Observing in the Supervisory Process | |
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| Purposes of Observation | |
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| Characteristics of Observation | |
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| Importance of Observation | |
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| Planning the Observation | |
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| Strategies for Observation | |
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| Development of Observational Techniques | |
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| Analysis Systems in Speech-Language Pathology and Audiology | |
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| Where have All the Systems Gone? | |
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| Other Methods of Recording Observations | |
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| Summary | |
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| Research Issues and Questions | |
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| Kansas Inventory of Self-Supervision (Kiss) | |
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| Boone and Prescott Interaction Analysis System | |
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| Analysis of Behavior of Clinicians (ABC) System | |
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| Analyzing the Supervisory Process | |
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| Scientific Aspects of Analysis | |
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| Importance of Analysis | |
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| Purposes of Analysis in Supervision | |
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| Methods of Analysis | |
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| Determining the Content of the Supervisory Conference | |
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| Evaluation | |
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| Summary | |
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| Research Issues and Questions | |
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| Formative Evaluation Tool | |
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| Integrating the Components | |
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| Scheduled Conferences | |
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| Communication in the Conference | |
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| Skills for Facilitating Communication in the Conference | |
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| Interpersonal Aspects of the Conference | |
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| Planning for the Conference | |
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| Feedback | |
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| Conferences | |
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| What's a Supervisor to Do? | |
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| Summary | |
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| Research Issues and Questions | |
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| Preparation for the Supervisory Process | |
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| Preparation in Speech-Language Pathology and Audiology | |
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| Models for Preparation in the Supervisory Process | |
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| Is Education in Supervision Effective? | |
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| Need for Research on Preparation of Supervisors | |
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| Outcomes of the Supervisory Process | |
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| Steps in Self-Study | |
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| Obtaining Feedback About the Supervisory Process | |
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| Use of Interaction Analysis Systems | |
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| Realities of Studying the Conference | |
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| Summary | |
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| Underwood System for Analyzing Supervisor-Clinician Behavior | |
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| The Culatta and Seltzer Interaction Analysis System | |
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| McCrea's Adapted Scales for Assessment of Interpersonal Functioning | |
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| Smith's Adapted Mosaics Scale | |
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| Accountability | |
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| Accountability Systems Within the Professions | |
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| Accountability in Service Delivery Settings | |
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| Accountability Systems External to The Profession | |
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| Supervisor Accountability | |
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| Leadership, Administration, and Management | |
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| Summary | |
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| Supervision across Settings | |
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| Supervision in Service Delivery Settings | |
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| Supervision of the Off-Campus Practicum | |
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| Supervision of the Clinical Fellowship | |
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| Summary | |
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| The Supervision of Speech-Language Pathology Assistants | |
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| Background | |
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| Scope of Responsibility | |
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| Utilization and Training of Speech-Language Pathology Assistants | |
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| Supervision of Speech-Language Pathology Assistants | |
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| Knowledge and Skills for Supervisors of Speech-Language Assistants | |
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| Perparation for the Supervisory Process | |
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| Accountability | |
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| Summary | |
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| Cases for Discussion | |
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| ASHA Knowledge and Skills for Supervisors of Speech-Language Pathology Assistants | |
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| Skills Proficiency Checklist | |
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| Direct Observation Follow-Up Contract | |
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| SLPA Self-Evaluation of Treatment Session | |
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| SLPA Individual Learning Plan | |
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| SLPA Weekly Activity Log | |
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| SLPA Weekly Activity Record | |
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| Supervisor Log of Direct and Indirect Observations | |
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| Speech-Language Pathology | |
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| Case Problems | |
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| Master's Student | |
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| Failing Intern | |
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| Employee in an Acute Care Hospital | |
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| Employee in a Rehabilitation Facility | |
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| Controlling Supervisor | |
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| SLP in School Setting | |
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| References | |
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| Name Index | |
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| Subject Index | |