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Last revised 7-22-16
School of
Intervention and
Wellness
2016-2017
GRADUATE STUDENT HANDBOOK
SPEECH-LANGUAGE-PATHOLOGY PROGRAM
2016-2017
This Handbook is intended to provide all students in the speech-language pathology master's degree program with basic information about academic degree requirements for a major in Speech-Language Pathology. Each student is expected to read it carefully and see a graduate advisor or the program director if any questions or concerns arise. Students are responsible for knowing the information contained in the handbook, and sign a form indicating their understanding of this responsibility. This handbook supplements, but does not supersede, the degree requirements of the University and the College of Graduate Studies. It is not intended to be an all-inclusive document, but is intended as a guideline. Adopted 1993. Revised 1994, 1995, 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007, 8/2008, 7/2009, 8/2010, 8/2011, 8/2012, 10/2012, 7/2013, 8/2014, 8/2015, 8.2016
Last revised 7-22-16 i
Table of Contents MISSION STATEMENTS ................................................................................................................................................................ iv
University of Toledo .................................................................................................................................................................. iv
College of Health and Human Services .............................................................................................................................. iv
SLP Program ................................................................................................................................................................................. iv
THE UNIVERSITY OF TOLEDO IS AN EQUAL ACCESS, EQUAL OPPORTUNITY, AFFIRMATIVE ACTION
EMPLOYER AND EDUCATOR ..................................................................................................................................................... iv
College of Graduate Studies Academic Policy Statement ............................................................................................ 5
Recommended Grading Scale ................................................................................................................................................. 5
General Scholastic Requirements: ........................................................................................................................................ 5
ADMISSIONS....................................................................................................................................................................................... 7
UNDERGRADUAGE PREPARATION .......................................................................................................................................... 8
Bachelor of Science in Speech-Language Pathology – Degree Requirements .................................................... 9
GRADUATE PLAN OF STUDY IN SPEECH-LANGUAGE PATHOLOGY ....................................................................... 10
Requirements for Licensure and Certification include: ........................................................................................... 10
ADVISING .......................................................................................................................................................................................... 11
Sequence for Master's Degree in Speech-Language Pathology ............................................................................. 12
Plan of Study – Gold Track .................................................................................................................................................... 12
Plan of Study – Blue Track .................................................................................................................................................... 13
COMPREHENSIVE EXAMINATION ......................................................................................................................................... 14
THESIS OPTION ............................................................................................................................................................................. 15
2014 STANDARDS AND IMPLEMENTATION PROCEDURES FOR THE CERTIFICATION OF CLINICAL
COMPETENCE IN SPEECH-LANGUAGE PATHOLOGY .................................................................................................... 16
DISPUTE RESOLUTION .................................................................................................................................................................. 1
ASSISTANCE FOR ACADEMIC, CLINICAL, OR PERSONAL DIFFICULTIES ................................................................ 2
GRADUATION .................................................................................................................................................................................... 3
RECOMMENDED SEQUENCE FOR THE CERTIFICATION PROCESS ............................................................................ 3
To attain your ASHA Certification ........................................................................................................................................ 3
To attain your Ohio license in Speech-Language Pathology...................................................................................... 4
To attain your School Speech-Language Pathology License ..................................................................................... 4
Educational Licensure Requirements ................................................................................................................................. 4
To attain your Michigan license in Speech-Language Pathology ............................................................................ 5
THE AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION ................................................................................. 5
ASHA's goals include: ................................................................................................................................................................ 5
ASHA requires that: .................................................................................................................................................................... 6
LIFELONG EDUCATION ................................................................................................................................................................. 6
NATIONAL EXAMINATION IN SPEECH-LANGUAGE PATHOLOGY .............................................................................. 6
Last revised 7-22-16 ii
How We Help You to Meet ASHA Standards for the Certificate of Clinical Competence ............................... 7
CLINICAL FELLOWSHIP (CF) ................................................................................................................................................... 10
PROBATION AND DISMISSAL .................................................................................................................................................. 11
Probation and Dismissal Policy Statement .................................................................................................................... 11
Removal of Probationary Status ........................................................................................................................................ 11
LEAVE OF ABSENCE (LOA) ....................................................................................................................................................... 12
Academic Leave of Absence ................................................................................................................................................. 12
Personal Leave of Absence ................................................................................................................................................... 12
WITHDRAWAL FROM THE SLP PROGRAM ........................................................................................................................ 13
Entry and Re-Entry Policy: ................................................................................................................................................... 13
GENERAL PERSONAL APPEARANCE .................................................................................................................................... 14
Personal Appearance in the Classroom and Clinic/Intern Sites ........................................................................... 14
Personal Appearance in the Clinical Setting ................................................................................................................. 15
Consequences of Unacceptable Appearance:................................................................................................................ 15
CLASSROOM AND CLINIC BEHAVIORS ................................................................................................................................ 15
ALCOHOL, CHEMICAL SUBSTANCE AND TOBACCO USE ............................................................................................. 16
CLASSROOM/CLINIC MAINTENANCE .................................................................................................................................. 16
Food and Beverages ................................................................................................................................................................ 16
ATTENDANCE POLICIES ............................................................................................................................................................ 16
Excused Absences .................................................................................................................................................................... 16
Unexcused Absences and Tardiness ................................................................................................................................. 17
Attendance for Clinical Practicum/Internship ............................................................................................................. 17
INCLEMENT WEATHER POLICY ............................................................................................................................................. 17
Inclement Weather Policy Clinical Education .............................................................................................................. 17
CONDUCT IN USE OF SOCIAL MEDIA ................................................................................................................................... 18
Background ................................................................................................................................................................................. 18
Rationale for this Policy ......................................................................................................................................................... 18
Best Practices that SLP Students are Expected to Follow ....................................................................................... 18
Activities That May be Grounds for Dismissal from the SLP Program ............................................................... 19
Unprofessional Behavior that may be the Basis for Disciplinary Action .......................................................... 19
Student Organization Use of Social Networking Sites ............................................................................................... 19
HEALTH FORMS ............................................................................................................................................................................ 20
CHANGES IN HEALTH STATUS ............................................................................................................................................... 20
ESSENTIAL FUNCTIONS AND ACCOMMODATIONS ....................................................................................................... 21
Chronic Health Condition Not Requiring Accommodations ................................................................................... 22
STUDENT INFORMATION SHEET .......................................................................................................................................... 23
LIABILITY INSURANCE ............................................................................................................................................................... 23
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CRIMINAL BACKGROUND CHECK POLICY ......................................................................................................................... 23
IDENTIFICATION BADGES ........................................................................................................................................................ 24
COMPUTERS AND OTHER TECHNOLOGY .......................................................................................................................... 24
THE WRITING CENTER .............................................................................................................................................................. 24
EMERGENCIES IN THE CLASSROOMS, OFFICES OR CLINIC ....................................................................................... 24
Campus Police/Security ............................................................................................................................................................. 24
Emergency Notification .............................................................................................................................................................. 25
EMPLOYMENT (OUTSIDE THE UNIVERSITY) DURING GRADUATE SCHOOL ..................................................... 25
ADDITIONAL EDUCATIONAL OPPORTUNITIES .............................................................................................................. 26
Certificate Programs ............................................................................................................................................................... 26
Continuing Education ............................................................................................................................................................. 27
CAREER OPPORTUNITIES ......................................................................................................................................................... 27
Center for Experiential Learning and Career Services ............................................................................................. 27
Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology 33
http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/ ...................... 33
Complaint Procedures................................................................................................................................................................. 49
Procedures for Complaints Against Graduate Education Programs ................................................................... 49
Criteria for Complaints Against Graduate Education Programs ........................................................................... 49
Determination of Jurisdiction ............................................................................................................................................. 50
Evaluation of Complaint ........................................................................................................................................................ 51
Summary of Time Lines ......................................................................................................................................................... 53
Procedures for Complaints Against the Council on Academic Accreditation.................................................. 53
Criteria for Complaints Against CAA ................................................................................................................................ 53
Determination of Jurisdiction ............................................................................................................................................. 53
Evaluation of Complaint ........................................................................................................................................................ 54
Summary of Time Lines ......................................................................................................................................................... 55
How to Prepare for the NESPA ................................................................................................................................................ 56
Praxis Examination in Speech-Language Pathology ....................................................................................................... 56
An Advanced Review of Speech-Language Pathology: Preparation for the NESPA .......................................... 56
Review Course for the NESPA .................................................................................................................................................. 56
Praxis II: Subject assessment ................................................................................................................................................... 56
Study Guide: General Information and Study Tips .......................................................................................................... 56
Last revised 7-22-16 iv
THE GRADUATE SPEECH-LANGUAGE PATHOLOGY PROGRAM
MISSION STATEMENTS
University of Toledo
The mission of The University of Toledo is to improve the human condition; to advance knowledge
through excellence in learning, discovery and engagement; and to serve as a diverse, student-centered
public metropolitan research university.
College of Health and Human Services
The mission of the College of Health and Human Services is to make the world healthier by preparing
outstanding professionals through education, research, practice, and community engagement.
SLP Program
The Graduate Program in Speech-Language Pathology at the University of Toledo is dedicated to the
development of competent and caring entry-level speech-language pathologists. The program is
committed to quality teaching enhanced by faculty research with an emphasis on evidenced-based
practices in assessment and remediation of speech-language disorders in children and adults. Clinical
practicum is an integral part of the student’s development and such experiences are interspersed
throughout the student’s education to provide opportunities to apply previously learned approaches and
techniques under supervision.
Students will be prepared to meet the academic and clinical requirements for the ASHA Certificate of
Clinical Competence, to sit for the PRAXIS exam in speech-language pathology, to obtain
employment as Clinical Fellows, and to demonstrate knowledge and skills required of competent
entry-level speech-language pathologists.
THE UNIVERSITY OF TOLEDO IS AN EQUAL ACCESS, EQUAL
OPPORTUNITY, AFFIRMATIVE ACTION EMPLOYER AND EDUCATOR
The University of Toledo has declared a policy of providing equal opportunity in all policies and
procedures affecting employment and education. In conjunction with the objectives of the policy and
in accordance with the various local, state, and Federal laws, rules and regulations, the University is
committed to providing employment and educational opportunities without regard to race, color,
religion, sex, age, national origin, sexual orientation, veteran status and/or the presence of a disability.
PREPARING FOR THE PROFESSION OF SPEECH-LANGUAGE PATHOLOGY:
ACADEMIC STANDARDS
The Certificate of Clinical Competence (CCC) of the American Speech-Language-Hearing
Association (ASHA) is the only professional credential for speech-language pathologists recognized
in every state. Currently, candidates for the CCC must have completed the Master's degree or its
equivalent and nine months of supervised professional experience and must pass a national exam.
Although certification is a voluntary process, most clinics, hospitals, and other service facilities
require their employees to have the CCC. Forty-six states also require that speech-language
pathologists be licensed. Additionally, many states also have licensure requirements including Ohio
and Michigan. The University of Toledo’s College of Graduate Studies’ (COGS) guidelines and the
Speech-Language Pathology Program’s academic standards provide a pathway to successful
achievement of ASHA certification and state licensure.
College of Graduate Studies Academic Policy Statement
Realizing that professional educational programs are accountable to the public for the quality of their
graduates, the Speech-Language Pathology Program has established standards of admission,
retention, and graduation in accordance with its mission and philosophy. The Speech-Language
Pathology curriculum has been designed to prepare its graduates to meet the levels of comprehension
and competency expected of an entry-level speech-language pathologist. Furthermore, standards of
achievement and conduct for enrolled students have been set to insure adequate professional growth
and socialization during the professional component of speech-language pathology education.
Students are advised to review the College of Graduate Studies Graduate Student Handbook for
additional details not found in this document regarding the academic standards of the University of
Toledo (http://www.utoledo.edu/graduate/currentstudents/refsandrscs.html).
Recommended Grading Scale
94-100 = A 87-89= B+ 80-82= B- 73-76= C 67-69= D+ 60-62 = D-
90-93 = A- 83-86 = B 77-79=C+ 70-72= C- 63-66 = D Below 60 = F
The minimum acceptable grade to meet the Student Learning Outcomes is an 83% or B.
General Scholastic Requirements:
The Speech-Language Pathology Program (SLP), in accordance with the College of Graduate Studies
(http://www.utoledo.edu/graduate/files/AcademicStandards3_22_11.pdf), has established the
following scholastic requirements for SLP Program students.
1. A minimum GPA of 3.0 (B) is required to be in good standing in the SLP program. In
addition, a cumulative GPA of 3.0 or better in the professional course of study and the
approval of the Speech-Language Pathology Program faculty is required to enter into the
clinical internships and to graduate from the University of Toledo with a Master’s degree in
Speech-Language Pathology.
2. Students will be expected to demonstrate all competencies and skills (see the Student
Learning Outcomes; SLOs) at "83%" or better level in order to satisfactorily complete all
professional course requirements. Unsatisfactory completion of any assignment or course,
following remediation opportunities as described in the Action Plan Policy, will result in the
student being required to repeat the course or be subject to dismissal from the SLP Program –
in accordance with the policies outlined herein.
3. The maximum number of courses that may be repeated due to a grade below 83% (and not
meeting the competencies/skills required) is two courses for the SLP Program (i.e., one
didactic course and one clinic course). If a student receives below 83% (i.e., doesn’t meet one
or more competencies), the student will be placed on the appropriate level of Action Plan
(e.g., assignment, competency, course) and will be provided with a remediation opportunity to
meet the requisite knowledge and skills outcomes. The student will be dismissed from the
Program if he/she exceeds the allowed number of assignment (6), competency (3) and course
(2; 1 didactic and 1 clinic) action plans.
4. A didactic course, in which a grade below B (83%) is received, may be repeated one (1)
time in order to provide the student with another opportunity to demonstrate competency on
associated SLOs. If the course is not completed with a grade of B (83%) or better the second
time, the student will be dismissed from the Program.
5. The maximum number of practica (including internship) that can be repeated due to receipt
of a grade below B (83%), and in which the requisite knowledge and skills outcomes are not
achieved is one (1). The student will be dismissed from the SLP Program upon receipt of a
second grade below a B (83%) in any practicum course.
6. Students must also maintain the appropriate professional behavior and conduct throughout
the program. Should a student not meet the minimum acceptable professional behavior and
conduct expectations, an Action Plan will be put in place. A student, who is not able to meet
the terms of a “professional conduct” Action Plan may also be subject to dismissal from the
program despite having an acceptable academic and clinical grade point average.
PREPARING FOR THE PROFESSION OF SPEECH-LANGUAGE PATHOLOGY:
ACADEMIC REQUIREMENTS
ADMISSIONS
The deadline for completed applications for enrollment in the graduate speech-language pathology
program is December 15 of every academic year. The applicant may be required to complete a
writing sample and participate in an interview.
The admissions committee will examine the completed applications and make recommendations
regarding the status of the applicants. Upon examination of application materials, the committee may
contact those students whose application materials indicate academic and personal excellence and
request that they participate in an interview. Interviews generally occur in February.
Acceptance into our ASHA accredited speech-language pathology graduate program is highly
competitive. Consequently, many factors are taken into consideration when selecting an applicant for
acceptance into the program. These factors include but are not limited to:
1. undergraduate preparation in the field
2. cumulative grade point average (GPA) overall and in the major (GPM)
3. GRE or other standardized measures
4. oral and/or written language skills
5. interview
6. quality of reference letters
7. stated goals and purpose
8. potential to successfully complete the graduate program
Current and past student statistics are provided on the Program website.
Students will be contacted by the College of Graduate Studies (COGS) regarding the status of their
application. If a student is accepted into the graduate program, written indication of intent to enroll is
requested by April 15. If written acceptance of admission is not received by the Program Director by
April 15, acceptance as a regular graduate student may be revoked.
Students who are denied admission into the speech-language pathology graduate program will also be
notified by COGS as that determination is made. If a student is denied admission into the Speech-
Language Pathology Program, the student may consider other majors for graduate study, may apply
to other universities, or may resubmit an application for the following fall. Students who are
considered desirable candidates for our graduate program, but were not admitted due to limited space
in the program, will remain on a waiting list. In the eventuality that a position becomes available
before the academic year, the first ranked candidate will be notified and offered the available
position. The Admissions Committee reserves the right to grant exceptions to this policy. For
additional information, please see the Admission Policy of the Program.
UNDERGRADUAGE PREPARATION
The University of Toledo began an undergraduate degree program in Speech-Language Pathology in
1969 with the first graduate level speech-language pathology curriculum offered in 1987. The
Graduate Program was accredited by the American Speech-Language-Hearing Association in 1993
and was re-accredited in 1998, 2006, and 2014. The undergraduate curriculum prepares students to
enter graduate programs in communication disorders including the UT graduate Speech-Language
Pathology program. The UT Speech-Language Pathology Program offers one of the few clinical
practicum opportunities for undergraduates.
Students must have a bachelor’s degree (typically in communication sciences and disorders or speech
and hearing sciences) to be eligible for admission into a Master's degree program. Students who have
an undergraduate degree in an area other than these majors (i.e., non-majors) are expected to
complete undergraduate coursework in speech-language pathology as part of the Undergraduate with
Degree Program (UWD) in order to be considered eligible to apply for the graduate program.
In addition to required professional coursework, students hoping to achieve the Certificate of Clinical
Competence in speech-language pathology must document, according to the ASHA 2014 Standards
and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language
Pathology requirements, course work in the following basic sciences with a minimum grade of C in
each course (course work with a grade below C will not fulfill these requirements):
Course work in biological sciences, physical sciences, and statistics (a list of UT courses
considered to meet the biological and physical science requirements can be found below and
on the program web site).
Course work in behavioral and/or social sciences (e.g., developmental psychology, sociology)
Coursework in basic human communication processes, including anatomic, physiological,
physical, psychophysical, linguistic, and psycholinguistic bases of communication.
This coursework may be carried forward from the undergraduate degree or taken as an
“undergraduate with degree” (UWD) student. Students are encouraged to visit the ASHA website
(www.ASHA.org) to review the 2014 Standards and Implementation Procedures for the Certificate of
Clinical Competence in Speech-Language Pathology as it is ultimately students’ responsibility to
assure they have fulfilled certification requirements.
The UT Undergraduate Plan of Study is shown on the next page:
Bachelor of Science in Speech-Language Pathology – Degree Requirements
Fall Semester Spring Semester
Fresh.
Year
SLP 2400 Intro to SLP*
HHS 1000 Orientation
Principles of Psychology
Intro to Sociology
Composition 1
Physical Science
Total Credits
3
1
3
3
3
3
16
KINE 2560 A & P
KINE 2460 A & P Lab
Composition 2
General Elective
Humanities/Fine Arts Elective
Total Credits
3
1
3
6
3
16
Soph.
Year
HEAL 1500 First Aid
General Electives
Humanities/Fine Arts Elective
Total Credits
2
12
3
17
General Electives
Multicultural Elective (1 US, 1 non-US)
Total Credits
12
3
15
Junior
Year
SLP 3030 Lang Acquisition
SLP 3020 A&P, Comm Mech
SLP 3200 Artic & Phono
Multicultural Elective (1 US, 1 non-US)
Total Credits
4
4
4
3
15
SLP 3150 Speech and Hearing Science
SLP 3010 Phonetics
SLP 3300 Language Disorders
SLP 3800 Methods
Total Credits
4
4
4
3
15
Senior
Year
SLP 4000 Practicum (students A-M)
HEAL 1800, 2500, 4560, or COUN 2220 4080
SPED 2040 Perspectives
Math 2600 Stats
General Electives
Total Credits
0-2
3
3
3
6
15-17
SLP 4000 Practicum (students N-Z)
SLP 3400 Audiology
HEAL 1800, 2500, 4560, or COUN 2220 4080
SPED 4110 Moderate Needs
General Electives
Total Credits
0-2
3
3
3
4
13-15
Total credits must equal or exceed 124
NOTES:
Students must earn a “C” or better grade in all major courses as well as those requirements listed below to meet ASHA/Ohio Department of Education requirements. Graduate program entrance requirements may be higher.
Recommended elective courses are provided on the Curriculum Check Sheet.
