GRADUATE STUDENT HANDBOOK

SPEECH-LANGUAGE-PATHOLOGY

PROGRAM 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, 8/2017, 10/2018, 7/23/2019

School of Intervention and Wellness, 2019

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MISSION STATEMENTS

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.

SCHOOL OF INTERVENTION AND WELLNESS

The mission of the School of Intervention and Wellness is to foster excellence in the next generation of helping professionals, at all entries of practice, through collaborative, innovative, and experiential learning, research, and service activities. This is accomplished by engaging the community through deliberate intervention and advocacy to advance the quality of life for the individuals we serve.

SPEECH-LANGUAGE PATHOLOGY 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.

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Table of Contents MISSION STATEMENTS ................................................................................................................................... i

SCHOOL OF INTERVENTION AND WELLNESS ......................................................................................... i

SPEECH-LANGUAGE PATHOLOGY PROGRAM ........................................................................................ i

ACADEMIC STANDARDS ................................................................................................................................ 7

COLLEGE OF GRADUATE STUDIES ACADEMIC POLICY STATEMENT ..................................................... 7

RECOMMENDED GRADING SCALE ........................................................................................................ 7

ACADEMIC REQUIREMENTS .......................................................................................................................... 8

ADMISSIONS .............................................................................................................................................. 8

UNDERGRADUAGE PREPARATION ............................................................................................................ 8

TYPICAL UNDERGRADUATE PLAN OF STUDY ...................................................................................... 10

STUDENT REQUIREMENTS ...................................................................................................................... 11

STUDENT INFORMATION SHEET ......................................................................................................... 11

LIABILITY INSURANCE .......................................................................................................................... 11

CRIMINAL BACKGROUND CHECK POLICY ............................................................................................ 11

IDENTIFICATION BADGES .................................................................................................................... 12

GRADUATE PLAN OF STUDY IN SPEECH-LANGUAGE PATHOLOGY ......................................................... 13

SPEECH-LANGUAGE PATHOLOGY GRADUATE COURSE LIST ............................................................... 13

THESIS OPTION .................................................................................................................................... 13

INTERPROFESSIONAL EXPERIENCE (IPE) ............................................................................................. 14

ADVISING............................................................................................................................................. 15

REQUIREMENTS FOR LICENSURE AND CERTIFICATION ...................................................................... 15

CLINICAL REQUIREMENTS ........................................................................................................................... 17

ON-CAMPUS CLINICAL PRACTICUM .................................................................................................... 17

OFF-SITE INTERNSHIPS ........................................................................................................................ 18

GRADUATION .............................................................................................................................................. 19

ASSISTANCE FOR ACADEMIC, CLINICAL, OR PERSONAL DIFFICULTIES ....................................................... 20

NON-CURRICULA POLICIES AND PROTOCOLS ............................................................................................. 21

ACTION PLAN POLICY .............................................................................................................................. 21

GENERAL SCHOLASTIC REQUIREMENTS ............................................................................................. 21

ACTION PLAN IMPLEMENTATION ....................................................................................................... 22

RETENTION CRITERIA .......................................................................................................................... 25

ATTENDANCE POLICIES ....................................................................................................................... 26

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CLASSROOM/CLINIC MAINTENANCE .................................................................................................. 27

GENERAL PERSONAL APPEARANCE/GROOMING ................................................................................ 27

ALCOHOL, CHEMICAL SUBSTANCE AND TOBACCO USE ..................................................................... 29

DEADLY WEAPONS RESTRICTIONS ...................................................................................................... 29

EMPLOYMENT (OUTSIDE THE UNIVERSITY) DURING GRADUATE SCHOOL ........................................ 29

INCLEMENT WEATHER POLICY ............................................................................................................ 30

CONDUCT IN USE OF SOCIAL MEDIA .................................................................................................. 30

HEALTH POLICIES ................................................................................................................................ 32

LEAVE OF ABSENCE (LOA) ........................................................................................................................... 36

ACADEMIC LEAVE OF ABSENCE ............................................................................................................... 36

PERSONAL LEAVE OF ABSENCE ............................................................................................................... 36

PROBATION, WITHDRAWAL AND DISMISSAL POLICY ................................................................................. 37

PROBATION POLICY ................................................................................................................................. 37

WITHDRAWAL FROM THE SLP PROGRAM .............................................................................................. 37

ENTRY AND RE-ENTRY POLICY ................................................................................................................ 38

DISMISSAL POLICY ................................................................................................................................... 38

DISPUTE RESOLUTION ................................................................................................................................. 39

STUDENT SECURITY AND EMERGENCY INFORMATION .............................................................................. 41

