SIG 11 Perspectives Vol. 21, No. 3, October 2011

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SIG 11 Perspectives Vol. 21, No. 3, October 2011

This issue covers topics related to a detailed look at promotion requirements for clinical faculty positions, suggested material for clinical training in the area of prevention, the benefits of telepractice, the SLP’s role in audiological screenings, how to use a rubric format to evaluate student generated professional reports, and how to utilize technology in the provision of feedback to student clinicians.

Learning Outcomes
You will be able to:

  • Identify the most important considerations for promotion for clinical faculty members.
  • Identify the promotion process for clinical faculty members.
  • List responsibilities of clinical faculty members.
  • Identify the professional mandate to university training programs in SLP for clinical training in prevention.
  • Identify the relationship between a focus on emergent literacy and the prevention of difficulties with written language.
  • Identify features of Camp JumpStart which target the prevention of difficulties with written language at the preschool level.
  • Identify the features of CampStart which permit graduate students to construct professional knowledge and skills related to assessment and facilitation of emergent literacy knowledge in preschoolers.
  • List benefits of initiating telepractice services.
  • List barriers to establishing telepractice services.
  • List knowledge and skills needed for SLPs to conduct hearing screenings.
  • List SLP responsibilities and procedures in conducting hearing screenings.
  • Define or describe rubrics and explain how they can be used to evaluate performance.
  • Describe the benefits and drawbacks of using rubrics to evaluate student generated clinical reports.
  • Describe the process and resources needed to develop and implement a rubric applicable to their work setting.
  • List ways in which clinical educators might provide student clinicians in clinical training programs with feedback that is relevant, evidenced based, and culturally sensitive.
  • Identify student and faculty perceptions of clinical feedback regarding the use of handwritten feedback versus feedback provided via the Apple iPad.

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Instructor Disclosure: Not available. The content for this program was developed and published prior to the ASHA Continuing Education Board requiring instructional personnel to provide financial and nonfinancial disclosure statements.

Continuing Education

: 0.2 PDHs: 2.0
: 10/1/2011 to 7/6/2014
: Intermediate

Product Information

Item #(s): WEBS112113
Format(s): SIG Perspectives and Exam
Language: English
Author: A Collaborative Project of ASHA Professional Development and SIG 11, Administration and Supervision

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