ASHA Requirements for Certification: We recommend the following: Statistics (3 credits) MATH 2600 English (3 credits) ENG 1100 or 1110 and ENG 2960 or Comp II Introductory Psychology (3 credits) PSY 1010 Introductory Sociology (3 credits) SOC 1010 Natural Science (3 credits) KINE 2460 and 2560: Anatomy & Physiology PHYS 1310: Physics of Music & Sound Physical Science (3 credits) PHYS 1300: Physics of Everyday Life Choose one CHEM 1210: Chemistry for Life CHEM 2070: General Chemistry
Ohio Department of Education Requirements at UT: SPED 2040 Perspectives SPED 4110 Curriculum and Instruction: Moderate Needs or SPED 4120 C&I: Intensive Needs
Michigan Department of Education does not have specific educational requirements for graduates of accredited programs who are eligible for the Certificate of Clinical Competence, and who pass the Praxis.
GRADUATE PLAN OF STUDY IN SPEECH-LANGUAGE PATHOLOGY
The Speech-Language Pathology graduate program will be based on the student's undergraduate
program to meet the educational and clinical requirements for:
1. School speech-language pathologist licensure (when appropriate undergraduate
requirements and extensive graduate practicum in an internship in the public schools have
been met).
2. State licensure (necessary for practice in hospital, community/rehabilitation centers,
private practice).
3. American Speech-Language-Hearing Association's Certification of Clinical Competence
in Speech-Language Pathology.
Requirements for Licensure and Certification include:
Undergraduate and graduate coursework in speech/language pathology and related areas
Practicum experience of sufficient diversity and depth to meet standards
Successful completion of National Examination in Speech-Language Pathology
Master's degree with extensive course work in Speech-Language Pathology
Clinical Fellowship Year/Professional Experience Year
Access our website for the up-to-date information:
http://www.utoledo.edu/hhs/speech/certification.html
ADVISING After a student has been accepted for graduate study in speech-language pathology by the College of
Graduate Studies (COGS), a Program advisor, knowledgeable in speech-language pathology, is
appointed. The student should address questions concerning the program with the advisor and seek
advice each semester prior to the time of registration.
All graduate students are required to attend the orientation program to graduate speech-language
pathology study, which is held at the beginning of Fall semester. Students are also encouraged to
attend the orientation sessions presented by the COGS, and students are responsible for the
information shared at these meetings.
During the first semester of enrollment, master’s students should consult with their advisor to
prepare a "Plan of Study." This plan must be approved by the advisor and be submitted to the
COGS for approval by October 1st of the first semester (unless otherwise noted). Your advisor will
examine your undergraduate preparation and recommend a "Plan of Study" for your Master's degree
to meet the educational requirements for ASHA certification and state licensure.
Students in the Graduate Speech Language Pathology Program are assigned to tracks, and plans of
study are developed with the following courses (individual plans may vary):
Sequence for Master's Degree in Speech-Language Pathology
Plan of Study – Gold Track
Year 1
Fall Spring Summer
Course Credits Course Credits Course Credits
SLP 6000 Advanced Practicum
2
SLP 6001 Advanced Practicum II
2 SLP 6002 Advanced Practicum III
2
SLP 6020 Audiology Practicum
2 SLP 6010 Diagnostic Practicum
2 SLP 6550 Trends in Technology for Communication Disorders
3
SLP 6400 Adult Language and Cognitive Communication Disorders
5 SLP 6700 Assessment and Remediation of Fluency Disorders
3
SLP 6600 Voice and Resonance Disorders
4
SLP 6100 Diagnosis of Communication Disorders
3 SLP 6210 Language Development and Disorders: Early Childhood through Adolescence
6 SLP 6011 Diagnostic Practicum
2
SLP 6500 Motor Speech Disorders
3 SLP 6300 Articulation and Phonology
3 SLP 6650 Feeding and Swallowing Disorders
3
SLP 6930 Seminar 2 SLP 6930 Seminar
2
Total 17 Total 18 Total 14
Year 1=49 credits
Year 2
Fall Credits Spring Credits
SLP 6030 Research in Speech-Language Pathology
3 SLP 6930 Seminar
4
SLP 6800 Aural (Re)Habilitation
3 SLP 6940 Internship in SLP
1-8
SLP 6940 Internship in SLP
1-8
Total 14 Total 12
Plan of Study – Blue Track
Year 1
Fall Spring Summer
Course Credits Course Credits Course Credits
SLP 6000 Advanced Practicum
2 SLP 6001 Advanced Practicum II
2
SLP 6002 Advanced Practicum III
2
SLP 6010 Diagnostic Practicum
2 SLP 6020 Audiology Practicum
2 SLP 6011 DIagnostic Practicum
2
SLP 6210 Language Development and Disorders: Early Childhood through Adolescence
6 SLP 6500 Motor Disorders
3 SLP 6550 Trends in Technology for Communication Disorders
3
SLP 6300 Articulation and Phonology
3 SLP 6650 Feeding and Swallowing Disorders
3 SLP 6600 Voice and Resonance Disorders
4
SLP 6100 Diagnosis of Communication Disorders
3
SLP 6400 Adult Language and Cognitive Communication Disorders
5 SLP 6700 Assessment and Remediation of Fluency Disorders
3
SLP 6930 Seminar 2 SLP 6930 Seminar 2
Totals 18 17 14
Year 1=49 credits
Year 2
Fall Credits Spring Credits
SLP 6030 Research in Speech-Language Pathology
3 SLP 6930 Seminar
4
SLP 6800 Aural (Re)Habilitation
3 SLP 6940 Internship in SLP
1-8
SLP 6940 Internship in SLP
1-8
Total 14 Total 12
Year 2=26 credits
COMPREHENSIVE EXAMINATION
The comprehensive examination is an alternative to the traditional thesis (described below). The
comprehensive examination is taken in the second year of the graduate program during the semester
in which the student is enrolled in SLP 6930, Seminar in Speech-Language Pathology (usually the
last semester), unless the Plan of Study is altered because didactic courses are still to be taken.
During the time allotted for this exam, students will be required to answer 60 multiple choice
questions pertaining to the following:
basic human communication processes
phonological and language disorders
speech disorders (voice, resonance, fluency)
neurogenic disorders (aphasia, progressive disorders, motor speech disorders, TBI, cognitive-
communicative disorders)
dysphagia, audiology/hearing
clinical management
professional issues/psychometrics/research.
The student must obtain a score of at least 83% to pass this examination. The examination occurs on
the fifth Friday of the semester for eligible students who have applied for the examination option in
writing to their Graduate Advisor.
All students electing the comprehensive examination must:
Have completed or be enrolled in SLP 6930.
Be enrolled in the final semester of coursework.
If the examination is failed, the student will retake the examination at a designated time during the
10th
- 14th weeks of the same semester. Although similar areas will be covered, the specific questions
will not be identical.
If the retake examination is not successfully passed, a Competency Action Plan will be developed by
the Examination Committee based on the nature of the deficiency if the student has not yet exceeded
the allowable number of Action Plans. This written plan may include activities such as auditing
course work, attending a writing clinic, independent study, or taking additional course work. A third
attempt may only occur after the Action Plan is complete, but it is expected that the student will
retake the examination during the regularly scheduled administration of the examination during a
subsequent semester.
THESIS OPTION
The Master's Thesis entails original research or scholarly work, which may include collecting and
analyzing data, and discussing the results in a substantial written document. The content of the thesis
may vary but should at least include the following:
A. Introduction to the Problem: A statement of rationale, which identifies and/or describes
an issue of importance or a problem of interest to the student.
B. Review of Related Literature: A review of professional literature, which relates to the
problem and to previous research into the problem or issue.
C. Methods: The procedures used to conduct the study should be described in sufficient
detail to allow the study to be replicated. The methods section should include a
description of participants, instrumentation, and procedures.
D. Results: Results of the study are displayed and summarized.
E. Discussion: The results are interpreted and discussed in light of the literature.
Conclusions and recommendations are made.
F. References: List all references cited in the paper.
G. Abstract: The abstract should be no more than 350 words and should contain a concise
statement of the problem, procedure or methods, results obtained and a short conclusion.
The writing style used for the thesis in APA; the thesis must conform to the Handbook for
Preparation of Graduate Thesis and Dissertations published by College of Graduate Studies, which
may be found on their website.
All students enrolling in the Master's Thesis must:
1. Have completed SLP 6030 as a prerequisite to the thesis.
2. Obtain a Seminar approval, signed by their thesis advisor in order to enroll in
Thesis/Project and register for the appropriate number of credits during the program as
specified by the College of Graduate Studies.
3. Select, and have approved, a thesis committee, which includes an advisor, a member of
the department, and at least one other faculty member.
4. Present a proposal to the thesis committee.
5. File a Notice of Thesis with the College of Graduate Studies.
6. Submit Protection of Human Subjects form and obtain approval from the Protection of
Human Subjects Committee before conducting research on human subjects, if applicable.
7. Consult with the advisor to determine when the thesis is ready for committee review.
8. Defend thesis in an open meeting before the thesis committee.
9. Inform Protection of Human Subjects Committee of the completion of thesis upon
approval of chairman of thesis committee, if applicable.
10. Submit thesis to graduate school 30 days before graduation, following the guidelines
published by COGS.
2014 STANDARDS AND IMPLEMENTATION PROCEDURES FOR THE
CERTIFICATION OF CLINICAL COMPETENCE IN SPEECH-LANGUAGE
PATHOLOGY
Source: http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/ ; also can be found in Appendix B
The 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in
Speech-Language Pathology provides students the necessary information to prepare for certification
by the American Speech-Language-Hearing Association. As described above, students will review
their transcripts and Plan of Study with the assigned graduate advisor at the beginning of the program
(first semester) to insure that all pre-requisite courses are complete. When additional coursework is
needed, the advisor will assist the student is developing a Plan of Study that includes those courses.
The University of Toledo Speech-Language Pathology Program has developed specific “Student
Learning Outcomes” (SLO) for each course and practicum experience that correspond with the
2014 Standards. For those outcomes that are considered to be critical across the coursework and
clinical preparation, “Priority Outcomes” have been established. The list of SLOs and Priority
Outcomes are provided in the corresponding courses and practica syllabi and a master list is also
included in Appendix C.
Students will receive a general orientation to the SLO and Priority outcomes, and the process by
which they are achieved and documented in the first semester. A signature form is provided for
tracking progress (also in Appendix C). Additionally, faculty and/or clinical supervisors will alert
students immediately if concerns arise that one or more outcomes will not be met. Each semester,
students will also review their progress in achieving the clinical outcomes with the Clinic
Coordinator, and this information will be used to develop plans for clinic client assignments to help
insure that students have the opportunity to develop the knowledge and skills in the spirit of the 2014
Standards and the Program’s Plan of Study/Priority Outcomes. While the Program Director, Graduate
Advisors, Clinic Coordinator, faculty and staff will make every effort to support students’
achievement, ultimately the student’s responsibility to ensure that one meets the requirements rests
with the student. Thus, students should carefully track their progress, and seek assistance from their
advisor and the faculty if they are at-risk for not meeting one or more outcomes.
PREPARING FOR THE PROFESSION OF SPEECH-LANGUAGE PATHOLOGY:
CLINICAL REQUIREMENTS
Graduate students are required to enroll in on-campus clinical practicum each semester during the
first year (assuming they are enrolled as full-time students), with a three semester minimum. Students
enrolled in clinical practicum are required to attend clinic meetings (scheduled Fridays 9-9:50 a.m.
according to the published calendar). The on-campus clinical experience also includes one semester
of audiology practicum and two semesters of diagnostic practicum, according to their individual plan
of study. During the second year, students who are eligible, enroll in full time clinical internships.
Students will be provided with the opportunity to obtain the appropriate number and distribution of
supervised clinical contact hours so as to develop the necessary knowledge and skills required to be
an effective speech-language pathologist. It is the policy of this Program that students should have
the maximum possible amount of supervised clinical practicum before leaving the program. For this
reason, no student should regard the number of hours required as the total number of hours she or he
is expected to acquire, nor strive to only gain hours rather than develop competencies Supervised
hours that are direct contact with clients or the client’s family in assessment, management, and/or
counseling can be counted toward practicum and should aid in the development of your competency
as a future speech-language pathologist.
The Clinic Coordinator/Program makes every effort to help students obtain sufficient clinical
practicum across the age span and across disorders (typically exceeding the minimum hours
specified) on a timely basis prior to exiting the program. However, if circumstances arise that cause a
student to obtain fewer clinical contact hours than desired in one or more semesters, that student may
need to extend his/her clinical training program to fulfill all of the academic and clinical requirements
for the Master’s degree and to meet the 2014 Standards and Implementation Procedures for the
Certificate of Clinical Competence in Speech-Language Pathology. Such circumstances may include,
but are not limited to, poor academic or clinical performance (necessitating an Action Plan), as well
as situations related to personal necessity, such as pregnancy, extended illness, professional conduct
concerns, or emotional difficulties. In some of these special circumstances, documentation from the
Office of Student Disability Services or a physician may be required. Another special circumstance
may occur when a student requests a certain internship experience knowing in advance that the
experience will be too narrowly focused (e.g., exclusively pediatric) to fulfill the requirements of the
clinical training program and possibly the 2014 Standards and Implementation Procedures for the
Certificate of Clinical Competence in Speech-Language Pathology requirements.
A detailed Clinic Manual will be provided to all students during orientation. The clinic manual
provides all procedures, expectations, etc. necessary to successfully complete the clinical practica
series. It is meant to supplement the information provided by the COGS, as well as the Program
Handbook. Any questions regarding this manual, the policies and procedures and related information
therein contained, should be discussed with the Clinic Coordinator, or other Program representatives
in her absence (including the Program Director and/or the Graduate Advisor).
Prior to placement in off-site internships (SLP 6940), students must demonstrate the requisite
academic and clinical skills along with the appropriate professional conduct and disposition. The
Internship Committee will take student preferences into account, but cannot guarantee any particular
site. Further, students interested in an out-of-community internship, during the last semester, should
seek information about the policy and procedures regarding this type of placement from the
internship coordinator.
Action Plans: Policy and Procedures
The SLP Program faculty and staff recognize that students develop along different trajectories, and
may have individual situations and needs across the program, and face different challenges in
completing their plans of study. When a student struggles, the SLP program will make every effort to
help each student achieve success. Specifically, this Action Plans Policy outlines the ways in which
the faculty/staff will design a plan with the necessary supports, modifications, and accommodations
for students, and provide opportunities to develop the requisite knowledge and skills and/or
disposition and professional characteristics to meet the competency requirements.
General Scholastic Requirements
The Speech-Language Pathology Program (SLP), in accordance with the College of Graduate Studies
(http://www.utoledo.edu/graduate/files/AcademicStandards3_22_11.pdf), has established the
following scholastic and professional requirements for SLP Master’s degree program students.
A minimum GPA of 3.0 (B) is required to be in good standing in the SLP program. In addition, a
cumulative GPA of 3.0 or better in the professional course of study and the approval of the
Speech-Language Pathology Program faculty is required to enter into the clinical internships and
to graduate from the University of Toledo with a Master’s degree in Speech-Language Pathology.
Students will be expected to demonstrate all competencies and skills (see the Student Learning
Outcomes; SLOs) at "83%" or better level in order to satisfactorily continue the Program of Study
(POS) sequence. Unsatisfactory completion (<83%) of any assignment corresponding with a
SLO, or of any course will result in the implementation of an action plan in accordance with the
policies outlined herein.
Students must also maintain the appropriate professional behavior and conduct throughout the
program. Should a student not meet the minimum acceptable professional behavior and conduct
expectations, an Action Plan will be put in place. A student, who is not able to meet the terms of a
“professional conduct” Action Plan may also be subject to dismissal from the program.
Background
In order to demonstrate competency in the requisite professional knowledge and skills, students must
earn a grade of “B” (83%) or better in all major courses and demonstrate a professional
disposition/conduct and personal qualities essential to professional practice. The minimal
requirements necessary to progress through the master’s program, with or without reasonable
accommodations, include the following:
Knowledge: Students are responsible for attaining the knowledge competencies associated with all
courses (see Appendices) and tracking performance throughout the graduate program. All concerns
about attaining competency should be immediately discussed with the course instructor. When an
instructor identifies that a student will not meet one or more competencies, an Action Plan will be
initiated (described below).
Skill: Students are responsible for attaining all skills associated with clinical practica and tracking
performance throughout the graduate program. All concerns about attaining competency should be
immediately discussed with the practicum supervisor and/or the Clinic Coordinator. When a
supervisor identifies that a student will not meet one or more competencies, an Action Plan will be
initiated (described below).
Professional Disposition/Conduct: All faculty and supervisors will monitor student disposition in
the classroom and clinical practica. Students must develop effective and appropriate relationships
with faculty, staff, supervisors, peers, clients, parents/caregivers, and other professionals and
demonstrate a professional attitude. Students must also adhere to the Code of Ethics of the American
Speech-Language-Hearing Association (ASHA) and be professional at all times. Expected ethical
and professional behavior includes, but is not limited to, integrity, honesty, demonstrating
responsibility, maintaining client confidentiality, exercising good judgment, communicating
effectively, demonstrating cultural appropriateness, and completing all duties and assignments in a
timely manner pursuant to the academic plan of study. All concerns about maintaining an
appropriate disposition/conduct should be immediately discussed with an appropriate faculty
member, supervisor, graduate advisor, and/or the Program Director. When a faculty or staff member,
supervisor or other appropriate party identifies that a student is not demonstrating the appropriate
disposition/conduct or professional character, an Action Plan may be initiated (described in detail
below).
Action Plan Implementation
Didactic Coursework
Students must achieve 83% or greater on assignments related to each Student Learning Objective
(SLO). Program SLOs are provided in the Graduate Handbook; course SLOs are detailed along with
corresponding assignments on each course syllabus. If a student does not achieve an 83% on one or
more assignments, action plans are put in place as described below. See also the “Student
Performance Concerns” diagram below.
Assignment Action Plan (AAP). In some courses, multiple assignments correspond with a single
SLO. When this is the case, the Assignment Action Plan is implemented when one or more
assignments corresponding with a single SLO are not completed at the 83% level or higher. If an
Assignment Action Plan is developed and not passed at the 83% level, one more Assignment Action
Plan may be attempted, as long as the total allowable Assignment Action Plans has not been
exceeded. The total allowable Assignment Action Plans across the entire graduate program is six;
this pertains to didactic and clinic coursework combined. If a student is unable to achieve an 83% or
higher on a second attempt of the Assignment Action Plan, a Competency Action Plan may be
implemented. An Assignment Action Plan may include rewriting an assignment, completing an
additional assignment, reading, or other activity that the instructor deems appropriate for
demonstrating achievement of the SLO.
Competency Action Plan. The Competency Action Plan is implemented when a student is unable to
achieve an 83% for a SLO with only one corresponding assignment, or when an Assignment Action
Plan has been unsuccessful as long as the total number of Competency Action Plans has not been
exceeded. The total allowable Competency Action Plans across the entire graduate program is three;
this pertains to didactic and clinic coursework combined. The Competency Action Plan may include
rewriting an assignment, completing an additional assignment, reading, or other activity that the
instructor deems appropriate for demonstrating achievement of the SLO. If a student is unable to
achieve an 83% or higher on a Competency Action Plan, a Course Action Plan may be attempted, as
long as the total allowable Course Action Plans has not been exceeded.
Course Action Plan. The Course Action Plan is implemented when a student is unable to achieve an
83% on a Competency Action Plan. The total allowable Competency Action Plans across the entire
graduate program is one Didactic Course Action Plan, and one Clinic Course Action Plan. The
Course Action Plan is implemented in one of two ways: (1) If a student earned a C or better in a
course, and did not meet one or more SLOs, the student may register for an independent study to
further study the course material; the student must achieve an 83% or higher in the independent study
to continue in the program, or (2) if a student earned a C- or lower in a course and did not achieve
one or more SLOs, the student will be required to retake the course the next time it is offered, which
will lengthen the student’s plan of study. If the repeated course is not passed at the 83% level, the
student will not be allowed to continue in the program.
If a student is unable to achieve an 83% or higher on a Competency Action Plan, a Course Action
Plan may be attempted, as long as the total allowable Course Action Plans has not been exceeded.
