Perspectives on Administration and Supervision

Coordinator's Column

Victor, S. — 2008-03-01

The ASHA Board of Ethics: An Update on Roles, Responsibilities, and Educational Resources

Diefendorf, A. O. — 2008-03-01

This article reviews the purpose of the ASHA Board of Ethics as a supportive body whose primary charge is to assist in the professional development of ethical practice within and among the membership of ASHA. Although this body enforces the rules of conduct established by the code, one of its primary purposes is to review, revise, and disseminate changes or opinions of ASHA in response to issues as they arise in professional practice and research. As such, this article provides a list of current ASHA Issues in Ethics Statements, articles, and tabled summaries of the principles and rules of the current ASHA code used for filing complaints. This article suggests that ASHA members should view the ASHA Code of Ethics as a mindset instead of a rule book and the ASHA Board of Ethics as a resource for advisement and interpretation rather than the enforcer of the rules.

2008 Update on the Medicare Exceptions Process

Fifer, R. C. — 2008-03-01

Since 1999 when Medicare caps first became effective, providers have had to pay close attention to the claims process. This article summarizes the Medicare Exceptions Process that, for 2007, underwent a number of changes. The Centers for Medicare and Medicaid Services (CMS) Physician Fee Schedule Final Rule of November 27, 2007 made three important changes. These changes addressed certification for patient plan of care, personnel qualifications for therapists, and a review of Part B policies and their application to Part A settings that are projected to go into effect in July of 2008. Particular attention was given to explanations of the manual submission process and the change in definitions of "complexities" and of a "therapist."

A New Focus on Supervision: Looking to the Future

O'Connor, L. C. — 2008-03-01

This article examines some of our assumptions about clinical supervision, such as, good clinicians automatically make good supervisors, the major role of the supervisor is evaluation, and formal education is not necessary for engaging in supervision. It is important to examine what actions or future directions are necessary so that we do more than just say we recognize supervision as a distinct area of practice. It is time to identify actions professionals and/or the professions need to take in order to ensure quality supervision and, as a result, more effective clinical education. Suggestions include, among others, focusing on increased knowledge and understanding of the supervisory process in speech-language pathology and audiology, acknowledging that education in supervision makes a difference and creates opportunities for professionals to obtain such education, developing and distributing new professional policy documents that focus on supervision, recognizing and promoting a comprehensive definition of the supervisory process, developing tools to evaluate the effectiveness of supervisors, and promoting research that supports the efficacy of supervision in the professions. Supervision is necessary; it is guided by competencies that require training; it is both an art and a science; and, it is a specialty area of the professions.

Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

Wilson, M. W., Zylla-Jones, E. — 2008-03-01

The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of "at-risk" student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic's Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

Liability Issues in Clinical Practice

Scudder, S. G. — 2008-03-01

Legal liability is of concern for speech-language pathologists and audiologists in clinical practice. This paper offers general suggestions designed to help clinicians minimize the risks of liability in clinical practice. Suggestions include knowing and practicing within the standard of care of your profession, obtaining informed consent, being polite and caring with patients, documenting everything, verifying the licensure and certification of clinicians and other employees you hire, and organizing your business to limit your liability from the actions of others within your business and to protect your personal assets. The author recommends that you protect your promising career from being derailed by allegations of malpractice and negligence by continuing to develop your skills and structuring your clinical practice to provide the very best care to your clients and patients.