CAMPUS POLICE/SECURITY ................................................................................................................. 41

EMERGENCY NOTIFICATION ............................................................................................................... 41

PATHWAY TO CERTIFICATION AND LICENSURE .......................................................................................... 43

ASHA CERTIFICATION .............................................................................................................................. 43

NATIONAL EXAMINATION IN SPEECH-LANGUAGE PATHOLOGY ............................................................ 43

CLINICAL FELLOWSHIP (CF) ..................................................................................................................... 44

OHIO LICENSE IN SPEECH-LANGUAGE PATHOLOGY ............................................................................... 44

SCHOOL SPEECH-LANGUAGE PATHOLOGY ............................................................................................. 44

PUPIL SERVICES LICENSE ......................................................................................................................... 44

EDUCATIONAL LICENSURE REQUIREMENTS ....................................................................................... 45

MICHGAN LICENSE IN SPEECH-LANGUAGE PATHOLOGY........................................................................ 45

How We Help You to Meet ASHA Standards for the Certificate of Clinical Competence ....................... 45

THE AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION ................................................................... 49

ASHA's GOALS ......................................................................................................................................... 49

ASHA REQUIREMENTS: ........................................................................................................................... 49

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LIFELONG EDUCATION ............................................................................................................................ 49

How We Help You to Meet ASHA Standards for the Certificate of Clinical Competence ....................... 50

CAREER RELATED OPPORTUNITIES ............................................................................................................. 54

ADDITIONAL EDUCATIONAL OPPORTUNITIES ........................................................................................ 54

NSSLHA ................................................................................................................................................ 54

CERTIFICATE PROGRAMS .................................................................................................................... 54

CAREER OPPORTUNITIES ..................................................................................................................... 55

Center for Experiential Learning and Career Services ........................................................................ 55

APPENDIX A - THE ESSENTIAL SPEECH PATHOLOGIST ................................................................................ 56

Overview of the Profession and Employment Considerations ............................................................... 56

ESSENTIAL JOB DUTIES ........................................................................................................................ 56

SKILLED IN OPERATING ....................................................................................................................... 56

AFFINITIES ........................................................................................................................................... 57

COMMUNICATION IN SPEECH AND WRITING..................................................................................... 57

PERSONAL ATTRIBUTES ....................................................................................................................... 57

APPENDIX B- GENERIC ABILITIES ................................................................................................................. 58

APPENDIX C – STUDENT WITH DISABILITIES ............................................................................................... 62

APPENDIX D – ASHA Standards and Student Learning Outcomes .............................................................. 63

APPENDIX E - ASHA ..................................................................................................................................... 87

ASHA’S Certificate of Clinical Competence in Speech-Language Pathology ........................................... 87

2020 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology .................................................................................................................................... 87

Introduction ............................................................................................................................................. 87

Standard I: Degree .................................................................................................................................. 88

Standard II: Education Program .............................................................................................................. 88

Standard III: Program of Study ............................................................................................................... 88

Standard IV: Knowledge Outcomes ....................................................................................................... 89

Standard IV-A ..................................................................................................................................... 89

Standard IV-B ..................................................................................................................................... 89

Standard IV-C ..................................................................................................................................... 89

Standard IV-D ..................................................................................................................................... 90

Standard IV-E ..................................................................................................................................... 90

Standard IV-F ...................................................................................................................................... 90

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Standard IV-G ..................................................................................................................................... 90

Standard IV-H ..................................................................................................................................... 91

Standard V: Skills Outcomes .................................................................................................................. 91

Standard V-A ...................................................................................................................................... 91

Standard V-B ...................................................................................................................................... 91

Standard V-C ...................................................................................................................................... 93

Standard V-D ...................................................................................................................................... 94

Standard V-E ....................................................................................................................................... 94

Standard V-F ....................................................................................................................................... 95

Standard VI: Assessment ........................................................................................................................ 95

Standard VII: Speech-Language Pathology Clinical Fellowship ............................................................ 95

Standard VII-A: Clinical Fellowship Experience ............................................................................... 96

Standard VII-B: Clinical Fellowship Mentorship ............................................................................... 96

Standard VII-C: Clinical Fellowship Outcomes ................................................................................. 97

Standard VIII: Maintenance of Certification .......................................................................................... 98

APPENDIX F - ASHA CODE OF ETHICS .......................................................................................................... 99

Preamble ................................................................................................................................................. 99

Terminology .......................................................................................................................................... 100

Principle of Ethics I .............................................................................................................................. 102

Rules of Ethics .................................................................................................................................. 102