Clinic Coursework (On and Off campus)
Concerns Noted at or after Midterm. Students must demonstrate achievement of each SLO, as
detailed in the “Evaluation of Student Performance” document, by performing at the 83% level of
competency each Clinic and Internship course. Students must also meet the professional standards of
practice during each clinical and internship course. If a student receives an “Unsatisfactory Rating”
by on one or more SLOs by the supervisor, clinic coordinator, or internship coordinator, a
Competency Action Plan is implemented. The clinic-based Competency Action Plan may include
additional experiences, in-depth study, observation, and other individually designed opportunities to
achieve success. If the student’s performance does not improve, and the student’s performance is
rated unsatisfactory at the final evaluation, then a Course Action Plan is implemented as long as the
student has not previously repeated a clinic-based course. The Course Action Plan requires the
student to retake the practicum/internship course, which will delay completion of the program of
study. Only one clinic course may be repeated; if a second Course Action Plan is required, a student
will not be permitted to remain in the program.
Action Plan Oversight
The Program Director and assigned graduate advisor will be notified by each instructor and/or
supervisor when Competency and Course Action Plans are implemented. The Program Advisory
Committee will review each student’s plan of study with respect to number of action plans, courses in
which a student is unable to successfully pass the action plan, and other indicators. The graduate
advisor will work with the student to modify the plan of study as necessary.
Retention Criteria
Every effort will be made to help students achieve success. However, there are circumstances under
which some students, on occasion, may not be able to meet the rigors of this program and the
profession. As described above, the Action Plan policy provides opportunity for students to
demonstrate competency. In the event a student cannot achieve the 83% competency level after
multiple attempts, the student may be dismissed from the program, regardless of how far he or he has
progressed through the Plan of Study. Specifically, students will be permitted a combined total of six
Assignment Action Plans across the academic and clinic program. If a student requires a seventh
Assignment Action Plan, the student will be dismissed from the program. Students will also be
permitted a combined total of three Competency Action Plans across the academic and clinic
program. If a student requires a fourth Competency Action Plan, the student will be dismissed from
the program. Lastly, students will be allowed to retake one didactic course (or substitute an
independent study as described above) and one clinic course. If a student fails more than once
didactic course, or more than one clinic course, the student will be dismissed from the program.
Students may also be dismissed from the program in extreme cases when professional standards of
behavior and ethical practice are not practiced. See the Graduate Handbook for additional details.
Last revised 7-25-16 1
DISPUTE RESOLUTION Cases of disagreement between individuals may occur, but if a dispute arises between a faculty member
or supervisor, and student, the student may feel uncertain about how to resolve the problem without
prejudice. The following have been adopted to give students a forum within which issues can be aired
and, hopefully, resolved satisfactorily:
The best hope is that the disagreement can be resolved by discussion between the two parties.
If the dispute cannot be resolved between the principle parties for any reason, the student should
bring the complaint to the Program Director. The Program Director will establish a group, including
the complainant, to discuss the issue and reach a resolution. If the Program Director is not able to
successfully resolve the issue, the Chairperson will be informed. The Chairperson may also establish
a group, including the complainant, to discuss the issue and reach a resolution. If the preceding steps
have failed to assist with dispute resolution, students are encouraged to go to the appropriate
university or other authority and follow their guidelines (depending upon the nature of the situation
or concern):
ASHA CAA (Also see Appendix D). http://www.asha.org/academic/accreditation/accredmanual/section8.htm
Ohio Board of Speech-Language Pathology and Audiology http://slpaud.ohio.gov/complaint.stm University of Toledo College of Graduate Studies http://www.utoledo.edu/graduate/ http://www.utoledo.edu/graduate/currentstudents/refsandrscs.html Academic Dishonesty Policy (effective June 2012)
Academic Grievance Policy (effective June 2012)
Human Subjects in Research http://www.utoledo.edu/research/RC/HumanSubs/humanSubHome.html Office of the Registrar (FERPA Compliance) http://www.utoledo.edu/offices/registrar/ferpa_confident.html Office of Excellence and Multicultural Student Success http://www.utoledo.edu/success/excel/ Office for the Student Experience http://www.utoledo.edu/studentaffairs/studentexperience/ Rocket Rapid Response http://www.utoledo.edu/feedback/
Students should contact the Department Chair, Program Director or graduate advisor for assistance in determining other agencies when warranted by a particular concern not covered above.
Last revised 7-25-16 2
ASSISTANCE FOR ACADEMIC, CLINICAL, OR PERSONAL DIFFICULTIES
Students should feel free to meet with the Program Director, graduate advisor, and/or Clinic Coordinator
if they are having academic, clinical and/or personal difficulties. Students may also seek assistance,
support, tutoring, and related resources from one or more of the following:
Student Success office for information on obtaining tutoring services and related support. The
contact number is (419) 530-8852 or go to http://www.utoledo.edu/success/index.html for
additional information and resources.
Learning Enhancement Center
http://www.utoledo.edu/success/lec/
(419) 530-2176
Office of Excellence and Multicultural Student Success
http://www.utoledo.edu/studentaffairs/omss/
(419) 530-2261
Rocket Rapid Response
http://www.utoledo.edu/feedback/
(419) 530-5923
Student Success office
http://www.utoledo.edu/success/index.html (419) 530-8852
Further information pertaining to the resolution of problems related to clinical assignments is provided in
the clinic handbook.
Last revised 7-25-16 3
GRADUATION Certain requirements must be satisfied to graduate on schedule. To serve the many students applying for
graduation each semester, the Graduate School must strictly enforce all necessary deadlines. It is the
student's responsibility to insure that all requirements are met. For information or questions, contact
either the graduate advisor or the College of Graduate Studies for assistance.
1. It is necessary to submit an application for degree accompanied by the application fee prior to
the filing deadline for the semester in which you plan to graduate, whether a formal ceremony
is held or not held. Please refer to the graduate school for the appropriate deadline
information.
2. Complete thesis defense presentation and submit completed form, if applicable.
3. Inform Protection of Human Subjects Committee of thesis completion (if needed).
4. The required copies of your thesis must be approved by your advisor, committee, department
and college and submitted to the graduate school no later than 30 days prior to the graduation
date.
5. An approved Plan of Study must be on file in the College of Graduate Studies. Courses on
your plan of study must appear on your transcript.
a. Any changes in your approved Plan of Study must be filed with the College of
Graduate Studies either with a course substitution form or a revised Plan of Study.
b. All PR's must be removed from your transcript.
6. You must have a regular admission status into the College of Graduate Studies, in the
department, and the college for which you are applying for your degree. Students who are
graduating with a certificate must apply separately for the certificate program(s).
7. You must have attained a 3.0 grade point average and the required number of hours for your
degree (and/or your certificate).
8. Please check with the College of Graduate Studies to insure that all requirements have been
met.
9. All outstanding fines and fees must be met. If you have a computer account, you must
contact computer services as soon as possible.
10. The student must be registered at the university for at least one-hour credit the semester
during which graduation is planned.
11. If you have any questions about these requirements, you may check with the College of
Graduate Studies: Call 419-530-4723 or visit http://www.utoledo.edu/graduate/
RECOMMENDED SEQUENCE FOR THE CERTIFICATION PROCESS If you wish to work as a professional in the field of speech-language pathology, you will find it very
difficult to obtain a position unless you hold the ASHA Certificate of Clinical Competence (CCC). In
most states you will also have to obtain a state license and special certification to work in the schools.
To attain your ASHA Certification
Complete academic coursework and clinical practicum for the certification as stated in the Plan of
Study earning a “B” (83%) or better and meet the outcomes as described on the Student Learning
Outcome (SLO) form (Appendix C).
Earn the Master's degree.
Last revised 7-25-16 4
Achieve a passing score (162) on the National Examination in Speech-Language Pathology
(NESPA) and submit a copy (photocopy acceptable) of this score to the Clinical Certification
Board and the University of Toledo SLP Program Director.
Obtain graduate Program Director's signature on necessary forms (completed at exit interview).
Complete application for ASHA membership and certification.
Complete Clinical Fellowship (CF) year.
Submit certification application with all required fees.
ASHA requirement check: http://www.asha.org/certification/SLPCertification/
To attain your Ohio license in Speech-Language Pathology
Obtain application for license to practice as a speech pathologist in the state of Ohio from Ohio
Board of Speech Pathology and Audiology:
77 South High Street
16th Floor
Columbus, Ohio 43266
(614) 466 – 3145
http://slpaud.ohio.gov/
The Department may verify your graduation to the Licensure Board by letter.
Have sent directly to the Board:
Official transcript of all undergraduate and graduate coursework
National Examination in Speech Pathology (162 score necessary)
Complete supervised Professional Experience Plan and have signatures notarized.
Forward appropriate fees.
To attain your School Speech-Language Pathology License
Recommend taking the NTE examination during last semester of enrollment.
Specialty Exam: Speech-Language Pathology ("ASHA Exam")
Obtain application form from Student Services in Gillham Hall (4th
Floor)
Provide verification of accomplishments of all requirements for the degree
Transcript
verification of clinical practicum hours
Submit all materials to Tim Lewandowski, Student Services, Gillham Hall.
Educational Licensure Requirements
Undergraduate coursework in speech-language pathology
includes normal bases of speech and language
includes audiology / aural rehabilitation / sign
includes disorders courses
Education requirements
EDP 3280 Introduction to Teaching (or equivalent)
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EDP 3290 Lifespan Development (or equivalent)
SPED 2040 Perspectives in Special Education (or equivalent)
SPED 4110 Curriculum and Methodology for Students with Moderate Educational Needs
(or equivalent)
or
SPED 4120 Curriculum and Methodology for Students with Intensive Educational Needs
(or equivalent)
Related requirements
Counseling
Cultural Diversity
Collaboration / Team
Technology skills
Meet the requirements through:
Undergraduate major at UT
Undergraduate with degree (UWD) at UT meeting school SLP requirements
Transfer of credit for similar courses
Demonstration of technology skill
To attain your Michigan license in Speech-Language Pathology
Contact the Michigan Board of Speech-Language Pathology for up-to-date information
http://www.michigan.gov/lara/0,4601,7-154-35299_63294_27529_53664---,00.html
License instructions for CF and post-CCC employment may be found at:
http://www.michigan.gov/documents/lara/Speech-Language_Pathology_Full_App_Pkt_371057_7.pdf
THE AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION
The national scientific and professional association for speech-language pathologists and audiologists
concerned with communication behavior and its disorders http://www.asha.org
ASHA's goals include:
to maintain high standards of clinical competence for professionals providing speech-language
pathology and audiology services to the public.
to encourage the development of comprehensive clinical service programs.
to promote investigation of clinical procedures used in treating disorders of communication.
to stimulate exchange of information about human communication through conventions,
publications, and other continuing professional educational activities.
to encourage basic research and scientific study of human communication and its disorders.
Last revised 7-25-16 6
ASHA requires that:
Members and individuals who hold the Certificate of Clinical Competence subscribe to a Code of Ethics
incorporating the highest standards of integrity and ethical principles (distributed in SLP 3800, SLP 6930
and clinic staffing meetings; available from Clinic Coordinator, Program Director, and posted on clinic
bulletin board; accessed at http:/www.asha.org/code of ethics.htm from ASHA).
If you have any questions concerning our speech-language pathology program, contact the Program
Director. If you think there are serious violations of ASHA standards within the program, and you have
consulted with the Program Director and still have concerns, you may contact the Council of Academic
Accreditation, ASHA, 2200 Research Boulevard, #310, Rockville, MD 20850, (800) 498-2071 or (30l)
897-0142.
LIFELONG EDUCATION
Speech-language pathologists must continue their education throughout their professional careers to keep
up with the changes in the field and to prepare for new responsibilities and/or positions. To maintain
competence, one should regularly attend workshops, seminars, and conventions including the annual
ASHA convention, held each November, whenever possible.
Lifelong education is supported by state regulations and ASHA certification standards. Continuing
education (20 clock hours in the two-year license period) is now required for renewal of your Ohio
licensure as a speech-language pathologist. Continuing education (30 contact hours in a three-year
period) is needed to maintain the Certificate of Clinical Competence. Continuing education activities for
school speech-language pathologists are also required.
NATIONAL EXAMINATION IN SPEECH-LANGUAGE PATHOLOGY
The National Examination in Speech-Language Pathology and Audiology (NESPA) is administered as
Specialty Area tests of the NTE (Educational Testing Service), the Praxis Series (0330). For information
on testing centers, appointments, and registration, visit:
http://www.ets.org/praxis/register/centers_dates
Candidates should register directly with NTE for the appropriate "Specialty Area" test (Speech-Language
Pathology: 0330).
It is recommended that you take the exam close to graduation so that you may complete as much of your
coursework and clinical practica as possible. It is NOT recommended to take the exam before your
second semester of the second year of graduate work.
Score Reporting
Please have a copy of your Praxis score sent to The University of Toledo (R0228) so we may monitor
students' completion of the examination, maintain the necessary student records for reporting purposes
as well as to help us in strategic planning and goal setting. Student outcome data is used to refine and
improve our program. We appreciate your help in this matter.
Last revised 7-25-16 7
NTE will also provide ASHA with a copy of your examination score within 8 weeks provided you have
entered the appropriate Agency Code (R5031) on your answer sheet.
You may also have your score reported to the Ohio State Department of Education (R7945) if you are
applying for licensure as a school speech-language pathologist.
You may have your score reported to the Ohio State Licensure Board by indicating R7938 as the Ohio
Reporting Code.
NTE saves your examination score for only five years. Therefore, it is extremely important that you
retain a copy of your exam score for your own records. If you apply for certification of state licensure in
the future without a copy of your exam score, it will be necessary for you to retake the examination.
How We Help You to Meet ASHA Standards for the Certificate of Clinical Competence
As a program accredited by the Council on Academic Accreditation (CAA), the graduate program in
speech-language pathology at the University of Toledo is committed to helping students to meet ASHA
Standards for the Certificate of Clinical Competence. The program takes the following steps to assist you
to meet the 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in
Speech-Language Pathology.
1. The program’s mission, goals, and objectives are consistent with ASHA- recognized national
standards for entry into professional practice and with the mission of the institution.
a. Examples of three specific student learning outcomes:
Administer, score, and interpret results of a voice diagnostic protocol (with an actual
client or in a videotaped role playing interaction with a peer) and write a complete report of the
assessment using an acceptable format*
Develop an articulation/phonological based intervention plan demonstrating articulatory,
phonological, motoric, or functional focus as appropriate for the client*
Demonstrate ability to check and troubleshoot various amplification devices by correctly checking
hearing aid status/listening competency on a daily basis for all clients with hearing impairment*
* at an 83% level of proficiency or above
b. How each outcome is related to the mission of the program and is consistent with
ASHA standards for entry into professional practice.
A critical aspect of the mission statement of the speech-language pathology program is “to prepare
students for entry level practice, including facilitating students’ accomplishment of student
learning outcomes relevant to completion of ASHA CCC requirements.” Student learning
outcomes, including those listed above, are embedded in course syllabi for all courses and
practica. To make clear the connection between specific student learning outcomes and ASHA
standards for entry into professional practice, outcomes are introduced in each course syllabus by
citing relevant SCCC standards and using wording from the actual standards related to the
Last revised 7-25-16 8
outcomes. For example, the first outcome listed above appears in the course syllabus for SLP 6600
Voice and Resonance Disorders, and is introduced in the following format:
The student will demonstrate detailed knowledge about the assessment of voice disorders
(Standards IV D; V A, B))*
3.0 In order to demonstrate knowledge of the principles and methods of prevention,
assessment and diagnosis for persons with voice disorders and ways to adapt
procedures to meet individual needs (including considerations of
anatomical/physiological, psychological, developmental, linguistic and cultural
correlates of the disorder), the student will
3.1 Correctly answer items on course exam(s) sampling comprehension, analysis,
synthesis, and/or evaluation of information from readings and lectures related to
selected topics that may include but not be limited to
3.1.1 principles and methods of voice screening
3.1.2 major instrumental and non-instrumental assessment procedures and their
advantages, disadvantages, and use in accordance with evidence-based
practice
3.1.3 associated signs and symptoms that contribute to differential diagnosis
3.1.4 prognostic factors and implications related to specific diagnostic categories
3.1.5 indications and procedures for referral to other professionals
accepted formats for documenting and reporting assessment results
3.2 Administer, score, interpret results of a voice diagnostic protocol (with an actual
client or in a videotaped role playing interaction with a peer) and write a complete
report of the assessment using an acceptable format
2. The program conducts ongoing and systematic assessment of academic and clinical education and
performance of its students and graduates. Students have ongoing opportunity to assess their
academic and clinical education program. Results of the assessments are used to plan and
implement program improvements that promote high-quality educational experiences for students.
Faculty assesses student performance on specific learning outcomes in all graduate courses.
Students also take competency exams at various points during their program. Students will be
assessed at the end of their academic training in order to determine mastery of key knowledge
outcomes related to the standards. We currently require a comprehensive exam for students who
do not complete a thesis and we require an oral defense of the thesis for those who complete a
thesis.
Clinical supervisors assess student performance on specific learning outcomes for each graduate
practicum in which students are enrolled; students will also be expected to evaluate their own
performance on the learning outcomes during each practicum.
In addition, we have developed “priority” skill-oriented learning outcomes that will be covered in
specific courses and must be demonstrated as well in practicum experiences. (The student learning
outcomes cited above are examples of such “priority” outcomes). Clinical supervisors will be
responsible for determining if criteria for these learning outcomes have been met during practicum
experiences. The signature of a supervisor is required to indicate that the student has met a priority
outcome during a practicum experience.
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During each semester, faculty and supervisors’ assessments of student performance on outcomes
are used to develop action plans for individual students who may need additional assistance to
meet outcomes. This information is also compiled so that faculty can improve the program.
Additionally, students must pass the PRAXIS (ASHA) exam as partial completion of requirements
for the ASHA Certificate of Clinical Competence (CCC).
3. The program documents student progress toward completion of the graduate degree and
professional credentialing requirements and makes this information available to assist
students qualifying for certification and licensure.
Newly enrolled graduate students meet with their assigned Graduate Advisor during the first
semester to complete an ASHA tracking form used to determine if the student has taken and
successfully completed appropriate undergraduate courses. For example, the Graduate Advisor
determines by examining transcripts if the student has taken the necessary Math and Science
courses for the new standards. If students have not taken the required coursework, they are advised
to take these courses prior to graduation. In addition, if students have not earned grades of “C” or
better in courses related to communication disorders, the normal bases of communication, or in
math and science courses used to satisfy ASHA standards, they are required to retake these and
earn grades of “C” or better.
Throughout, and at the end, of each semester, each faculty member teaching a course tracks each
student’s progress on student learning outcomes for the course. For students not meeting one or
more outcomes, the faculty proposes an action plan to facilitate the student’s accomplishment of
the outcomes.. The plans are communicated to the student, who signs the plan to indicate
understanding and acceptance of the plan. A faculty signature is required on the action plan to
indicate successful completion. Copies of this summary letter, as well as any action plans
developed by the faculty instructor, are maintained in by the instructor as well as in a secure,
online electronic file system.
Similarly, each clinical supervisor informs the Clinic Coordinator of each student’s progress
toward meeting the outcomes in practica. For students not meeting one or more practica outcomes,
the Clinic Coordinator, in conjunction with the clinical supervisor(s) propose an action plan to
facilitate the student’s accomplishment of the outcomes. The plans are communicated to the
student, who signs the plan to indicate understanding and acceptance of the plan. The Clinic
Coordinator signature is required on the action plan to indicate successful completion of practica
outcomes. Copies of this summary letter, as well as any action plans developed by the Clinic
Coordinator and supervisor(s), are kept in the student’s clinic file.
At the beginning of each new semester, the Program Director, Graduate Advisor, and/or Clinic
Coordinator meets with the graduate students as a group to guide them through the process for
using the Student Learning Outcomes form (Appendix C) as a worksheet to track their own
performance in conjunction with the 2014 Standards and Implementation Procedures for the
Certificate of Clinical Competence in Speech-Language Pathology
(http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/ ).
After updating the Priority outcomes signatures page each semester, the student submits his/her
form to the Clinic Coordinator, who reviews it for accuracy and verifies it. At the completion of
the program, the student submits a final version of the Student Learning Outcomes form for
verification by the Graduate Advisor and/or Clinic Coordinator at a program-end meeting as well
as the Program Director during the exit interview. The final verified version is included in the
Last revised 7-25-16 10
student’s application for certification and a copy of this application is maintained in the student’s
inactive file following graduation.
The requirements for the Certificate of Clinical Competence in Speech-language Pathology
awarded by ASHA are found in Appendix B. Students are encouraged to become familiar with the
requirements so they can help track their progress toward meeting them. Ultimate responsibility
for meeting the requirements rests with the student.
