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Collaborative Script-Based Experiences for Bilingual Speech–Language Pathology Trainees

Bedore, Lisa M. PhD; Pérez, Anita Méndez PhD; White, Melissa D. MA

doi: 10.1097/01.TLD.0000333600.30468.c8

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.

From the Department of Communication Sciences and Disorders, The University of Texas at Austin

The authors thank the graduate students who have participated in the clinical rotations discussed here and specifically those who agreed to share parts of their lesson plans for this article (Rocio Norman, Jennifer Garcia, and Emily Mohr). We also thank Hays CISD, Del Valle ISD, and Pflugerville ISO for their participation.

Corresponding author: Lisa M. Bedore, PhD, Department of Communication Sciences and Disorders, The University of Texas at Austin, 1 University Station A1100, Austin, TX 78712 (e-mail:

© 2008 Lippincott Williams & Wilkins