TRAINING MODULE
Supervising Speech-Language
Pathology Assistants (SLPAs)
Roles and Responsibilities
Resources
West Virginia Department of Education
Office of Special Programs
Introducing this Module
 This module is designed to provide information and
guidance for speech-language pathologists (SLPs)
supervising speech assistants.
 The supervising SLP should view this module and
document completion of the module on the supervision
plan form.
 A module is also available for speech assistants which
must be completed and documented on the supervision
plan.
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.
WVDE Guidelines
 WVDE developed Guidelines for the Use of Speech
Assistants in West Virginia Public Schools
• Provides guidance to WV school districts.
• Outlines roles/responsibilities of SLPA and supervising
SLP.
 American Speech-Language-Hearing Association (ASHA)
resources were incorporated into guidelines.
 To access the document, click on the following link:
http://wvde.state.wv.us/osp/guidelinesforspeechasst.pdf
West Virginia Department of Education (WVDE)
Definition: Speech Assistants
• Speech Language Pathology Assistants (SLPA) individuals who may provide services to students with
communication disorders under the guidance and
direction of a certified SLP.
• SLPAs 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)
ASHA DEFINITION AND REFERENCES
Support Personnel
• Definition: Support personnel: people who, following
academic and/or on-the-job training, perform tasks as
prescribed, directed, and supervised by certified speechlanguage pathologists. There are different levels of
support personnel based on training and scope of
responsibilities.
• ASHA References
– Speech-Language Pathology Assistant Scope of Practice (2013)
• http://www.asha.org/uploadedFiles/SP2013-00337.pdf
– SLPA Frequently Asked Questions
• http://www.asha.org/associates/SLPA-FAQs/
Criteria: Speech Assistant
 Hold a minimum of a bachelor’s degree in speech
pathology or communication disorders from an accredited
institution;
 Be employed by a local West Virginia board of education;
 Receive
the
recommendation
of
the
district
superintendent verifying that the applicant is the most
qualified candidate for the position and that no fully
certified speech-language pathologist has applied for the
available position; and
 Complete Form 38 & Form 38A and submit them to the
Office of Personnel Preparation , WVDE
Speech Assistant
Roles and Responsibilities
 Provide direct and indirect speech therapy services to
students under the supervision of a certified SLP.
 Participate with the SLP in research projects, staff
development and public relations programs, as
deemed appropriate by the SLP.
 Assist with other clerical duties as assigned by the
supervising SLP.
 Schedule activities, prepare charts, records, graphs, or
otherwise display data.
WVDE Application Forms
•
FORM 38 “Temporary Authorization for Speech Assistant”
& Form 38A, “Supplement to Form 38” are contained in
one document must be completed and submitted to the
WVDE, Office of Personnel Preparation
•
http://wvde.state.wv.us/certification/forms/documents/Form38.pdf
•
Contact WVDE Office of Professional Preparation for
questions : http://wvde.state.wv.us/certification/
•
•
Scottie Ford, smford@access.k12.wv.us
Sherri Hudnall shudnall@access.k12.wv.us
Supervision Requirements
Speech 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)
• Supervision Plan MUST be completed and submitted
annually for approval to:
Kathy Knighton (kknighto@access.k12.wv.us)
Office of Special Programs
West Virginia Department of Education
•
WVDE, 2005
WVDE, 2005
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)
Supervisor Requirements
WVDE Guidelines specify
SLP must hold a master’s degree
SLP must be certified through WVDE
SLP must have practiced speech-language
pathology for at least two (2) years following
certification.
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.
SLPA Supervision
Responsibilities
1. Inform families
2. Represent team
3. Determine caseload
4. Communicate with
families
5. Diagnosis &
evaluation
6. IEP review
7. Delegate tasks to
assistant
8. Develop/ Review IEP
WVDE, 2005
9. Interactions w/ other
professionals
10. Review & sign progress
notes
11. Coordinate assistant
training
12. Provide & document
supervision
13. Ensure practice is within
scope of responsibility
14. Performance appraisal
of assistant
How Much Supervision?
SLPAs: New Employees
In the first 90 days
• At least 30% supervision weekly
• 20% must be direct supervision
Returning SLPAs
• Supervision may be adjusted depending on skills
of SLPA based on previous evaluation data
How Much Supervision?
AFTER THE 90-DAY WORK PERIOD……
 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.
What Is Direct Supervision?
• Direct supervision means on-site,
in-view observation and guidance.
What Is Indirect Supervision?
Indirect supervision may include:
• Demonstration
• Record review
• Review and evaluation of audio or videotaped
sessions
• Interactive television
• Skype – Facetime
• Supervisory conference conducted by telephone
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.
How Many Assistants
May an SLP Supervise?
At no time may an SLP supervise more
than three ( 3) speech assistants.
SLPA FORMS
These forms are to be used by the LEA and SLPA to document the
services provided. There is no requirement to submit to the WVDE.
• Session Documentation Form
Use to document goals, materials, activities,
evaluation and comments about sessions
with students
• SLPA Self-Evaluation Form
Use to evaluate your clinical performance during
direct therapy sessions with students
• Supervising SLP Evaluation Form
Use this to evaluate your supervisor and his/her
clinical interactions with you
Supervising SLP FORMS
These forms are to be used by the LEA and supervising SLP
to document the services provided. There is no
requirement to submit to the WVDE.
• WVDE Direct Observation Form
• Use to record direct observation suggestions and
follow-up
• Supervision Log Direct / Indirect
• Use to record direct and indirect supervision
• WVDE Summary Observation Log
• Document number of sessions provided and
percentage of sessions supervised
WVDE, 2005
Tips for Supervision
• Effective Supervision is:
an opportunity for teaching
an opportunity to provide feedback in a
way that facilitates learning
 an opportunity to develop professional
relationship
Components of Effective
Supervision of SLPAs
Defining & communicating the job activities and
tasks that are within the scope of responsibilities
of a 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.
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.
WVDE, 2005
Feedback Strategies
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Formal & informal notes
Verbal feedback
Documented observations
Checklists
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
Data related to client’s progress
from Moore, S.M. & Pearson, L. (2003) Competencies and Strategies for SpeechLanguage Pathology Assistants. Delmar Learning: Clifton Park, NY
WVDE, 2005
Resources
Moore, S.M. & Pearson, L. , Competencies and
Strategies for Speech-Language Pathology Assistants.
Delmar Learning: Clifton Park, NY (2003)
SLPA Questions and Answers (WVDE Website)
Questions:
Kathy Knighton, Office of Special Programs
(kknighto@access.k12.wv.us) 304-558-2696
WVDE, 2005
THANK-YOU!!!!!
3/23/2016