Students are welcomed to view their graduate or clinic files as often as desired by scheduling by
an appointment for this purpose with their graduate advisor, and or checking the file out from the
clinic administrative assistant or clinic coordinator.
CLINICAL FELLOWSHIP (CF)
The Clinical Fellowship (CF) is completed after the Master’s degree is granted. It is typically completed
during the first year of actual employment as a clinician, or it may be accomplished in certain
circumstances as a 9 to 18-month position.
The CF must be supervised by a professional who holds CCC in speech-language pathology. Specific
requirements for the CF can be obtained from ASHA.
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ACADEMIC AND CLINICAL PROGRESS AND RELATED ISSUES
PROBATION AND DISMISSAL
Probation and Dismissal Policy Statement
Probation status within the SLP Program is used to inform the student that s/he is progressing
unacceptably (academically, clinically, and/or professionally) within the Program. These classifications
are intended to inform the student that improvement is needed to regain “in good standing” status within
the Program. The student will be notified of unacceptable progress by written notice from the appropriate
faculty member, Program Director and/or Clinic Coordinator within two (2) weeks of identification of
deficiencies.
The following will constitute grounds for Probation status:
unprofessional conduct
unsafe practice
violation of clients rights in the classroom or clinical environments
violation of other person’s rights with whom the student interacts
Cumulative graduate GPA falls below a 3.0
Letter grade below “B” or 83% in any course or practicum
A second warning notice from the Program Director or Clinic Coordinator while enrolled in the
professional curriculum.
Expectations regarding behavior are identified in the “Standards of Conduct” section of this Handbook;
“Generic Abilities” (see Appendix A), “Guide for Professional Conduct” and ASHA Code of Ethics (see
Appendix H), and the UT Graduate Student Ethics Code as found in the College of Graduate Studies
Student Handbook. Additional expectations may be identified by individual faculty members.
If a student is placed on probation, an Action Plan will be developed within 15 working days of the
notification of probationary status, to facilitate removal of the probationary status.
A student will not be permitted to enter the clinical internship unless his/her cumulative graduate GPA is
3.0 or above and he or she is in good standing within the Program and the College of Graduate Studies.
Removal of Probationary Status
A student will be taken off probationary status when:
The student achieves a cumulative GPA of 3.0 or higher; which must be achieved within two
semesters. Additionally, students must achieve a “B” or better (>83%) in each course and clinical
practica.
In the case of a grade below a “B” (83%), when the course or practicum has been repeated with a
grade of “B” or better (>83%), under the provision of other retention and/or College of Graduate
Studies requirements.
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In cases of unprofessional conduct, unsafe practice, and violation of others’ rights, evidence of
efforts to correct undesired behaviors, a period of six (6) months has lapsed since the
demonstration of the behavior(s) (for which the student has been placed on “Probation”) and no
other inappropriate behaviors have been noted. Evidence of effort may include
professional/medical authorization as determined by action plans.
The following constitutes criterion for immediate DISMISSAL from the SLP Program:
Grade below a “B” (83%) in a second didactic course, when student has already received an
unacceptable grade in at least one other didactic course
Grade below a “B” (83%) in any clinical practicum or internship placement, when student has
already received an unacceptable grade in any other practicum/internship experience
Failure to complete a repeated course/practicum with a grade of “B” or better (<83%)
Failure to achieve a cumulative GPA of 3.0 or higher within two semesters subsequent to the one
that resulted in probation
Documented violation of ASHA Code of Ethics (Appendix H)
Documented violations of the UT Graduate Student Ethics Code, which can be found at:
http://www.utoledo.edu/graduate/hsc/hsc_handbook10/Student_Code_of_Ethics.html Documented violation of the Standards of Conduct (see page 36)
Combination of academic probation and professional behavior probation at the same time
Leave-of-absence from the SLP Program for longer than one (1) calendar year without written
permission (see description below)
DISMISSAL from the SLP Program may also be recommended by the faculty if:
the student fails to perform at appropriate levels of professional behavior, competency and
responsibility in the classroom, clinic or internship
the student demonstrates behaviors that are considered to be unsafe to the student or to other
students, faculty, or other persons with whom the student interacts
Anyone dismissed from the Speech-Language Pathology Program may re-apply for admission. Re-
admission will be determined on an individual basis, particularly considering the reason for dismissal.
However, in most cases, re-admission is highly unlikely.
LEAVE OF ABSENCE (LOA)
Academic Leave of Absence
Students who are required to repeat a professional course due to unsatisfactory performance will be
required to take an academic LOA from the SLP Program until the course is offered again. Given the
sequential nature of the curriculum, it is possible that other courses cannot be taken until the student
satisfactorily repeats the course in which an unsatisfactory grade was received.
Personal Leave of Absence
Should a student find it necessary to seek a non-academic LOA, he or she must submit a written request
to the Program Director documenting:
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1. A rationale statement supporting the leave as being beneficial to the student’s personal health
and/or professional growth and progress;
2. The period of requested leave of absence.
Whenever possible, the request for a personal leave of absence should be submitted at least one month
prior to the first day of the requested leave.
The Program Director, with the majority consent of the core faculty, will notify the student in writing of
the status of his/her request within ten (10) working days of the request. Any consideration for a refund of
fees shall comply with the refund policies of the University.
A plan for return from a leave of absence must be submitted to the Program Director at least two (2)
months prior to the semester of re-enrollment (unless there are extenuating circumstances). This plan will
be subject to the approval of faculty, by majority consent.
Leaves of absence will be handled on an individual basis. However, the student must be aware that the
sequential nature of the curriculum may necessitate a leave of multiple semesters in many cases.
Any student requiring a leave of absence longer than one (1) academic year will be required to submit a
request for an extension to the original leave of absence at least one (1) month prior to the end of the
initial request. Failure to request a continuation of the leave of absence will be considered as withdrawal
from the SLP Program.
The final decision regarding a leave-of-absence and any exception to the above criteria will be made by
the Program Director, with the majority consent of the faculty.
WITHDRAWAL FROM THE SLP PROGRAM Before withdrawing from the Program, the student should meet with his/her graduate advisor in the
Program and the Program Director. Should the student wish to withdraw from the University in good
standing, she or he must obtain permission from the Dean of the College in which he or she is enrolled.
Entry and Re-Entry Policy:
Re-entry must occur so that courses are completed in sequence.
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STANDARDS OF CONDUCT
Expectations regarding professional conduct and behavior, while in the professional course of study, have
been identified by academic and clinical faculty as essential for the pre-service professional. Therefore,
the policies and guidelines herein have been formulated to aid your professional growth and socialization
into the profession of Speech-Language Pathology. Specific expectations of the SLP profession have
been delineated as the Generic Abilities (Appendix B) and the Guidelines for Professional Conduct
(Appendix H), which includes the ASHA Code of Ethics, which are discussed at Orientation and in
various courses and clinic meetings throughout the Program.
Frequently faculty members are requested to provide professional references for students and graduates,
which require evaluation of one’s attendance, punctuality, adherence with policy, etc. To that end the
faculty will be observing (on an ongoing basis) the degree to which Standards of Conduct and the
Attendance Policies are being met.
GENERAL PERSONAL APPEARANCE Personal appearance should conform to acceptable standards of the environment – i.e. classroom and/or
clinic. The SLP Program is designed to prepare students for the role of a professional. Thus, a more
professional standard of dress than may be necessary for other programs of study is required. General
guidelines include:
personal cleanliness, including hair and clothing, at all times.
student identification badges should be worn at all times when in the clinical or other appropriate
placements.
hair, including facial hair, should be neatly styled and arranged.
jewelry should be simple in nature; lobe earrings, necklaces, a watch and wedding bands are
permitted.
fingernails should be clean and trimmed.
strong perfume/cologne should be avoided as some people may find them offensive; they may be
damaging to some clients (e.g., those with tracheostomy or allergies).
hats and hoodies are not permitted inside the clinic especially when in contact with clients.
Personal Appearance in the Classroom and Clinic/Intern Sites
As a health care professional in training, students should demonstrate professional appearance and
behavior during all program activities. In addition to the general guidelines for professional students,
students need to observe the following guidelines:
Classroom
Classroom apparel should be clean and in good repair.
Jeans,sweat suits and gym attire (e.g., leggings, yoga pants), if in good repair, are acceptable attire
for classroom activities but not in the clinic – even if you are not seeing a client for services.
If a guest speaker is scheduled to present to the class, “clinic attire” is requested, which includes
khaki or dress pants, polo shirts, casual/dress shoes (no T-shirts, jeans, shorts, or tennis shoes).
Summer attire may be different; students should check the Clinic Manual for detailed information.
Last revised 7-25-16 15
Shoes must be worn at all times.
Students are not permitted to wear:
loungewear and pajamas
clothing exposing undergarments
clothing exposing cleavage, the midriff area, or the gluteal area
shorts/ skirts shorter than mid-thigh
cut-off shorts
shirts with cut off sleeves or bottom
shirts imprinted with potentially offensive language – e.g. vulgarities, references to
illegal activities, sexual references, etc.
Additional requirements for acceptable appearance may be identified by individual instructors.
Personal Appearance in the Clinical Setting
As a health care professional in training, students should demonstrate professional appearance and
behavior during all clinical education experiences, including observations. In addition to the general
guidelines for professional students, students need to observe the following guidelines:
Professional attire is expected.
Solid color slacks.
Solid, print, striped or plaid, conservative cut shirt or blouse.
All attire should be clean, pressed and in good repair.
Comfortable, clean, dress shoes in good shape are permitted.
A white lab coat may be required.
Student identification badge should be worn at all times.
Additional requirements for acceptable appearance may be identified by individual clinical facilities.
Consequences of Unacceptable Appearance:
1st offense- the student will be given a verbal warning and may be required to go home and change
clothes
2nd
offense- the student will receive a written warning
3rd
offense- the student will be placed on academic probation for unprofessional behavior
CLASSROOM AND CLINIC BEHAVIORS Behaviors consistent with public situations are required at all times. Course instructors will identify
expectations regarding behavior during classroom and lab activities for each course.
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ALCOHOL, CHEMICAL SUBSTANCE AND TOBACCO USE
Use of alcohol or other chemical substances prior to or during school/clinic hours is considered
unacceptable and unprofessional behavior and will be result in immediate referral to the disciplinary
process.
In accordance with the University of Toledo’s policy, all campuses are smoke and tobacco free.
CLASSROOM/CLINIC MAINTENANCE It is the responsibility of all students to maintain neat and orderly classrooms and clinic spaces.
Expectations for post-session orderliness were developed by a committee of students and faculty and are
as follows:
1. Clean your area after use with disinfectant spray and remove any items or trash from the furniture
and floor in area used.
2. Re-arrange furniture in the appropriate area of the room when your class/session is completed.
3. Return all tools, equipment and supplies to the appropriate storage areas.
Food and Beverages
Policies regarding use of food and beverages in classroom and clinic vary from building to building. For
classrooms in buildings equipped with computer and electrical hook-ups in tables, beverages are
permitted only with approved “spill-proof” containers.
ATTENDANCE POLICIES The SLP faculty believes that classroom activities are essential to learning and to the application of
knowledge and skills; however, in order to maintain academic freedom in the classroom, the instructors
have the privilege of establishing their own policy regarding attendance requirements. The instructors are
responsible for informing the student of their attendance policy at the first class meeting. The student is
responsible for knowing and meeting all course requirements, including tests, assignments, class
participation and attendance as indicated by the course instructor. The instructor has no obligation to give
make-up examinations or to review class work missed by the student as the result of an unexcused
absence. The responsibility for making up work missed during any absence rests with the student.
Excused Absences
Per departmental policy, excused absences include: illness of self or dependent; jury duty (please contact
the Program Director if asked to serve jury duty); and death of an immediate family member (parent,
grandparent, sibling, spouse, or child). Other situations may be deemed as excused absences at the
discretion of the individual faculty member.
The student is requested to notify the faculty member and/or Clinic Coordinator/supervisor of any illness
or circumstance, which will prevent attendance at a regularly scheduled class or other scheduled meeting
prior to the absence/tardiness. If calling the department number, be prepared with the course number,
name, and instructor.
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Unexcused Absences and Tardiness
Excessive unexcused absence and/or tardiness will be considered “unprofessional behavior/ conduct” and
may be subject to disciplinary action within the Program.
Attendance for Clinical Practicum/Internship
General Attendance Attendance is required unless there is an unanticipated absence.
Unanticipated Absences Per departmental policy, unanticipated absences include:
Illness of self or dependent
Death of an immediate family member (parent, grandparent, sibling, spouse, or child)
Jury duty (please contact the Program Director if asked to serve jury duty)
Students are generally allowed to miss one day for an unanticipated absence but absences of
greater than one day must be made up in a manner that is acceptable to the facility and approved
by the faculty intern supervisor.
The student will follow facility procedure regarding notification of the clinical supervisor in the
event of an unanticipated absence.
It is the student’s responsibility to also notify the UT faculty intern supervisor of the absence.
Requests for absences for reasons other than those mentioned above will need to be approved by both the
clinical supervisor and the faculty intern supervisor. Any time missed for reasons other than unanticipated
absences will need to be made up in a manner that is acceptable to the facility and approved by the faculty
intern supervisor.
See the Clinic Manual for additional attendance requirements during clinical education.
INCLEMENT WEATHER POLICY The SLP Program’s policy is that classes will be canceled only in the event that The University of Toledo
cancels classes due to inclement weather. Students are asked to use discretion regarding attending class in
the case of severe weather conditions. Individual instructors may have reason to cancel and should pre-
arrange a notification method.
Inclement Weather Policy Clinical Education
The SLP Program’s policy is that students will follow the direction of the clinic or off-site placement
regarding attendance during inclement weather. If the student is advised by the clinic to remain at
home/go home early this will be an excused absence. Students are allowed to miss one day for an
excused absence but absences of greater than one day must be made up in a manner that is acceptable to
the facility and approved by the clinical supervisor and the faculty intern supervisor. Students are asked to
use discretion regarding attending the clinic in the case of severe weather conditions. If the student
chooses to stay home during severe weather conditions, this time will need to be made up in a manner that
is acceptable to the facility and approved by the clinical supervisor and the faculty intern supervisor.
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CONDUCT IN USE OF SOCIAL MEDIA
Background
Web based and mobile-based technologies enable unique modes of communication with important
advantages and challenges. Social media is a term used to indicate a set of web-based applications “that
allow the creation and exchange of user generated content” (Kaplan & Haenlein, 2010). Examples of
social media services include Twitter, Facebook, Instagram, Snap Chat and blogs. The purpose of this
policy is to clarify the professional behavior expectations regarding the use of social media by students
enrolled in the SLP program at The University of Toledo.
Rationale for this Policy
Speech-Language Pathology students must maintain the same professional behavior and ethical standards
in their online activity as they do in all other forms of communication as presented in ASHA Code of
Ethics and other guides to professional behavior. Although social media may be considered a personal
endeavor in many cases, it may also be viewed by faculty, fellow students and clients. Inattention to these
communication standards may lead to harmful and/or negative long-lasting impact on clients, peers, the
career of the individual, and the reputation of the student, the program and the university, as well as the
profession. Potential intern supervisors, employers and others may also use social media to learn more
about you.
Best Practices that SLP Students are Expected to Follow
1. Take responsibility and use good judgment. You are responsible for the material you share
through social media. Be courteous, respectful, and thoughtful about how others may perceive or
be affected by what you share. False and unsubstantiated claims and inaccurate or inflammatory
communications may create liability for you.
2. Think before you post. Anything you post is highly likely to be permanently connected to you and
your reputation through Internet and email archives. Current instructors/supervisors, future
employers, and clients often have access to this information and may use it to evaluate your
personal and professional judgment and suitability for employment. Take great care and be
thoughtful before placing your identifiable comments in the public domain.
3. Protect your own privacy. Make sure you understand how the privacy policies and security
features work on the sites where you are sharing material. Use privacy settings to safeguard
personal information and content to the extent possible, but realize that privacy settings are not
absolute and that once on the Internet, content is likely there permanently.
4. When interacting with other students, faculty or clinical instructors, or patients on the Internet,
maintain appropriate boundaries in accordance with professional and ethical guidelines just as you
would in any other context.
5. If students see unprofessional content posted by colleagues/peers, their faculty, etc., they have a
responsibility to bring the appropriateness of that content to the attention of the individual, so that
he or she can remove it and/or take other appropriate actions. If the behavior violates professional
norms and the individual does not take appropriate action to resolve the situation, the student
should report the matter to a SLP faculty member and/or the Program Director.
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Activities That May be Grounds for Dismissal from the SLP Program
1. Publishing, discussing, or sharing in any way the health information of other individuals. Be aware
that removal of an individual’s name or use of a pseudonym does not constitute proper de-
identification of protected health information. Inclusion of data such as age, gender, race,
diagnosis, date of evaluation, type of treatment or posting of patient stories and/or pictures (such
as a before/after photograph of a patient having surgery, or a photograph of a patient participating
in therapy or even social activities may still allow the reader to recognize the identity of a specific
individual.
2. Claiming to be an official representative or spokesperson for The University of Toledo or its
entities, including the SLP program.
3. Assuming the identity of another person or otherwise attempting to obscure one’s own identity as
a means to circumvent the prohibited activities outlined in this policy.
Unprofessional Behavior that may be the Basis for Disciplinary Action
1. Using vulgar language.
2. Using language or photographs that imply disrespect for any individual or group, including but not
limited to age, race, gender, ethnicity or sexual orientation.
3. Publishing or sharing in any way, personal photographs or photographs of oneself or others that
may reasonably be interpreted as condoning irresponsible use of alcohol, the use of recreational
drugs, illegal activities, or sexual promiscuity.
4. Publishing, discussing, or sharing in any way, potentially inflammatory or unflattering material on
another individual’s website (e.g. on the “wall” of that individual’s Facebook site).
5. Publishing or sharing in any way, personal photographs or photographs of clients in clinic or
social situations. Keep in mind, permission forms signed for use of photographs, etc. in the
program/clinic, are not intended for student permission/use.
Student Organization Use of Social Networking Sites
Registered student organizations that use social networking sites are required to seek permission of the
advisor prior to posting material. Student organizations are not to represent themselves as official
representatives or spokespersons for The University of Toledo, its entities or any other organization,
affiliated or unaffiliated.
Kaplan, A., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social
Media. Business Horizons,53(1), 59-68.
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HEALTH POLICIES
HEALTH FORMS
Each student, while enrolled in the didactic and clinical portions of the speech-language pathology
curriculum, is required to have completed an annual Student Health Form. Students are prohibited to
engage in laboratory activities or to attend clinical facilities if this information is not on file for the
current year. The necessary forms will be provided to the student, and are to be completed and signed by
the examining physician and returned by the appropriate due date. Each student shall maintain a copy of
his/her annual Student Health Form in his/her personal records in the event that an immediate copy is
needed. More specifics are provided in the Clinic Handbook.
It should also be noted that some clinical sites have additional health requirements (flu shots, drug
screens, etc.). When these are known in advance, the program will inform the student of any additional
health requirements. However, during preparations for an upcoming clinical placement, the student is
responsible for checking with the supervisor to determine if there are any additional health requirements.
It is recommended that this process be initiated approximately 4-6 weeks prior to the start of the clinical
placement to allow adequate time for completion of any additional health requirements (when possible).
All expenses incurred in obtaining a physical, necessary laboratory tests, immunizations and additional
health requirements are the responsibility of the student.
CHANGES IN HEALTH STATUS
In the event that one’s health status changes at any time during the program of study, it is the
responsibility of the student to notify individual course instructors and the Clinic Coordinator regarding
any changes in health status or limitations that may place the student “at risk” for not being able to
complete the course and/or clinical requirements, including emotional or psychiatric issues. Keep in mind
that the student is not required to explain specifics of the medical/psychiatric issue, but rather the nature
of the impact on the academic/clinical program. When appropriate, the Program Director may also need to
be notified.
In the event of a prolonged illness or health status issues (lasting longer than 4 days) requiring medical or
psychiatric attention, a prolonged injury (lasting longer than 4 days) requiring medical attention or a
surgery, the student is required to use the following guidelines before returning:
1. The student is responsible for providing individual course instructors and/or clinical supervisors
(including the Clinic Coordinator and Program Director) with a written statement that s/he has
been approved to return to and participate in all required classroom, laboratory activities and
clinical activities, signed by the physician.
2. In the event that activities need to be restricted, the physician will need to document all limitations
and plans for re-examination.
