Fit for Practice: New Models for Clinical Placements

Baxter, Sue

doi:10.1002/9780470777909.ch6

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…This might take the form of a weekly seminar where broad clinical topics are discussed amongst all student clinicians under the supervisor's direction. Peer learning is another non-traditional approach during which two student clinicians share the same practicum experience and supervisor (Grundy, 2004) with the intent of working collaboratively with their partner and gaining experience that will be beneficial when they are later part of professional interdisciplinary teams (Baxter, 2004).…”

Section: Clinical Supervision In Slpmentioning

confidence: 99%

Pre-Professional Training for Serving Children With ASD

Donaldson

2015

Teacher Education and Special Education

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Children with autism spectrum disorder (ASD) often present with varied skill profiles and levels of severity making development and implementation of specialized school services challenging. Research indicates that school professionals require and desire additional ASD-specific professional development, both at the pre- and in-service levels. Speech–language pathologists (SLPs) are one member of a school-based team who frequently serve children with ASD. Due to broad graduate training requirements (across the life span), SLPs receive limited ASD-specific clinical education, which may affect their contributions on school-based intervention teams. Given these issues, this article aims to briefly describe an apprenticeship model of clinical supervision, which may be well suited to preparing SLPs to significantly contribute to school teams serving children with ASD; present a case illustration of the use of this model within university graduate program; and briefly discuss implications for pre- and post-professional education and development.

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Section: Clinical Supervision In Slpmentioning

confidence: 99%

Pre-Professional Training for Serving Children With ASD

Donaldson

2015

Teacher Education and Special Education

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“…Some of these came from within the SLT profession itself, as expansion of the SLT knowledge base resulted in increased specialization and, thus, the diversity of SLT practice (Brumfitt, Enderby & Hoben 2005; Bunning 2005). Others, such as the changes in patterns of healthcare delivery and concept of clinical governance (Department of Health 1998), reduced opportunities for students to learn through the direct, long‐term contact with patients which has been a key element in the development of therapy skills (Baxter 2004; McAllister 2005).…”

Section: Teaching and Learning For Speech And Language Therapymentioning

confidence: 99%

Speech and language therapy students’ perceptions of learning in a university clinical setting

Brumfitt

Freeman

2007

Learn Health Soc Care

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A university speech and language therapy clinical learning experience was evaluated. A group of postgraduate pre‐registration speech and language therapy students were placed with a group of adults with severe acquired dysarthria for a period of 10 once‐weekly sessions with a lecturer‐therapist in charge. In order to examine the student perspective, a focus group was held before the commencement of the placement and a second group held at the end of the placement. The evaluation of the data from the focus groups demonstrated that it was possible to identify a range of factors which influenced learning in this context.

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Fit for Practice: New Models for Clinical Placements

Cited by 2 publications

References 9 publications

Pre-Professional Training for Serving Children With ASD

Pre-Professional Training for Serving Children With ASD

Speech and language therapy students’ perceptions of learning in a university clinical setting

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