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Bedore, Lisa M. PhD; Pérez, Anita Méndez PhD; White, Melissa D. MA
Bilingual speech–language pathology trainees face a dual challenge. They must gain clinical competence as defined by the American Speech-Language-Hearing Association's Knowledge and Skills Assessment (2003) and gain proficiency related to bilingual service delivery. Collaborative script-based experiences allow them to gain bilingual experience from the beginning of their training. In collaborative script-based experience, novice clinicians collaborate with expert clinicians and/or educators to reach common goals in service delivery. The graduate clinician carries out specific intervention tasks that may be scripted in Spanish. The bilingual supervisor scaffolds service delivery by directly participating in intervention planning and delivery. Collaborative learning scripts potentially shorten learning cycles because graduate clinicians have access to concrete feedback in context and make immediate changes in their teaching activities.
© 2008 Lippincott Williams & Wilkins
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bilingual, clinical teaching, collaborative scripts, knowledge and skills acquisition, Spanish, speech-language pathology, supervision, trainees
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