3. Students must recognize that this may create delays in their planned graduation date.
In the event of a prolonged illness or health status issues (lasting longer than 4 days) not requiring
medical attention or a prolonged injury (lasting longer than 4 days) not requiring medical attention, the
student will be required to use the following guidelines:
Last revised 7-25-16 21
1. The student will be responsible for contacting individual course instructors and/or clinical
supervisors (including the Clinic Coordinator and Program Director) to determine the appropriate
level of participation in classroom and clinical activities.
2. Course instructors and/or clinical supervisors (including the Clinic Coordinator and Program
Director) will assist in determining if clearance by a physician will be required prior to resumption
of normal classroom/clinical activities.
3. Students must recognize that this may create delays in their planned graduation date.
In the event of pregnancy, the student will be required to use the following guidelines:
1. The student is strongly encouraged to provide early notification to the course instructors and/or
clinical supervisors (including the Clinic Coordinator and Program Director) in order to formulate
a plan that will lead to satisfactory completion of didactic and/or clinical program requirements in
a safe, efficient, and timely manner.
2. In the event that activities need to be restricted, the physician will need to document all limitations
in writing.
3. The student will be responsible for providing individual course instructors and/or clinical
supervisors (including the Clinic Coordinator and Program Director) with the written
documentation.
4. Students must recognize that this may create delays in their planned graduation date.
ESSENTIAL FUNCTIONS AND ACCOMMODATIONS UT admits and matriculates qualified speech-language pathology students in accordance with UT Policy
#3364-50-03, Nondiscrimination on the Basis of a Disability- Americans with Disabilities Act
Compliance.
The statement of this policy is as follows:
“Since passage of the Rehabilitation Act, The University of Toledo has been committed to
eliminating barriers to services, employment and educational opportunities for people with
disabilities. Our commitment was renewed with the passage of the Americans with Disabilities
Act (“ADA”) in 1990. With the passage of the ADA Amendments Act of 2008 (ADAAA), we
restate our goal of providing seamless access. The university does not discriminate on the basis of
disability in violation of the ADA, or the Rehabilitation Act in admission or access to, or treatment
or employment in, its programs or activities.”
The purpose of this policy is not to serve as a comprehensive statement but to provide guidance to the
university in committing itself to providing employment, quality health care services and educational
opportunities to people with disabilities and complying with the ADA, Section 503 and Section 504 of the
Rehabilitation Act of 1973 (“the Rehabilitation Act”) and other applicable federal and state laws and
regulations that prohibit discrimination on the basis of disability.
Per this policy, a qualified individual with a disability is an individual who satisfies the requisite skill,
experience, and educational requirements of the position or the educational program and one who can
perform the essential functions of the job or curriculum with or without reasonable accommodation.
Last revised 7-25-16 22
Further, essential functions are defined as those functions that the individual who holds the position or
who is in the academic program must be able to perform unaided or with or without reasonable
accommodation. See Appendix I for the details of the Essential Functions of the Speech-Language
Pathology Program.
Students should contact the Office of Academic Access (Rocket Hall 1820; 419.530.4981;
[email protected] ) as soon as possible for more information and/or to initiate the
process for accessing academic accommodations.
Chronic Health Condition Not Requiring Accommodations
Students are responsible for notifying the instructor of their inability to participate in activities that are
potentially harmful due to a pre-existing physical condition, acute or chronic, that places them at risk
for injury.
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MISCELLANEOUS/SUPPORT SERVICES
STUDENT INFORMATION SHEET
Each student is required to complete and provide for program files demographic information, such as
emergency contact numbers on the “Confidential Student Information Form” provided during clinic
orientation.
It is the responsibility of the student to advise the Clinic Administrative Assistant, Rm. 1240 HHS
Building, the Program Director, and the College of Graduate Studies of changes of address and other
student information.
LIABILITY INSURANCE
All students are provided professional liability insurance through the University of Toledo. Professional
liability insurance covers their activities as a speech-language pathology student in the classroom and
clinical education experiences. Proof of professional liability insurance by clinical sites is available upon
request.
One’s student professional liability insurance does not cover the student in activities outside the domain
of the SLP Program (e.g. while employed as a tutor) or during unsupervised practice of skills. It is
recommended that students also consider obtaining their own liability insurance for such practices.
CRIMINAL BACKGROUND CHECK POLICY
All incoming speech-language pathology students are required to complete both an Ohio BCI&I check
and a FBI criminal background check before their first summer semester.
The purpose of the background check policy is to:
1. Promote and protect patient/client safety, as well as the well-being of the campus community.
2. Comply with the mandates of clinical sites, which require student background checks as a
condition of their written contracts with the SLP Program, The University of Toledo, as stipulated
by the Joint Commission on Accreditation of Healthcare Organizations (JCAHO).
In the event that the background check report identifies a history of criminal activity, the
student may be at risk for not being able to successfully complete the required clinical
practicum requirements of the Program. Successful completion of all designated clinical
practica and clinical internships is a graduation requirement for a Master’s degree.
3. Promote early self-identification of students who may be “at risk” for not meeting licensure
eligibility requirements in some states due to a felony conviction.
In order to insure that a student with a history of a felony conviction is eligible for sitting for
the licensure exam, the “at risk” student will need to seek clarifying information directly from
the licensure board of the state in which s/he wishes to practice. As practice laws vary from
state to state, it becomes the student’s responsibility to know the laws of individual states
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regarding policies associated with the awarding of a license; the “at risk” student may need to
petition the state licensure agency to request a declaratory order/opinion from the licensure
agency.
IDENTIFICATION BADGES
The University of Toledo ID system has been automated to allow students to receive a Rocket Card by
logging into the myUT portal with their UTAD and password, which automatically inputs, name, Rocker
number, and other information. The user then picks which campus they would like to pick up the
ID/Rocket Card, uploads a photo, and submits the order. Student accounts will automatically be charged
when replacement cards are created. Students will receive an e-mail within three business days letting
them know their new ID is ready to be picked up. A photo ID will be required to pick up the Rocket
Card.
The photo ID will permit the student to use UT’s libraries, Recreation Center, gain “after-hours” entry
into campus buildings for self-study, and receive discounts on meals served at the University of Toledo
Medical Center’s cafeteria. All students must wear their photo ID when in the clinic; the clinic may also
provide a photo ID.
COMPUTERS AND OTHER TECHNOLOGY
The computer lab in Health and Human Service Building (HHS) is located in room 1244. Students must
swipe ID at the door for access. Laptops, digital cameras, and other equipment are available for check-out
in HHS 2400. For information regarding computers and technology in HHS, visit the CHS Information
Technology website at: http://www.utoledo.edu/eduhshs/studentcomputing/ Other technology for
clinical practicum is available through the clinic. Information is available in the Clinic Handbook.
THE WRITING CENTER
The Writing Center works with current UT students on a variety of writing projects in any subject.
Experienced, polished writers read, review, and respond to papers in order to assist students individually
at any stage of academic or personal writing. Writers meet with Writing Center tutors in order to generate
ideas, organize notes and thoughts, and receive feedback on drafts or completed papers. The Writing
Center is located in Carlson Library, room 1005 on the Main Campus. To schedule an appointment or for
information, please call 419-530-4939 or visit the website:
http://www.utoledo.edu/success/writingcenter/
EMERGENCIES IN THE CLASSROOMS, OFFICES OR CLINIC
To obtain emergency medical assistance for any injured employee, student or visitor on any campus,
initiate the emergency response system by calling 419-530-2600 (Campus Police dispatcher).
Campus Police/Security
In an attempt to enhance security, some buildings on the Main Campus are locked manually between
10:00-11:00 p.m. and unlocked at 6:00 a.m. Buildings equipped with swipe access are automatically
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locked at night at varying times. The Health and Human Service Building is automatically locked
between 9:00 p.m. and 6:00 a.m. Buildings on the Health Science Campus are generally locked between
11:00 p.m. and 6:00 a.m. The hours for Carlson Library on the Main Campus and for the Mulford Library
on the Health Science Campus are located at: http://www.utoledo.edu/library/info/hours.html
Parking lots are patrolled throughout the night by members of The University of Toledo Police Force.
There is a Night Watch (Escort Service) available to all students from 7:00 p.m. to 2:45 a.m. Students
may obtain an escort by calling 419-530-3024.
All suspicious incidents or pending danger should be reported immediately to the police force. Campus
telephones for this purpose are available and mounted on the walls throughout the various campus
buildings. Code Blue telephones (emergency telephones) are available in all parking lots on all campuses.
All emergencies should be reported immediately by dialing 2600 from any Campus telephone or 419-530-
2600 from a cell phone. Copies of security policies of the Police Department will be available upon
request.
Emergency Notification
A public address system is used on all campuses to notify students, faculty, staff, and visitors of any
emergencies such as tornado warnings, etc. Be sure to follow the instructions given over the public
address system when appropriate. All students are encouraged to sign up for UT Alert, an e-mail and text
message alert system, to stay informed anytime, anywhere about emergencies from severe weather to a
violent episode. To enroll in the UT Alert System, register within the MyUT Student Toolkit under
“Other Resources.”
A system of emergency codes is in place for the Health Science Campus and is as follows:
Fire – Code Red
Disaster – Code Yellow
Severe Weather/Tornado Response Procedure – Code Gray
Radiological, Biological, or Chemical Contamination – Code Orange
Bomb Threats – Code Black
Evacuation – Code Green
Medical Emergency – Code Blue
Adult Patient Missing – Code Brown
Snow or Transportation Emergency Plan – Code White
Child Abduction – Code Adam
EMPLOYMENT (OUTSIDE THE UNIVERSITY) DURING GRADUATE SCHOOL
Given the rigors and time commitment of professional education, the Speech-Language Pathology faculty
strongly urges students not to seek employment during the academic term.
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Should, however, a student choose to be employed in a related professional setting, the following
guidelines should be utilized:
1. SLP students employed in related professional settings must not represent themselves in any way
as speech-language pathologists or as speech-language pathology or communication assistants
(unless duly licensed as same).
2. SLP students representing themselves as having any degree of expertise in speech-language
pathology are in violation of state licensure laws. Such claims may result in denial of eligibility
for licensure after graduation from the SLP Program. Refer to State licensure laws as contained in
the Ohio Revised Code.
3. SLP students employed in related professional settings must not represent themselves as official
representatives of the University of Toledo or its SLP Program.
4. SLP student liability insurance only covers students during classroom activities and during
assigned clinical practica and internships.
5. SLP students are advised to carefully read the job descriptions pertaining to unlicensed personnel
and should not undertake responsibilities outside this description or the law relative to
employment in a related professional setting, even if the client or employer requests one to do so.
Questions regarding employment in an SLP setting should be directed to the Ohio Licensure Board.
ADDITIONAL EDUCATIONAL OPPORTUNITIES
Certificate Programs
Students may elect to participate in various graduate certificate programs offered at the University.
However, requirements and expectations must not interfere with the requirements of the SLP program.
Graduate certificate options include:
“Certificate in Advanced Intervention for Listening and Spoken Language Development
of Children who use Advanced Hearing Technologies“
Site under development; see Dr. Pakulski
“Graduate Certificate in Teaming in Early Childhood”
http://www.utoledo.edu/hhs/gctec/
“Graduate Certificate in Contemporary Gerontological Practice”
http://www.utoledo.edu/depts/csa/gradcertificate.html
“Child Advocacy”
http://www.utoledo.edu/dl/programs/certificates/cert_child-advocate.html
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“Patient Advocacy”
http://www.utoledo.edu/dl/programs/certificates/cert_advocacy.html
“Elder Law”
http://www.utoledo.edu/dl/programs/gerontology/elder-law.html
“Healthcare Business Management Excellence”
http://www.utoledo.edu/schools/shbie/c_hbme.html
For more information, visit each program’s respective website.
Continuing Education
Students are encouraged to attend on-campus activities and continuing education events, which are
identified via e-mail postings, as well as the Institutional Calendar of Events found online in the
University of Toledo’s Webpage.
Additionally, students will be apprised of regional continuing education opportunities.
CAREER OPPORTUNITIES An employment notebook is located in the clinic (room 1240). All information received by the Program
regarding employment and career opportunities is posted in this book.
In addition, the Department of Rehabilitation Sciences hosts an annual “Job Fair” on the 2nd
Wednesday
in March. Health care facilities that employ physical therapists, occupational therapists and speech
language pathologists are invited to attend, and each year approximately 50-60 facilities are represented
from the tri-state area and beyond. SLP students are expected to attend the Job Fair, and students who are
in a local clinical internship are excused from the clinic in order to attend.
Facilities who participate in the Job Fair can also email information to the program to have it posted in the
employment book.
The University of Toledo also provides career services:
Center for Experiential Learning and Career Services
http://www.utoledo.edu/success/career/
(419) 530-4341
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APPENDICES
APPENDIX A: GENERIC ABILITIES
Generic abilities are attributes, characteristics or behaviors that are not explicitly part of the profession’s core of knowledge and technical skills but are nevertheless required for success in the profession. Ten generic abilities were identified through a study conducted at UW-Madison in 1991-92. The ten abilities and definitions developed are:
Generic Ability Definition
Commitment to Learning The ability to self-assess, self-correct, and self-direct; to identify
needs and sources of learning; and to continually seek new knowledge and understanding.
Interpersonal Skills The ability to interact effectively with patients, families, colleagues,
other health care professionals, and the community and to deal effectively with cultural and ethnic diversity issues.
Communication Skills The ability to communicate effectively (i.e., speaking, body
language, reading, writing, listening) for varied audiences and purposes.
Effective Use of Time The ability to obtain the maximum benefit from a minimum and Resources investment of time and resources.
Use of Constructive The ability to identify sources of and seek out feedback and to Feedback effectively use and provide feedback for improving personal
interaction.
Problem-Solving The ability to recognize and define problems, analyze data, develop and implement solutions, and evaluate outcomes.
Professionalism The ability to exhibit appropriate professional conduct and to
represent the profession effectively.
Responsibility The ability to fulfill commitments and to be accountable for actions and outcomes.
Critical Thinking The ability to question logically; to identify, generate, and
evaluate elements of logical argument; to recognize and differentiate facts, illusions, assumptions, and hidden assumptions; and to distinguish the relevant from the irrelevant.
Stress Management The ability to identify sources of stress and to develop effective
coping behaviors.
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Beginning Developing Entry-Level Post-Entry-Level
1. Commitment to Learning
Identifies problems
Formulates appropriate questions
Identifies and locates appropriate resources
Demonstrates positive attitude (motivation) toward learning
Offers own thoughts and ideas
Identifies need for further information
Prioritizes information needs
Analyzes and subdivides large questions into components
Seeks out professional literature
Sets personal and professional goals
Identifies own learning needs based on previous experiences
Welcomes and\or seeks new learning opportunities
Applies new information and re-evaluates performance
Accepts that there may be more than one answer to a problem
Recognizes the need to and can verify solutions to problems
Reads articles critically and understands limits of application to professional practice
Researches and studies areas where knowledge base is lacking
Questions conventional wisdom
Formulates and re-evaluates position based on available evidence
Demonstrates confidence in sharing new knowledge with all staff levels
Modifies programs and treatments based on newly-learned skills and considerations
Acts as a mentor in area of specialty for other staff
2. Interpersonal Skills
Maintains professional demeanor in all clinical interactions
Demonstrates interest in patients as individuals
Respects cultural and personal differences of others; is non-judgmental about patients’ lifestyles
Communicates with others in a respectful, confident manner
Respects personal space of patients and others
Maintains confidentiality in all clinical interactions
Demonstrates acceptance of limited knowledge and experience
Recognizes impact of non-verbal communication and modifies accordingly
Assumes responsibility for mistakes, apologizes
Motivates others to achieve
Establishes trust
Seeks to gain knowledge and input from others
Respects role of support staff
Listens to patient but reflects back to original concern
Works effectively with challenging patients
Responds effectively to unexpected experiences
Talks about difficult issues with sensitivity and objectivity
Delegates to others as needed
Approaches others to discuss differences in opinion
Accommodates differences in learning styles
Recognizes role as a leader
Builds relationships with other professionals
Establishes mentor relationships
3. Communication Skills
Demonstrates understanding of basic English (verbal and written); uses correct grammar, accurate spelling and expression
Writes legibly
Recognizes impact of non-verbal communication: maintains eye contact, listens actively
Utilizes non-verbal communication to augment verbal message
Restates, reflects, and clarifies message
Collects necessary information from patient interview
Presents verbal or written message with logical organization and sequencing,
Modifies communication (verbal and written) to meet the needs of different audiences
Maintains open and constructive communication
Utilizes communication technology
Dictates clearly and concisely
Demonstrates ability to write scientific research papers
Fulfills role as patient advocate
Mediates conflict
Communicates professional needs and concerns
4. Effective Use Focus on tasks at hand Coordinates schedule Performs multiple Uses limited
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of Time and Resources
without dwelling on past mistakes
Recognizes own resource limitations
Uses existing resources effectively
Uses unscheduled time efficiently
Completes assignments in a timely fashion
with others
Sets up own schedule
Demonstrates flexibility
Plans ahead
tasks simultaneously and delegate when appropriate
Has ability to say “No”.
Sets priorities and reorders when necessary
Considers patient’s goals in context of patient, clinic, and third party resources
Uses scheduled time with each patient efficiently
resources creatively
Manages meeting time effectively
Takes initiative in covering for absent staff members
Develops programs and works on projects while maintaining case loads
Follows up on projects in a timely manner
Advances professional goals while maintaining expected workload
5. Use of Constructive Feedback
Demonstrates active listening skills
Actively seeks feedback and help
Demonstrates a positive attitude toward feedback
Critiques own performance
Maintains two way communication
Assesses own performance accurately
Utilizes feedback when establishing pre-professional goals
Provides constructive and timely feedback when establishing pre-professional goals
Develops plan of action in response to feedback
Seeks feedback from clients
Reconciles differences with sensitivity
Modifies feedback given to clients according to their learning styles
Considers multiple approaches when responding to feedback
Engages in non-judgmental, constructive problem-solving discussions
Acts as conduit for feedback between multiple resources
Utilizes feedback when establishing professional goals
Utilizes self-assessment for professional growth
6. Problem-Solving
Recognizes problems
States problems clearly
Describes known solutions to problem
Identifies resources needed to develop solution
Begins to examine multiple solutions to problems
Prioritizes problems
Identifies contributors to problem
Considers consequences of possible solutions
Consults with others to clarify problem
Implements solutions
Reassesses solutions
Evaluates outcomes
updates solutions to problems based on current research
Accepts responsibility for implementation of solutions
Weighs advantages
Participates in outcome studies
Contributes to formal quality assessment in work environment
Seeks solutions to community health-related problems
7. Professionalism
Abides by APTA Code of Ethics
Demonstrates awareness of state licensure regulations
Abides by facility policies
Identifies appropriate professional role models
Discusses societal expectations of the profession
Acts on moral
Demonstrates accountability for professional decisions
Treats patients within scope of expertise
Discusses role of
Actively promotes profession
Participates actively in professional
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and procedures
Projects professional image
Attends professional meetings
Demonstrates honesty, compassion, courage and continuous regard for all
commitment
Involves other health care professionals in decision-making
Seeks informed consent from patients
physical therapy in health care
Keeps patient as priority
organizations
Attends workshops
Acts in leadership role when needed
Supports research
8. Responsibility
Demonstrates dependability
Demonstrates punctuality
Follows through on commitments
Recognizes own limits
Accepts responsibility for actions and outcomes
Provides safe and secure environment for patients
Offers and accepts help
Completes projects without prompting
Delegates as needed
Directs patients to other health care professionals when needed
Encourages patient accountability
Orients and instructs new employees/students
Promotes clinical education
Accepts role as team leader
Facilitates responsibility for program development and modification
9. Critical Thinking
Raises relevant questions
Considers all available information
States the results of scientific literature
Recognizes “holes” in knowledge base
Articulates ideas
Feels challenged to examine ideas
Critiques hypotheses and ideas
Formulates new ideas
Seeks alternative ideas
Formulates alternative hypotheses
Understands scientific method
Exhibits openness to contradictory ideas
Assesses issues raised by contradictory ideas
Justifies solutions selected
Determines effectiveness of applied solutions
Distinguishes relevant from irrelevant
Distinguishes when to think intuitively vs. analytically
Demonstrates beginning intuitive thinking
Identifies complex patterns of associations
Recognizes own biases and suspends judgmental thinking
Challenges others to think critically
10. Stress Management
Recognizes own stressors or problems
Recognizes distress or problems in others
Seeks assistance as needed
Maintains professional demeanor in all situations
Maintains balance between professional and personal life
Demonstrates appropriate affective responses to situations
Accepts constructive feedback
Establishes outlets to cope with stressors.
