Specialty Board Update The Board continues to be concerned about the relatively small number of specialists in fluency disorders who have been recognized as mentors. Fewer than 20% of the Board Recognized Specialists in Fluency Disorders (BRS/FD) have sought to be recognized as mentors, which could jeopardize the implementation of current specialty ... SIG News
SIG News  |   December 01, 2001
Specialty Board Update
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Fluency Disorders / SIG News
SIG News   |   December 01, 2001
Specialty Board Update
SIG 4 Perspectives on Fluency and Fluency Disorders, December 2001, Vol. 11, 20. doi:10.1044/ffd11.4.20
SIG 4 Perspectives on Fluency and Fluency Disorders, December 2001, Vol. 11, 20. doi:10.1044/ffd11.4.20
The Board continues to be concerned about the relatively small number of specialists in fluency disorders who have been recognized as mentors. Fewer than 20% of the Board Recognized Specialists in Fluency Disorders (BRS/FD) have sought to be recognized as mentors, which could jeopardize the implementation of current specialty recognition standards if clinicians wishing to acquire the knowledge, clinical skills, and experiences now required for specialty recognition are discouraged by the limited availability of mentors.
The mentoring process is intended to ensure that certified speech-language clinicians who wish to become Board-Recognized Specialists in Fluency Disorders receive guidance and support of their professional development in this clinical specialty. With the assistance of a Board-Recognized Mentor, candidates for specialty recognition develop and complete 100-hour plans of educational and guided clinical practice activities that will expand and refine their knowledge and clinical skills in assessing and successfully managing fluency disorders.
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