Tolerates inconsistencies in health care environment
Prioritizes multiple commitments
Responds calmly to urgent situations
Recognizes when problems are unsolvable
Assists others in recognizing stressors
Demonstrates preventative approach to stress management
Establishes support network for self and clients
Offers solutions to the reduction of stress within the work
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environment
Reference: May, W., Straker, G., Foord-May, L. (2000) Opportunity Favors the Prepared. Guide to
Facilitating the Development of Professional Behavior. May and Associates Consulting.
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APPENDIX B
Implementation Procedures for the Certificate of Clinical Competence in Speech-
Language Pathology
http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/
2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology
Effective Date: September 1, 2014
Introduction The Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) is a semi-autonomous credentialing body of the American Speech-Language-Hearing Association. The charges to the CFCC are: to define the standards for clinical certification; to apply those standards in granting certification to individuals; to have final authority to withdraw certification in cases where certification has been granted on the basis of inaccurate information; and to administer the certification maintenance program.
A Practice and Curriculum Analysis of the Profession of Speech-Language Pathology was conducted in 2009 under the auspices of the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) and the CFCC. The survey analysis was reviewed by the CFCC, and the following standards were developed to better fit current practice models.
The 2014 standards and implementation procedures for the Certificate of Clinical Competence in Speech-Language Pathology will go into effect for all applications for certification received on or after September 1, 2014. View the SLP Standards Crosswalk [PDF] for more specific information on how the standards will change from the current SLP standards to the 2014 SLP standards.
Citation: Council for Clinical Certification in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association. (2012). 2014 Standards for the Certificate of Clinical Competence in Speech-Language Pathology. Retrieved [date] from http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/.
The Standards for the Certificate of Clinical Competence in Speech-Language Pathology are shown in bold. The Council for Clinical Certification implementation procedures follow each standard.
Standard I—Degree Standard II—Education Program Standard III—Program of Study Standard IV—Knowledge Outcomes Standard V—Skills OutcomesStandard VI—AssessmentStandard VII—Speech-Language Pathology Clinical FellowshipStandard VIII—Maintenance of Certification
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Standard I: Degree The applicant for certification must have a master’s, doctoral, or other recognized post-baccalaureate degree.
Implementation: The Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) has the authority to determine eligibility of all applicants for certification.
Standard II: Education Program All graduate course work and graduate clinical experience required in speech-language pathology must have been initiated and completed in a speech-language pathology program accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA).
Implementation: If the program of graduate study is initiated and completed in a CAA-accredited program and if the program director or official designee verifies that all knowledge and skills required at that time for application have been met, approval of the application is automatic. Individuals educated outside the United States or its territories must submit documentation that course work was completed in an institution of higher education that is regionally accredited or recognized by the appropriate regulatory authority for that country. In addition, applicants outside the United States or its territories must meet each of the standards that follow.
Standard III: Program of Study The applicant for certification must have completed a program of study (a minimum of 36 semester credit hours at the graduate level) that includes academic course work and supervised clinical experience sufficient in depth and breadth to achieve the specified knowledge and skills outcomes stipulated in Standard IV-A through IV-G and Standard V-A through V-C.
Implementation: The minimum of 36 graduate semester credit hours must have been earned in a program that addresses the knowledge and skills pertinent to the ASHA Scope of Practice in Speech-Language Pathology.
Standard IV: Knowledge Outcomes
Standard IV-A The applicant must have demonstrated knowledge of the biological sciences, physical sciences, statistics, and the social/behavioral sciences.
Implementation: Acceptable courses in biological sciences should emphasize a content area related to human or animal sciences (e.g., biology, human anatomy and physiology, neuroanatomy and neurophysiology, human genetics, veterinary science). Acceptable courses in physical sciences should include physics or chemistry. Acceptable courses in social/behavioral sciences should include psychology, sociology, anthropology, or public health. A stand-alone course in statistics is required. Research methodology courses in communication sciences and disorders (CSD) may not be used to satisfy the statistics requirement. A course in biological and physical sciences specifically related to CSD may not be applied for certification purposes to this category unless the course fulfills a university
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requirement in one of these areas.
Standard IV-B The applicant must have demonstrated knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The applicant must have demonstrated the ability to integrate information pertaining to normal and abnormal human development across the life span.
Standard IV-C The applicant must have demonstrated knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas:
A. articulation B. fluency C. voice and resonance, including respiration and phonation D. receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, writing E. hearing, including the impact on speech and language F. swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding, orofacial mycology) G. cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning) H. social aspects of communication (including challenging behavior, ineffective social skills,and
lack of communication opportunities) I. augmentative and alternative communication modalities
Implementation: It is expected that course work addressing the professional knowledge specified in Standard IV-C will occur primarily at the graduate level.
Standard IV-D For each of the areas specified in Standard IV-C, the applicant must have demonstrated current knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.
Standard IV-E The applicant must have demonstrated knowledge of standards of ethical conduct.
Implementation: The applicant must have demonstrated knowledge of the principles and rules of the current ASHA Code of Ethics.
Standard IV-F
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The applicant must have demonstrated knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice.
Implementation: The applicant must have demonstrated knowledge of the principles of basic and applied research and research design. In addition, the applicant must have demonstrated knowledge of how to access sources of research information and have demonstrated the ability to relate research to clinical practice.
Standard IV-G The applicant must have demonstrated knowledge of contemporary professional issues.
Implementation: The applicant must have demonstrated knowledge of professional issues that affect speech-language pathology. Issues typically include trends in professional practice, academic program accreditation standards, ASHA practice policies and guidelines, and reimbursement procedures.
Standard IV-H The applicant must have demonstrated knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to professional practice.
Standard V: Skills Outcomes
Standard V-A The applicant must have demonstrated skills in oral and written or other forms of communication sufficient for entry into professional practice.
Implementation: The applicant must have demonstrated communication skills sufficient to achieve effective clinical and professional interaction with clients/patients and relevant others. In addition, the applicant must have demonstrated the ability to write and comprehend technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence.
Standard V-B The applicant for certification must have completed a program of study that included experiences sufficient in breadth and depth to achieve the following skills outcomes:
A. Evaluation a. Conduct screening and prevention procedures (including prevention activities). b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, and relevant others, including other professionals. c. Select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures. d. Adapt evaluation procedures to meet client/patient needs. e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention. f. Complete administrative and reporting functions necessary to support evaluation. g. Refer clients/patients for appropriate services.
B. Intervention a. Develop setting-appropriate intervention plans with measurable and achievable
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goals that meet clients’/patients’ needs. Collaborate with clients/patients and relevant others in the planning process. b. Implement intervention plans (involve clients/patients and relevant others in the intervention process). c. Select or develop and use appropriate materials and instrumentation for prevention and intervention. d. Measure and evaluate clients’/patients’ performance and progress. e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients. f. Complete administrative and reporting functions necessary to support intervention. g. Identify and refer clients/patients for services as appropriate.
C. Interaction and Personal Qualities a. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others. b. Collaborate with other professionals in case management. c. Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others. d. Adhere to the ASHA Code of Ethics and behave professionally.
Implementation: The applicant must have acquired the skills referred to in this standard applicable across the nine major areas listed in Standard IV-C. Skills may be developed and demonstrated by direct client/patient contact in clinical experiences, academic course work, labs, simulations, examinations, and completion of independent projects.
The applicant must have obtained a sufficient variety of supervised clinical experiences in different work settings and with different populations so that he or she can demonstrate skills across the ASHA Scope of Practice in Speech-Language Pathology. Supervised clinical experience is defined as clinical services (i.e., assessment/diagnosis/evaluation, screening, treatment, report writing, family/client consultation, and/or counseling) related to the management of populations that fit within the ASHA Scope of Practice in Speech-Language Pathology.
Supervisors of clinical experiences must hold a current ASHA Certificate of Clinical Competence in the appropriate area of practice during the time of supervision. The supervised activities must be within the ASHA Scope of Practice in Speech-Language Pathology to count toward certification.
Standard V-C The applicant for certification in speech-language pathology must complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology. Twenty-five hours must be spent in clinical observation, and 375 hours must be spent in direct client/patient contact.
Implementation: Guided observation hours generally precede direct contact with clients/patients. The observation and direct client/patient contact hours must be within the ASHA Scope of Practice of Speech-Language Pathology and must be under the supervision of a qualified professional who holds current ASHA certification in the appropriate practice area. Such supervision may occur simultaneously with the student’s observation or afterwards through review and approval of written reports or summaries submitted by the student. Students may use video recordings of client services for observation purposes.
Applicants should be assigned practicum only after they have acquired sufficient knowledge bases to qualify for such experience. Only direct contact with the client or the client’s family in assessment, intervention, and/or counseling can be counted toward practicum. Although several students may
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observe a clinical session at one time, clinical practicum hours should be assigned only to the student who provides direct services to the client or client’s family. Typically, only one student should be working with a given client at a time in order to count the practicum hours. In rare circumstances, it is possible for several students working as a team to receive credit for the same session, depending on the specific responsibilities each student is assigned. For example, in a diagnostic session, if one student evaluates the client and another interviews the parents, both students may receive credit for the time each spent in providing the service. However, if student A works with the client for 30 minutes and student B works with the client for the next 45 minutes, each student receives credit for only the time he/she actually provided services—that is, 30 minutes for student A and 45 minutes for student B. The applicant must maintain documentation of time spent in supervised practicum, verified by the program in accordance with Standards III and IV.
Standard V-D At least 325 of the 400 clock hours must be completed while the applicant is engaged in graduate study in a program accredited in speech-language pathology by the Council on Academic Accreditation in Audiology and Speech-Language Pathology.
Implementation: A minimum of 325 clock hours of clinical practicum must be completed at the graduate level. At the discretion of the graduate program, hours obtained at the undergraduate level may be used to satisfy the remainder of the requirement.
Standard V-E Supervision must be provided by individuals who hold the Certificate of Clinical Competence in the appropriate profession. The amount of direct supervision must be commensurate with the student’s knowledge, skills, and experience, must not be less than 25% of the student’s total contact with each client/patient, and must take place periodically throughout the practicum. Supervision must be sufficient to ensure the welfare of the client/patient.
Implementation: Direct supervision must be in real time. A supervisor must be available to consult with a student providing clinical services to the supervisor’s client. Supervision of clinical practicum is intended to provide guidance and feedback and to facilitate the student’s acquisition of essential clinical skills. The 25% supervision standard is a minimum requirement and should be adjusted upward whenever the student’s level of knowledge, skills, and experience warrants.
Standard V-F Supervised practicum must include experience with client/patient populations across the life span and from culturally/linguistically diverse backgrounds. Practicum must include experience with client/patient populations with various types and severities of communication and/or related disorders, differences, and disabilities.
Implementation: The applicant must demonstrate direct client/patient clinical experiences in both assessment and intervention with both children and adults from the range of disorders and differences named in Standard IV-C.
Standard VI: Assessment
Last revised 7-25-16 39
The applicant must have passed the national examination adopted by ASHA for purposes of certification in speech-language pathology.
Standard VII: Speech-Language Pathology Clinical Fellowship The applicant must successfully complete a Speech-Language Pathology Clinical Fellowship (CF).
Implementation: The Clinical Fellowship may be initiated only after completion of all academic course work and clinical experiences required to meet the knowledge and skills delineated in Standards IV and V. The CF must have been completed under the mentorship of an individual who held the ASHA Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) throughout the duration of the fellowship.
Standard VII-A: Clinical Fellowship Experience The Clinical Fellowship must have consisted of clinical service activities that foster the continued growth and integration of knowledge, skills, and tasks of clinical practice in speech-language pathology consistent with ASHA’s current Scope of Practice in Speech-Language Pathology. The Clinical Fellowship must have consisted of no less than 36 weeks of full-time professional experience or its part-time equivalent.
Implementation: No less than 80% of the Fellow’s major responsibilities during the CF experience must have been in direct client/patient contact (e.g., assessment, diagnosis, evaluation, screening, treatment, clinical research activities, family/client consultations, recordkeeping, report writing, and/or counseling) related to the management process for individuals who exhibit communication and/or swallowing disabilities.
Full-time professional experience is defined as 35 hours per week, culminating in a minimum of 1,260 hours. Part-time experience of less than 5 hours per week will not meet the CF requirement and may not be counted toward completion of the experience. Similarly, work in excess of the 35 hours per week cannot be used to shorten the CF to less than 36 weeks.
Standard VII-B: Clinical Fellowship Mentorship The Clinical Fellow must have received ongoing mentoring and formal evaluations by the CF mentor.
Implementation: Mentoring must have included on-site observations and other monitoring activities. These activities may have been executed by correspondence, review of video and/or audio recordings, evaluation of written reports, telephone conferences with the Fellow, and evaluations by professional colleagues with whom the Fellow works. The CF mentor and Clinical Fellow must have participated in regularly scheduled formal evaluations of the Fellow’s progress during the CF experience.
Standard VII-C: Clinical Fellowship Outcomes The Clinical Fellow must have demonstrated knowledge and skills consistent with the ability to practice independently.
Implementation: At the completion of the CF experience, the applicant will have acquired and demonstrated the ability to
Last revised 7-25-16 40
integrate and apply theoretical knowledge, evaluate his or her strengths and identify his or her limitations, refine clinical skills within the Scope of Practice in Speech-Language Pathology, apply the ASHA Code of Ethics to independent professional practice.
In addition, upon completion of the CF, the applicant must have demonstrated the ability to perform clinical activities accurately, consistently, and independently and to seek guidance as necessary.
Standard VIII: Maintenance of Certification Certificate holders must demonstrate continued professional development for maintenance of the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP).
Implementation: Individuals who hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) must accumulate 30 certification maintenance hours of professional development during every 3-year maintenance interval. Intervals are continuous and begin January 1 of the year following award of initial certification or reinstatement of certification. A random audit of compliance will be conducted.
Accrual of professional development hours, adherence to the ASHA Code of Ethics, submission of certification maintenance compliance documentation, and payment of annual dues and/or certification
fees are required for maintenance of certification.
Last revised 7-25-16 41
APPENDIX C
The University of Toledo * Speech-Language Pathology Program PROGRAM LEVEL STUDENT LEARNING OUTCOMES (PROGRAM-SLO)
*See also the corresponding “Course- and Practicum-Level Student Learning Outcomes
The Speech-Language Pathology Graduate Program has adopted the following 2014 Standards for the Certificate of Clinical Competence in Speech-Language Pathology of the American Speech-Language-Hearing Association as program-level student learning outcomes.
Program-Level Outcome
Corresponding ASHA-CCC 2014 Standard
1.0 The student must demonstrate knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas:
A. articulation B. fluency C. voice and resonance, including respiration and phonation receptive and expressive language (phonology, morphology, syntax, semantics,
pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, writing D. hearing, including the impact on speech and language swallowing (oral, pharyngeal, esophageal, and related functions, including oral
function for feeding) E. cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning) F. social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities) G. augmentative and alternative communication modalities
Standard IV-C A-G
2.0 The student must demonstrate current knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates in the following areas:
A. articulation B. fluency C. voice and resonance, including respiration and phonation receptive and expressive language (phonology, morphology, syntax, semantics,
pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, writing D. hearing, including the impact on speech and language swallowing (oral, pharyngeal, esophageal, and related functions, including oral
function for feeding) E. cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning) F. social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities) G. augmentative and alternative communication modalities
Standard IV-D A-G
3.0 The student must demonstrate knowledge of standards of ethical conduct. Standard IV-E
4.0 The student must demonstrate knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice.
Standard IV-F
5.0 The student must demonstrate knowledge of contemporary professional issues. Standard IV-G
6.0 The student must demonstrate knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as Standard IV-H
Last revised 7-25-16 42
well as local, state, and national regulations and policies relevant to professional practice.
7.0 The student must demonstrate skills in oral and written or other forms of communication sufficient for entry into professional practice. Standard V-A
8.0 The student must demonstrate the following evaluation skills outcomes:
A. Conduct screening and prevention procedures (including prevention activities). B. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, and relevant others, including
other professionals. C. Select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and
instrumental procedures. D. Adapt evaluation procedures to meet client/patient needs. E. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention. F. Complete administrative and reporting functions necessary to support evaluation. G. Refer clients/patients for appropriate services.
Standard V-B (A-G)
9.0 The student must demonstrate the following intervention skills outcomes:
A. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients’/patients’ needs. B. Collaborate with clients/patients and relevant others in the planning process. C. Implement intervention plans (involve clients/patients and relevant others in the intervention process). D. Select or develop and use appropriate materials and instrumentation for prevention and intervention. Measure and evaluate
clients’/patients’ performance and progress. E. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients. F. Complete administrative and reporting functions necessary to support intervention. G. Identify and refer clients/patients for services as appropriate.
Standard V-B A-G
10.0 The student must demonstrate the following interaction and personal qualities outcomes:
A. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others.
B. Collaborate with other professionals in case management. C. Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others. D. Adhere to the ASHA Code of Ethics and behave professionally.
ASHA-CCC Standard V-B A-G
11.0 The student must complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology that meets the following criteria:
a. 25 hours must be spent in clinical observation b. 375 hours must be spent in direct client/patient contact. c. At least 325 of the 400 clock hours must be completed while the applicant is engaged in graduate study at the University of Toledo. d. The experiences are with client/patient populations across the life span and from culturally/linguistically diverse backgrounds. e. The experiences are with client/patient populations with various types and severities of communication and/or related disorders,
differences, and disabilities
Standard V-C A-F
Last revised 7-25-16 43
APPENDIX C (continued)
Priority Outcomes Form:
Documentation of Competency on Student Learning Outcomes
Associated with Specific Types of Clients in the Clinical Setting
Student: Site: ___________________________
SLP 6100: DIAGNOSIS OF SPEECH & LANGUAGE DISORDERS
6100: Conduct a complete diagnostic evaluation with a client in the clinical setting, the student will
write an evaluation report with an 83% level of performance
on the following:
o Summarization of case history information Supervisor Signature & Date
o Accurate test scoring and interpretation
o Use of alternative assessment strategies as appropriate for
the individual client
o Demonstration of adaptation of methodology as
appropriate for family/cultural/linguistic/cognitive
differences
o Organization and synthesis of results
o Development of intervention plan using diagnostic results
o Integration of functional approaches, curriculum
interventions, and environmental adaptations during
development of intervention goals as appropriate for the
individual; and
o Application of appropriate follow-up, referral, and
consultation recommendations as appropriate for the
client
SLP 6210: LANGUAGE DEVELOPMENT & DISORDERS: PRESCHOOL
6210: Conduct an assessment of a child with a preschool language disorder, the student will
administer norm-referenced and develop criterion-
referenced tests as appropriate for the client and write a
diagnostic report meeting the “written paper criteria” with
83% accuracy
Supervisor Signature & Date
6210: Develop an intervention plan for a client with a preschool language disorder,
with methods for program evaluation and modifications as
needed to meet the client’s needs and written reports with
83% accuracy including
o Multicultural considerations Supervisor Signature & Date
o Family considerations
o Psychological considerations
o Anatomical consideration
Last revised 7-25-16 44
Documentation of Competency on Student Learning Outcomes
associated with Specific Types of Clients in the Clinical Setting
Student: Site: ___________________________
SLP 6210: LANGUAGE DEVELOPMENT & DISORDERS: SCHOOL AGE
6210: Complete a language sample analysis and diagnostic write-up for a school-age child
with language disorder at an 83% performance level. The
analysis will include appropriate:
o MLU, NDW Supervisor Signature & Date
o Complex sentence analysis
o Discourse analysis
o Pragmatic function
o Norm-reference, criterion referenced, and curriculum
assessment procedures as appropriate
6220: Develop an intervention plan appropriate for a school-aged child with language delay
at an 83% performance level. The goals will include both:
o “client centered” and “clinician-directed” intervention
goals
Supervisor Signature & Date
o “top-down” (e.g., contextually-
relevant/function/classroom-based)
o “bottom-up” (e.g., explicit, skill-based intervention goals)
SLP 6300: ARTICULATORY/PHONOLOGICAL DISORDERS
6300: Complete an articulatory /phonological sample analysis and diagnostic write-up
at a performance level of 83% with demonstration of the
following analytic procedures
o Place/manner/voice Supervisor Signature & Date
o Independent analysis
o Relational analysis
o Phonological processes analysis (percentage of
occurrence)
o Phonotactic or word-shape analysis
o Contextual (running speech) analysis
o Intelligibility ratings (e.g. PCC)
6300: Develop an articulation/phonological based intervention plan at an 83% performance level
demonstrating articulatory, phonological, motoric, or
functional focus as appropriate for the client
Supervisor Signature & Date
Last revised 7-25-16 45
Documentation of Competency on Student Learning Outcomes
associated with Specific Types of Clients in the Clinical Setting
Student: Site: ___________________________
SLP 6400: ADULT LANGUAGE & COGNITIVE COMMUNICATION DISORDERS
6400 Complete a diagnostic evaluation of an adult with a language or cognitive communication
disorder
with at least 83% proficiency, including standardized test, non-
standardized test, non-standardized criterion referenced test and
behavioral observations related to executive, social, and
linguistic functions
Supervisor Signature & Date
6450 Develop a clinical intervention plan for a client with TBI and related disorders, with
at least 83% proficiency, including behavioral objectives,
intervention strategies, and measurement systems for the
facilitation of executive, social and linguistic functions
Supervisor Signature & Date
SLP 6500: MOTOR SPEECH DISORDERS
6500 Conduct an assessment of the communication needs of a client with dysarthria and/or
apraxia
the student will administer, score, and interpret standardized
norm-referenced including identifying describing,
organizing, analyzing, and synthesizing assessment
information into a cogent evaluation report with 83%
accuracy
Supervisor Signature & Date
Organize and apply the principles of learning to develop and
implement an appropriate intervention program for a
speaker with dysarthria/apraxia with required written reports
describing intervention and documenting progress with 80%
accuracy
Supervisor Signature & Date
Documentation of Competency on Student Learning Outcomes
associated with Specific Types of Clients in the Clinical Setting
Student: Site: ___________________________
SLP 6550: TRENDS IN TECHNOLOGY FOR COMMUNICATION DISORDERS
6550 Conduct an assessment of a client with a severe /profound communication disorder which
may necessitate use of augmentative/alternative communication systems
Procedures for assessment of client including:
Supervisor Signature & Date o motor, cognitive, linguistic, speech, and positional
variables required for use of AAC system, and
o Writing a diagnostic report of the assessment conducted,
Last revised 7-25-16 46
including appropriate recommendations which meet at
least 83% of “Criteria for a Well Written Diagnostic
Report.”
6550 Develop a written program for facilitation of the use of an AAC system by a client,
including participation by the family, school, and community,
with 83% accuracy addressing the following:
Selection of an appropriate AAC system to meet the
individual’s needs
Selection of appropriate vocabulary for client’s device; Supervisor Signature & Date
Methodologies for facilitating the client’s knowledge of
and use of the assistive communication device
Methods to instruct family and significant others about
the AAC system and techniques to facilitate the client’s
use of the system; and
Methods to consult with the school or place of
employment to reduce or eliminate barriers to
communication present in the educational or work
environment
SLP 6600: VOICE & RESONANCE DISORDERS
6600 Conduct an assessment of a client with a voice disorder, adapting procedures to meet the
client’s individual needs, including administering, scoring, and
interpreting results of a voice diagnostic protocol and writing a
complete report of the assessment using an acceptable format
with at least 83% accuracy
Supervisor Signature & Date
6600 Implement an evidence-based intervention program for a client with a voice disorder
utilizing appropriate therapy approaches, including vocal
hygiene counseling as an integral part of implementation of a
treatment plan with at least 83% accuracy
Supervisor Signature & Date
Documentation of Competency on Student Learning Outcomes
associated with Specific Types of Clients in the Clinical Setting
Student: Site: ___________________________
SLP 6650: FEEDING & SWALLOWING DISORDERS 6650 Conduct a clinical oropharyngeal sensory motor assessment and diagnosis for a client with
a swallowing disorder, including modifications needed
to meet individual needs, utilizing videofluoroscopy,
clinical and other instrumental examinations as needed
with at least 83% accuracy
Supervisor Signature & Date
Develop a clinical management plan for a client with a
swallowing disorder including writing accurate case
reports with at least 83% accuracy
Supervisor Signature & Date
Last revised 7-25-16 47
SLP 6700: ASSESSMENT AND REMEDIATION OF FLUENCY DISORDERS
6700 Conduct an assessment of a client with a fluency disorder
adapting procedures to meet the
o client’s individual needs, including: scoring &
interpreting results of assessment measures with83%
accuracy in calculating the frequency and duration of
disfluency, and speaking rate including
Supervisor Signature & Date
o identifying secondary features, avoidance patterns,
attitudes that cannot be readily observed
o identifying and measuring, where feasible,
environmental variables (i.e. aspects such as time
pressure emotional reactions, interruptions, nonverbal
behavior, demand speech or speech of significant
others)’ and
o identifying disfluencies by type and describing
qualitatively the fluency of a person’s speech
o making appropriate recommendations and write a
diagnostic report of the assessment which meets at least
83% of “Criteria for a Well Written Diagnostic Report.”
6700 Implement an intervention for a client with a fluency disorder, utilizing appropriate
therapy approaches, with carry-over for daily living situations,
as an integral part of implementation of the treatment plan with
at least 83% accuracy
Supervisor Signature & Date
Documentation of Competency on Student Learning Outcomes
associated with Specific Types of Clients in the Clinical Setting
Student: Site: ___________________________
SLP 6800: AURAL REHABILITATION
6800 Conduct hearing screening with individuals who can participate in conventional pure tone air
conduction methods as well as screening middle ear pathology
and complete appropriate paperwork including screening
reports at the 83% level of performance
Supervisor Signature & Date
6800 Write an appropriate written referral for an individual who may need audiological
services
demonstrating competency in collecting case history
information and use of appropriate procedures for collaboration
as need dictates
Supervisor Signature & Date
6800 Implement an intervention program for a client with a hearing loss, demonstrating
appropriate
levels of writing skills, integration of test findings (including
norm-referenced, criterion-referenced and
conversationally/educationally relevant findings and individual
needs including but not limited to: age and developmental level,
Supervisor Signature & Date
Last revised 7-25-16 48
hearing level, communication mode, education/vocation,
cultural differences, etc.) that includes setting appropriate
intervention plans and achievable outcomes at the 80%
performance level
APPENDIX D
Complaint Procedures
The faculty and staff of the Speech-Language Pathology Program welcome your feedback about
your experiences in the program, including concerns you may have, and/or suggestions for how
the program may accomplish its mission in a better way. We have provided a “Suggestion Box”
in the clinic and encourage students to use this. Following the procedure below is recommended.
This policy is also posted on the program website.
Students are expected to share concerns related to a specific supervisor or faculty member
directly with that person and to make every effort to resolve the issue(s) with the individual
involved. If after following efforts to resolve the concern, the student feels that the problem has
not been satisfactorily resolved, he/she may submit a formal complaint in writing to the Program
Director. The Program Director will meet with the student and offer to serve as a consultant to
both the student and the supervisor/faculty member. If the problem is not resolved satisfactorily
at this level, the student’s written complaint and a record of efforts to resolve the problem will be
forwarded to the Chair of the Department School of Rehabilitation SciencesIntervention and
Wellness for further action. Keep in mind that anonymous complaints are difficult to investigate
and do not provide opportunity to gather additional information as needed, nor respond to the
anonymous person. Thus, students are strongly encouraged to take on a professional role and
sign written complaints or voice concerns in person. Please see the Student Handbook for the
University’s Student Grievance Procedure.
For complaints or concerns regarding the program’s compliance with standards for accreditation
or appeals related certification, students are expected to adhere to the following procedures
(ASHA, 2006):
Procedures for Complaints Against Graduate Education Programs
A complaint about any accredited program or program in Candidacy status may be submitted by
any student, instructional staff member, speech-language pathologist, audiologist, and/or
member of the public.
Criteria for Complaints Against Graduate Education Programs
For a complaint to be considered by the CAA, it must:
a. be against an accredited education program or program in Candidacy status in speech-
language pathology and/or audiology,
b. relate to the Standards for Accreditation of Graduate Education Programs in Audiology and
Speech-Language Pathology, and specify where possible the relevant standards,
include verification and documentation (e.g., copies of grievance processes,
c. communications verifying completion of processes, etc.) if the complaint is from a student or
faculty/instructional staff member at that institution, that the complainant exhausted all
Last revised 7-25-16 50
relevant institutional grievance and review mechanisms before submitting a complaint to the
CAA, if relevant to the complaint.
The complaint must clearly describe the specific nature of the complaint and the relationship of
the complaint to the accreditation standards, and provide supporting data for the charge. The
burden of proof rests with the complainant. All written testimony must include the complainant's
name, address, and telephone contact information and the complainant's relationship to the
program in order for the Accreditation Office to verify and communicate with the source of the
complaint.
All complaints must be signed and submitted in writing following the guidelines provided by
ASHA (http://www.asha.org/Practice/ethics/Filing-a-Complaint-of-Alleged-Violation/ ).
Mail the completed complaint form, written statement of complaint, and any additional
documentation in an envelope marked CONFIDENTIAL to:
Chair, Council on Academic Accreditation in Audiology and Speech-Language Pathology
American Speech-Language-Hearing Association,
2200 Research Boulevard, #310
Rockville, MD 20850 - See more at:
For more information: http://www.asha.org/academic/accreditation/accredmanual/section8.htm#sthash.1XTQiWj0.dpuf
Complaints will not be accepted by email or facsimile.
Determination of Jurisdiction
Within 15 days of receipt of the complaint, Accreditation Office staff will acknowledge receipt
of the complaint and will forward a redacted copy of the complaint to the Executive Committee
of the CAA. The original letter of complaint is placed in an Accreditation Office file separate
from the program's accreditation file.
The Executive Committee determines whether the complaint meets the above-specified criteria.
Staff, because of the need to redact the complaint, verifies the accreditation status of the program
against which the complaint is filed, and communicates this information to the Executive
Committee with the redacted complaint. Although complainants are encouraged to specify the
accreditation standards as the basis for the complaint, the Executive Committee will verify the
relevant standards related to the complaint as part of its jurisdiction review.
An affirmative vote by two-thirds of the voting members of the Executive Committee, exclusive
of the chair, is required to proceed with an investigation of a complaint.
If the Executive Committee of the CAA makes the determination that the complaint does not
meet the above-listed criteria, the complainant is informed within 30 days of the letter
transmitting the complaint to the EC that the CAA will not review the complaint.
Last revised 7-25-16 51
Evaluation of Complaint
If the Executive Committee of the CAA determines that the complaint satisfies the above-listed
criteria, the CAA will evaluate the complaint.
The chair of the CAA informs the complainant within 30 days of the letter transmitting the
complaint to the chair that the Council will proceed with an evaluation, including the
specification of the standards upon which the investigation will be based. Because it may be
necessary to reveal the identity of the complainant to the affected program or to other potential
sources of relevant information, the complainant will be required to sign a waiver of
confidentiality within 30 days of the letter indicating that the CAA will proceed with its
evaluation. The complainant is given the opportunity to withdraw the complaint during that
time. If the complainant does not wish to pursue the matter, the investigation is concluded. If the
complainant does not wish to withdraw the complaint, the complainant is asked to keep the
initiation of an investigation confidential.
Within 15 days of receipt of the waiver of confidentiality, the chair of the CAA notifies the
program director and the institution's president or president's designee by certified return receipt
mail that a complaint has been registered against the program, including the specification of the
standards upon which the investigation will be based. The notification includes a redacted copy
of the complaint without revealing the identity of the complainant. The program's director and
the institution's president or president's designee are requested to provide complete responsive
information and supporting documentation that they consider relevant to the complaint within 45
days of the date of the notification letter.
Within 15 days of receipt of the program's response to the complaint, the chair of the CAA
forwards the complaint and the program's response to the complaint to the CAA. The materials
are redacted and the identity of the complainant and the program under investigation is not
revealed to the members of the CAA or to recipients of requests for information, unless a
majority of CAA members consider such disclosure necessary for the proper investigation of the
complaint. If the majority of Council members conclude that individuals other than the
complainant, the program director, and the institution's president or president's designee may
have information relevant to the complaint, the chair of the CAA requests such information.
After reviewing all relevant information, the CAA determines the course of action within 30
days. Such actions include, but are not limited to the following:
A. Dismissal of the complaint;
Recommending changes in the program within a specified period of time and as
they relate to standards (except for those areas that are solely within the purview of
the institution);
Continuing the investigation through an on site visit to the program;
B. Placing the program on probation;
C. Withholding/withdrawing accreditation.
If the CAA determines that a site visit is necessary, the program director and the institution's
president or president's designee are notified, and a date for the site visit is expeditiously
scheduled. The program is responsible for expenses of the site visit. The site visit team is
selected from the current roster of CAA site visitors. During the site visit, emphasis is given only
to those standards with which the program is allegedly not in compliance. The site visit team
Last revised 7-25-16 52
submits a written report to the CAA no later than 30 days following the site visit. As with all
other site visits, only the observations of the site visitors are reported; site visitors do not make
accreditation recommendations. The CAA forwards the report to the program director and the
institution's president or president's designee within 15 days. The program or institution should
provide a written response to the chair of the CAA within 30 days of the date on which the report
is postmarked to the program director and the president or president's designee. The purpose of
the response is to verify the accuracy of the site visit report.
The CAA reviews all evidence before it, including the site visit report and the program's
response to the report, and takes one of the following actions within 21 days:
Dismisses the complaint;
Recommends modifications of the program within a specified period of time (except for
those areas that are solely within the purview of the institution);
Places the program on probation;
Withholds/withdraws accreditation.
If the CAA withholds/withdraws accreditation, the program director and the institution's
president or president's designee are informed within 15 days of the CAA decision that
accreditation has been withheld/withdrawn. Notification also includes justification for the
decision, and informs the program of its option to request Further Consideration. Further
consideration is the mechanism whereby the program can present documentary evidence of
compliance with the appropriate standards and ask the CAA to reevaluate its decision to
withhold/withdraw accreditation.
If the program does not exercise its Further Consideration option, the CAA's decision to
withhold/withdraw accreditation is final and no further appeal may be taken. If accreditation is
withheld/withdrawn, the chair of the CAA notifies the Secretary of the U.S. Department of
Education at the same time that it notifies the program of the decision.
If the program chooses to request Further Consideration, the CAA must receive the request
within 30 days from the date of the notification letter. With the request for Further
Consideration, the program must submit additional written documentation to justify why
accreditation should not be withheld/withdrawn. A hearing with the CAA is not provided for
Further Consideration requests. The CAA will evaluate the request for Further Consideration and
take one of the following actions within 30 days:
Recommends modifications of the program within a specified period of time (except for
those areas that are solely within the purview of the institution);
Places the program on probation;
Withholds/withdraws accreditation.
Within 15 days of its decision the CAA notifies the program and the complainant of its decision.
If the CAA decision after Further Consideration is to withhold/withdraw accreditation, the
program may appeal the decision in accord with the Appeal Procedures described in Chapter VI
of this manual.
Last revised 7-25-16 53
Summary of Time Lines
The following summarizes the time lines in the complaint process, beginning from the date a
complaint is received.
Complaint is acknowledged within 15 days of receipt and forwarded to CAA Executive
Committee (EC)
If EC determines that complaint does not meet criteria for complaints, complainant is
informed within 30 days that CAA will not review
If EC determines that complaint meets criteria, complainant is informed within 30 days of
the determination that CAA will proceed with evaluation
Complainant is given 30 days to sign waiver of confidentiality or withdraw the complaint
Within 15 days of receipt of waiver of confidentiality, the complaint is sent to the
program for response within 45 days
Within 15 days of receipt of program's response, Chair forwards complaint and program
response to CAA for review
Within 30 days, CAA determines course of action
If CAA determines that a site visit is necessary, it is scheduled and site visit team submits
report to CAA within 30 days of visit
Site visit report is forwarded to program for response within 30 days
CAA takes action within 21 days of program response
If CAA withholds or withdraws accreditation, program is notified within 15 days of CAA
decision
If program does not request Further Consideration, decision is final and CAA notifies
Secretary of U.S. Department of Education; if program requests Further Consideration,
CAA must receive within 30 days from notification and takes action within thirty 30 days
CAA informs program and complainant within 15 days of decision
Procedures for Complaints Against the Council on Academic Accreditation
Criteria for Complaints Against CAA
Complaints against the Council on Academic Accreditation in Audiology and Speech-Language
Pathology (CAA) must relate to the accreditation process, decisions, or actions or activities of
the council.
Complaints may be filed by any student, instructional staff member, speech-language
pathologist, audiologist, and/or member of the public. All complaints must be signed and in
writing to the vice president for academic affairs (vice president), American Speech-Language-
Hearing Association, 2200 Research Boulevard, #310, Rockville MD 20850. The burden of
proof rests with the complainant. Complaints will not be accepted by email or facsimile.
Determination of Jurisdiction
Receipt of a complaint is acknowledged by the ASHA Accreditation Office staff and forwarded
to the vice president within 15 days of receipt of the complaint. The original letter of complaint
is filed in the ASHA Accreditation Office. The vice president determines whether the complaint
meets the above-specified criteria. If the vice president makes the determination that the
Last revised 7-25-16 54
complaint does not meet the above criteria, the complainant is informed within 30 days of
transmitting the complaint to the vice president that the complaint will not be evaluated.
Evaluation of Complaint
If the vice-president determines that the complaint meets the above criteria, the complaint will be
evaluated as specified below.
1. The vice president informs the complainant within 30 days of the letter transmitting the
complaint to the vice president that the evaluation will proceed. Because it may be
necessary to identify the complainant to the CAA, a review committee, or to other
sources of relevant information, the complainant will be required to sign a waiver of
confidentiality within 30 days of the letter indicating that the complaint will be
evaluated. The complainant is given the opportunity to withdraw the complaint during
that time. If the complainant does not wish to pursue the matter, the process is
concluded. If the complainant wishes to proceed, the complainant is asked to keep the
initiation of an investigation confidential.
2. Within 15 days of receipt of the complainant's waiver of confidentiality, the vice-
president notifies the CAA that a complaint has been registered against the Council and
that an evaluation is in process. Notification includes a redacted copy of the complaint
without revealing the identity of the complainant. The CAA is requested to provide
complete responsive information and supporting documentation that it considers relevant
to the complaint within 45 days of the date of the notification letter.
3. Within 30 days of receipt of the complainant's waiver of confidentiality, the vice
president shall appoint a Review Committee to review the complaint against the Council.
To assure that the committee is thoroughly familiar with accreditation standards and
Council policies and procedures, the Committee shall consist of three past members of
the CAA who have served during the preceding 5 years, none of whom shall have any
relationship or conflict of interest with the complainant. Within 15 days of receipt of the
CAA's response to the complaint, the vice-president forwards the complaint and the CAA
response to the complaint to the Review Committee.
4. After reviewing all relevant information, the Review Committee shall determine the
course of action within 60 days from the date material related to the complaint is mailed
to the Review Committee. Such recommendations may include, but are not limited to:
Dismissal of the complaint;
Recommended changes in Council policies and procedures within a specified time
period;
Other recommendations.
5. Within 15 days of the conclusion of its evaluation of the complaint, the Review
Committee will forward its recommendations to the vice president. Such
recommendations will be disseminated to the CAA for its review. A full discussion of the
recommendations of the Review Committee shall be placed on the agenda for the next
regularly scheduled meeting of the CAA and for consideration of appropriate Council
action. In the event that more immediate action is required, the CAA may have a
conference call for discussion and consideration of appropriate Council action.
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6. The vice president will notify the complainant of Council action on the complaint within
15 days of the Council's decision in the matter. Decisions of the Council relative to
complaints may not be appealed.
Summary of Time Lines
Complaint is acknowledged and forwarded to vice president within 30 days of receipt
If vice president determines that complaint does not meet criteria for complaints,
complainant is informed within 30 days that complaint will not be evaluated
If the vice president determines that complaint meets criteria, complainant is
informed within 30 days that evaluation will proceed
Complainant is given thirty (30) days to sign waiver of confidentiality or withdraw
the complaint
Within 15 days of receipt of waiver of confidentiality, the complaint is sent to the
CAA for response within 45 days
Within 30 days of receipt of waiver of confidentiality, the vice president appoints
Review Committee to review complaint
Within 15 days of receipt of CAA's response, the vice president forwards complaint
and CAA response to Review Committee
Within 60 days, Review Committee determines course of action
Review Committee forwards recommendations to vice-president within 15 days of
decision, and vice president disseminates recommendations to CAA
CAA discusses Review Committee recommendations at its next regularly scheduled
meeting (or by conference call if immediate action is required) and takes appropriate
action
Vice President notifies complainant of CAA action within 15 days of CAA decision
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Appendix E
Examples of Review Materials for the Praxis Examination(s)
How to Prepare for the NESPA Payne, K. & Anderson, N. Thomson Learning 7624 Empire Dr. Florence KY 41042 ISBN 1-879105-33-0 The Official Guide to the NTE Speech-Language Pathology Specialty Area Test:
Praxis Examination in Speech-Language Pathology Educational Testing Service Rosedale Road Princeton, NJ 08541 ISBN 0-446-39604-4
An Advanced Review of Speech-Language Pathology: Preparation for the
NESPA and Comprehensive Examinations Roseberry-McKibbon, C. & M. N. Hegde ISBN 0890798214
Review Course for the NESPA Nye, C. et al. Thomson Learning 7624 Empire Dr. Florence KY 41042 ISBN 156-5937414
Praxis II: Subject assessment
Study Guide: General Information and Study Tips Educational Testing Service Rosedale Road Princeton, NJ 08541 No cost
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APPENDIX F
STUDENTS WITH DISABILITIES: ACCOMMODATIONS &
ACCESSIBILITY
The University of Toledo abides by the Americans with Disabilities Act (equal and timely
access) and Section 504 of the Rehabilitation Act of 1973 (non-discrimination on the basis of
disability). If you have a disability and are in need of academic accommodations but have not yet
registered with the Office of Accessibility, please contact the office as soon as possible for more
information and/or to initiate the process for accessing academic accommodations. The Program
also encourages students with disabilities receiving accommodations through OA to discuss
these with each instructor and supervisor to better inform them how to assist you during the
semester.
The University will make reasonable academic accommodations for students with documented
disabilities. Students should contact:
Office of Accessibility
Rocket Hall 1820
(419)530-4981
http://www.utoledo.edu/success/academicaccess/
This should be done as soon as possible for more information and/or to initiate the process for
accessing academic accommodations.
Students with disabilities who believe they may need academic accommodations are encouraged
to talk with their faculty and supervisors and will need to contact the Office of Accessibility as
soon as possible for more information and/or to initiate the process for accessing academic
accommodations.
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APPENDIX G
STATE LICENSURE AND CERTIFICATION RESOURCES
ASHA
ASHA Requirements & Information for Certification
http://www.asha.org/certification/
State Requirements & Information: http://www.asha.org/advocacy/state/
State of Ohio
Ohio Board of Speech-Language Pathology
http://slpaud.ohio.gov
State of Michigan
Michigan Board of Speech-Language Pathology
http://www.michigan.gov/lara/0,4601,7-154-35299_63294_27529_53664-216641--
,00.html
Licensure Information, Forms, and Frequently Asked Questions
http://www.michigan.gov/lara/0,4601,7-154-35299_63294_27529_53664---,00.html
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APPENDIX H
GUIDE TO PROFESSIONAL BEHAVIOR:
(ASHA CODE OF ETHICS & THE SLP PROGRAM CORE VALUES)
ASHA CODE OF ETHICS
(http://www.asha.org/policy/ET2010-00309/ )
Preamble The preservation of the highest standards of integrity and ethical principles is vital to the responsible discharge of obligations by speech-language pathologists, audiologists, and speech, language, and hearing scientists. This Code of Ethics sets forth the fundamental principles and rules considered essential to this purpose.
Every individual who is (a) a member of the American Speech-Language-Hearing Association, whether certified or not, (b) a nonmember holding the Certificate of Clinical Competence from the Association, (c) an applicant for membership or certification, or (d) a Clinical Fellow seeking to fulfill standards for certification shall abide by this Code of Ethics.
Any violation of the spirit and purpose of this Code shall be considered unethical. Failure to specify any particular responsibility or practice in this Code of Ethics shall not be construed as denial of the existence of such responsibilities or practices.
The fundamentals of ethical conduct are described by Principles of Ethics and by Rules of Ethics as they relate to the responsibility to persons served, the public, speech-language pathologists, audiologists, and speech, language, and hearing scientists, and to the conduct of research and scholarly activities.
Principles of Ethics, aspirational and inspirational in nature, form the underlying moral basis for the Code of Ethics. Individuals shall observe these principles as affirmative obligations under all conditions of professional activity.
Rules of Ethics are specific statements of minimally acceptable professional conduct or of prohibitions and are applicable to all individuals.
Principle of Ethics I Individuals shall honor their responsibility to hold paramount the welfare of persons they serve professionally or who are participants in research and scholarly activities, and they shall treat animals involved in research in a humane manner.
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Rules of Ethics J. Individuals shall provide all services competently.
K. Individuals shall use every resource, including referral when appropriate, to ensure that high-quality service is provided.
L. Individuals shall not discriminate in the delivery of professional services or the conduct of research and scholarly activities on the basis of race or ethnicity, gender, gender identity/gender expression, age, religion, national origin, sexual orientation, or disability.
M. Individuals shall not misrepresent the credentials of assistants, technicians, support personnel, students, Clinical Fellows, or any others under their supervision, and they shall inform those they serve professionally of the name and professional credentials of persons providing services.
N. Individuals who hold the Certificate of Clinical Competence shall not delegate tasks that require the unique skills, knowledge, and judgment that are within the scope of their profession to assistants, technicians, support personnel, or any nonprofessionals over whom they have supervisory responsibility.
O. Individuals who hold the Certificate of Clinical Competence may delegate tasks related to provision of clinical services to assistants, technicians, support personnel, or any other persons only if those services are appropriately supervised, realizing that the responsibility for client welfare remains with the certified individual.
P. Individuals who hold the Certificate of Clinical Competence may delegate tasks related to provision of clinical services that require the unique skills, knowledge, and judgment that are within the scope of practice of their profession to students only if those services are appropriately supervised. The responsibility for client welfare remains with the certified individual.
Q. Individuals shall fully inform the persons they serve of the nature and possible effects of services rendered and products dispensed, and they shall inform participants in research about the possible effects of their participation in research conducted.
R. Individuals shall evaluate the effectiveness of services rendered and of products dispensed, and they shall provide services or dispense products only when benefit can reasonably be expected.
S. Individuals shall not guarantee the results of any treatment or procedure, directly or by implication; however, they may make a reasonable statement of prognosis.
T. Individuals shall not provide clinical services solely by correspondence.
U. Individuals may practice by telecommunication (e.g., telehealth/e-health), where not
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prohibited by law.
V. Individuals shall adequately maintain and appropriately secure records of professional services rendered, research and scholarly activities conducted, and products dispensed, and they shall allow access to these records only when authorized or when required by law.
W. Individuals shall not reveal, without authorization, any professional or personal information about identified persons served professionally or identified participants involved in research and scholarly activities unless doing so is necessary to protect the welfare of the person or of the community or is otherwise required by law.
X. Individuals shall not charge for services not rendered, nor shall they misrepresent services rendered, products dispensed, or research and scholarly activities conducted.
Y. Individuals shall enroll and include persons as participants in research or teaching demonstrations only if their participation is voluntary, without coercion, and with their informed consent.
Z. Individuals whose professional services are adversely affected by substance abuse or other health-related conditions shall seek professional assistance and, where appropriate, withdraw from the affected areas of practice.
AA. Individuals shall not discontinue service to those they are serving without providing reasonable notice.
Principle of Ethics II Individuals shall honor their responsibility to achieve and maintain the highest level of professional competence and performance.
Rules of Ethics D. Individuals shall engage in the provision of clinical services only when they hold the
appropriate Certificate of Clinical Competence or when they are in the certification process and are supervised by an individual who holds the appropriate Certificate of Clinical Competence.
E. Individuals shall engage in only those aspects of the professions that are within the scope of their professional practice and competence, considering their level of education, training, and experience.
F. Individuals shall engage in lifelong learning to maintain and enhance professional competence and performance.
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G. Individuals shall not require or permit their professional staff to provide services or conduct research activities that exceed the staff member's competence, level of education, training, and experience.
H. Individuals shall ensure that all equipment used to provide services or to conduct research and scholarly activities is in proper working order and is properly calibrated.
Principle of Ethics III Individuals shall honor their responsibility to the public by promoting public understanding of the professions, by supporting the development of services designed to fulfill the unmet needs of the public, and by providing accurate information in all communications involving any aspect of the professions, including the dissemination of research findings and scholarly activities, and the promotion, marketing, and advertising of products and services.
Rules of Ethics A. Individuals shall not misrepresent their credentials, competence, education, training,
experience, or scholarly or research contributions.
B. Individuals shall not participate in professional activities that constitute a conflict of interest.
C. Individuals shall refer those served professionally solely on the basis of the interest of those being referred and not on any personal interest, financial or otherwise.
D. Individuals shall not misrepresent research, diagnostic information, services rendered, results of services rendered, products dispensed, or the effects of products dispensed.
E. Individuals shall not defraud or engage in any scheme to defraud in connection with obtaining payment, reimbursement, or grants for services rendered, research conducted, or products dispensed.
F. Individuals' statements to the public shall provide accurate information about the nature and management of communication disorders, about the professions, about professional services, about products for sale, and about research and scholarly activities.
G. Individuals' statements to the public when advertising, announcing, and marketing their professional services; reporting research results; and promoting products shall adhere to professional standards and shall not contain misrepresentations.
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Principle of Ethics IV Individuals shall honor their responsibilities to the professions and their relationships with colleagues, students, and members of other professions and disciplines.
Rules of Ethics A. Individuals shall uphold the dignity and autonomy of the professions, maintain harmonious
interprofessional and intraprofessional relationships, and accept the professions' self-imposed standards.
B. Individuals shall prohibit anyone under their supervision from engaging in any practice that violates the Code of Ethics.
C. Individuals shall not engage in dishonesty, fraud, deceit, or misrepresentation.
D. Individuals shall not engage in any form of unlawful harassment, including sexual harassment or power abuse.
E. Individuals shall not engage in any other form of conduct that adversely reflects on the professions or on the individual's fitness to serve persons professionally.
F. Individuals shall not engage in sexual activities with clients, students, or research participants over whom they exercise professional authority or power.
G. Individuals shall assign credit only to those who have contributed to a publication, presentation, or product. Credit shall be assigned in proportion to the contribution and only with the contributor's consent.
H. Individuals shall reference the source when using other persons' ideas, research, presentations, or products in written, oral, or any other media presentation or summary.
I. Individuals' statements to colleagues about professional services, research results, and products shall adhere to prevailing professional standards and shall contain no misrepresentations.
J. Individuals shall not provide professional services without exercising independent professional judgment, regardless of referral source or prescription.
K. Individuals shall not discriminate in their relationships with colleagues, students, and members of other professions and disciplines on the basis of race or ethnicity, gender, gender identity/gender expression, age, religion, national origin, sexual orientation, or disability.
L. Individuals shall not file or encourage others to file complaints that disregard or ignore facts
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that would disprove the allegation, nor should the Code of Ethics be used for personal reprisal, as a means of addressing personal animosity, or as a vehicle for retaliation.
M. Individuals who have reason to believe that the Code of Ethics has been violated shall inform the Board of Ethics.
N. Individuals shall comply fully with the policies of the Board of Ethics in its consideration and adjudication of complaints of violations of the Code of Ethics.
Reference: American Speech-Language-Hearing Association. (2010). Code of ethics [Ethics]. Available from www.asha.org/policy.
CORE VALUES
ASHA’S CORE VALUES
SOURCE: http://www.asha.org/About/Strategic-Pathway/
Excellence Integrity Diversity Commitment Responsive Member-centric
Research-based
THE SPEECH-LANGUAGE PATHOLOGY PROGRAM
Professionalism in Speech-Language Pathology There are many important values as part of professionalism in speech-language pathology, however not all are determined to be core (essential) of professionalism. The seven values identified below are of sufficient breadth and depth to incorporate the many values and attributes that are part of the speech-language pathology program and professionalism. It is the intention of the program that each student/alumni resonate with each value and clearly understand the value as provided by the accompanying definition and indicators. For each core value listed, the information that follows explicates these values by providing a core value definition and sample indicators (not exhaustive) that describe what the speech-
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language pathologists would be doing in practice, education, and/or research if these core values were present. Core Values Definition and Sample Indicators Accountability: Accountability is active acceptance of the responsibility for the diverse roles, obligations, and actions of the physical therapist including self-regulation and other behaviors that positively influence patient/client outcomes, the profession and the health needs of society.
1. Responding to patient’s/client’s goals and needs. 2. Seeking and responding to feedback from multiple sources. 3. Acknowledging and accepting consequences of his/her actions. 4. Assuming responsibility for learning and change. 5. Adhering to code of ethics, standards of practice, and policies/procedures that
govern the conduct of professional activities. 6. Communicating accurately to others (payers, patients/clients, other health care
providers) about professional actions. 7. Participating in the achievement of health goals of patients/clients and society. 8. Seeking continuous improvement in quality of care. 9. Maintaining membership in ASHA and other organizations. 10. Educating students in a manner that facilitates the pursuit of learning.
Altruism: Altruism is the primary regard for or devotion to the interest of patients/clients, thus assuming the fiduciary responsibility of placing the needs of the patient/client ahead of the speech-language pathologist’s self interest.
1. Placing patient’s/client’s needs above the speech-language pathologists. 2. Providing pro-bono services. 3. Providing speech-language services to underserved and underrepresented
populations. 4. Providing patient/client services that go beyond expected standards of practice. 5. Completing patient/client care and professional responsibility prior to personal
needs.
Compassion/ Caring: Compassion is the desire to identify with or sense something of another’s experience; a precursor of caring.
1. Understanding the socio-cultural, psychological and economic influences on the individual’s life in their environment.
2. Understanding an individual’s perspective. 3. Being an advocate for patient’s/client’s needs.
Caring is the concern, empathy, and consideration for the needs and values of others.
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1. Communicating effectively, both verbally and non-verbally, with others taking into consideration individual differences in learning styles, language, and cognitive abilities, etc.
2. Designing patient/client programs/interventions that are congruent with patient/client needs.
3. Empowering patients/clients to achieve the highest level of function possible and to exercise self-determination in their care.
4. Focusing on achieving the greatest well-being and the highest potential for a patient/client.
5. Recognizing and refraining from acting on one’s social, cultural, gender, and sexual biases.
6. Embracing the patient’s/client’s emotional and psychological aspects of care. 7. Attending to the patient’s/client’s personal needs and comforts. 8. Demonstrating respect for others and considers others as unique and of value.
Excellence: Excellence is speech-language pathology practice that consistently uses current knowledge and theory while understanding personal limits, integrates judgment and the patient/client perspective, embraces advancement, challenges mediocrity, and works toward development of new knowledge.
1. Demonstrating investment in the profession of speech-language pathology. 2. Internalizing the importance of using multiple sources of evidence to support
professional practice and decisions. 3. Participating in integrative and collaborative practice to promote high quality health
and educational outcomes. 4. Conveying intellectual humility in professional and interpersonal situations. 5. Demonstrating high levels of knowledge and skill in all aspects of the profession. 6. Using evidence consistently to support professional decisions. 7. Demonstrating a tolerance for ambiguity. 8. Pursuing new evidence to expand knowledge. 9. Engaging in acquisition of new knowledge throughout one’s professional career. 10. Sharing one’s knowledge with others. 11. Contributing to the development and shaping of excellence in all professional roles.
Integrity: Steadfast adherence to high ethical principles or professional standards; truthfulness, fairness, doing what you say you will do, and “speaking forth” about why you do what you do.
1. Abiding by the rules, regulations, and laws applicable to the profession. 2. Adhering to the highest standards of the profession (practice, ethics,
reimbursement, Institutional Review Board [IRB], honor code, etc). 3. Articulating and internalizing stated ideals and professional values. 4. Using power (including avoidance of use of unearned privilege) judiciously. 5. Resolving dilemmas with respect to a consistent set of core values. 6. Being trustworthy. 7. Taking responsibility to be an integral part in the continuing management of
patients/clients. 8. Knowing one’s limitations and acting accordingly.
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9. Confronting harassment and bias among ourselves and others. 10. Recognizing the limits of one’s expertise and making referrals appropriately. 11. Choosing employment situations that are congruent with practice values and
professional ethical standards. 12. Acting on the basis of professional values even when the results of the behavior may
place oneself at risk.
Professional Duty: Professional duty is the commitment to meeting one’s obligations to provide effective speech-language pathology services to individual patients/clients, to serve the profession, and to positively influence the health of society.
1. Demonstrating beneficence by providing “optimal care”. 2. Facilitating each individual’s achievement of goals for function, health, and wellness. 3. Preserving the safety, security and confidentiality of individuals in all professional
contexts. 4. Involved in professional activities beyond the practice setting. 5. Promoting the profession of speech-language pathology. 6. Mentoring others to realize their potential. 7. Taking pride in one’s profession.
Social Responsibility: Social responsibility is the promotion of a mutual trust between the profession and the larger public that necessitates responding to societal needs for health and wellness.
1. Advocating for the health and wellness needs of society including access to health care and speech-language pathology services.
2. Promoting cultural competence within the profession and the larger public. 3. Promoting social policy that effect function, health, and wellness needs of
patients/clients. 4. Ensuring that existing social policy is in the best interest of the patient/client. 5. Advocating for changes in laws, regulations, standards, and guidelines that affect
physical therapist service provision. 6. Promoting community volunteerism. 7. Participating in political activism. 8. Participating in achievement of societal health goals. 9. Understanding of current community wide, nationwide and worldwide issues and
how they impact society’s health and well-being and the delivery of speech-language pathologists pathology services.
10. Providing leadership in the community. 11. Participating in collaborative relationships with other health practitioners and the
public at large. 12. Ensuring the blending of social justice and economic efficiency of services.
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APPENDIX I
FUNCTIONS OF THE SPEECH-LANGUAGE PATHOLOGIST
AND THE SLP PROGRAM
Speech-Language Pathology: Overview of the Profession and Employment Considerations Speech-Language Pathologists are therapists who evaluate and treat speech, language, voice, swallowing, cognitive-communication, and fluency disorders. Audiologists are therapists who assess and treat hearing disorders. Both treat children and adults with communication disorders. The two specialties are so interrelated that in order to be competent in one, it is necessary to be familiar with the other.
ESSENTIAL JOB DUTIES
Speech-Language Pathologists may:
Identify speech, language, voice, swallowing, cognitive-communication, and fluency disorders, and evaluate causative factors
Plan, direct, or conduct therapy for impairments such as aphasia, stuttering, and problems of articulation caused by organic and non organic factors
Provide guidance and counsel to patients and their families
Consult with other professionals concerned with the patient's welfare such as physicians, physical therapists, social workers, and teachers
Refer patients to other specialists if the disorder is diagnosed as not being a speech and/or language problem
Record the method of treatment and the patient's progress
Develop alternative and augmentative communication systems for severely impaired and non-speaking patients
Conduct research related to the acquisition of speech/language and the development of diagnostic and remedial procedures or design of apparatus
Act as a consultant to educational, medical, and other professional groups
You Should Be Able to Use/Operate Machines, Equipment, and Work Aids Including:
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Recording devices Voice protheses Electro larynxes Graphs & charts Sound level meters Hearing aids, cochlear implants, and related devices Computerize & other augmentative communication systems Books, pictures & games Biofeedback instruments Acoustic impedance bridges (measure middle ear function) Respirometers (measure breathing) Audiometers (measure hearing ability) Electronic & computer equipment for analyzing speech & voice signals Computers, i-Pads, and related devices for report writing, data management, clinical service delivery, research, etc.
You Should Prefer:
Activities of a scientific and technical nature Activities which provide satisfaction from seeing the results of work Activities involving direct contact to help people
You Should Be Able To Communicate Well in Speech and Writing
Work cooperatively and effectively with others Evaluate information from tests/physical exams/medical histories Know the meanings/relationships of words/medical/technical language Work patiently toward long-range goals See detail in objects or drawings Recognize slight differences in shapes or shadings
Helpful Attributes
Desire to help others Interest in scientific work Patience to work with people whose injuries heal slowly