Principle of Ethics II ............................................................................................................................. 104

Rules of Ethics .................................................................................................................................. 104

Principle of Ethics III ............................................................................................................................ 105

Rules of Ethics .................................................................................................................................. 105

Principle of Ethics IV ............................................................................................................................ 105

Rules of Ethics .................................................................................................................................. 105

APPENDIX G - CORE VALUES ..................................................................................................................... 108

ASHA’S STRATEGIC PLAN AND CORE VALUES ....................................................................................... 108

THE SPEECH-LANGUAGE PATHOLOGY PROGRAM ............................................................................ 108

APPENDIX H – COMPLAINT PROCEDURES ................................................................................................ 112

UNIVERSITY OF TOLEDO – GRADUATE STUDENT ACADEMIC GRIEVANCE ........................................... 112

COLLEGE OF HEALTH AND HUMAN SERVICES ...................................................................................... 112

ASHA - Procedures for Complaints Against Graduate Education Programs ......................................... 114

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Criteria for Complaints Against Graduate Education Programs ....................................................... 114

Determination of Jurisdiction ........................................................................................................... 115

Evaluation of Complaint .................................................................................................................... 116

Summary of Time Lines ..................................................................................................................... 118

Procedures for Complaints Against the Council on Academic Accreditation ....................................... 118

Criteria for Complaints Against CAA ................................................................................................. 118

Determination of Jurisdiction ........................................................................................................... 119

Evaluation of Complaint .................................................................................................................... 119

Summary of Time Lines ..................................................................................................................... 120

APPENDIX I – PRAXIS RESOURCES ............................................................................................................. 121

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ACADEMIC STANDARDS The Graduate Program at The University of Toledo was accredited by the American Speech-Language-Hearing Association in 1993 and was re-accredited in 1998, 2006, and 2014. The American Speech-Language-Hearing Association (ASHA) is the national governing body for the profession of Speech-Language Pathology (SLP). The ASHA Certificate of Clinical Competence (CCC) 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, completed nine months of supervised professional experience, and must pass a national exam. Although certification is a voluntary process, most schools, clinics, hospitals, and other service facilities require their employees to have the CCC. Additionally, forty-six states, including Michigan and Ohio also require that speech-language pathologists be licensed. Accordingly, the professional, academic, and clinical standards of the University of Toledo’s College of Graduate Studies’ (CoGS) and the Speech-Language Pathology Program require that the requisite performance domains are met and provide a pathway to successful achievement of ASHA certification and state licensure, and reflect the current state-of-the-art in speech-language pathology.

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. Graduate students are also 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.

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.

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ACADEMIC REQUIREMENTS ADMISSIONS

Students applying to the graduate program will complete an application through the CSDCAS system and a supplementary application to the University of Toledo no later than December 15 of every academic year. The admissions committee reviews all completed applications and make recommendations regarding the status of the applicants. Students whose application materials indicate academic and personal excellence are invited for an interview, generally in February. Acceptance into the 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 can be viewed on the Program’s website. The College of Graduate Studies (COGS) will contact applicants regarding the status of their application. If an applicant 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 may be revoked. COGS as will also notify applicants who are denied admission into the speech-language pathology graduate program when 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 year. 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

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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 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 unique in offering clinical practicum opportunities for undergraduates with direct patient contact. 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 specific undergraduate prerequisites in speech-language pathology. These courses could be completed as part of the Undergraduate with Degree Program (UWD) or if admitted into the Graduate Program should be completed prior to registering for graduate level courses. Coursework in basic human communication processes, including anatomic, physiological, physical, psychophysical, linguistic, and psycholinguistic bases of communication are required for clinical certification. 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 2020 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology requirements, course work in basic sciences, science skills and statistics. This coursework may be carried forward from the undergraduate degree or taken as an “undergraduate with degree” (UWD) student. To meet this requirement The University of Toledo expects students to complete undergraduate course work in biological sciences, physical sciences, behavioral and/or social sciences and statistics with a grade of “C” or better. [A list of UT courses considered to meet the biological and physical science requirements can be found below and on the program web site. Students are encouraged to visit the ASHA website (www.ASHA.org) to review the 2020 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.

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TYPICAL UNDERGRADUATE PLAN OF STUDY

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STUDENT REQUIREMENTS

All graduate students attending the Speech-Language Pathology program at the University of Toledo are expected to have or complete the following:

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: Promote and protect patient/client safety, as well as the well-being of the campus community. 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. 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.

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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 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.

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GRADUATE PLAN OF STUDY IN SPEECH-LANGUAGE PATHOLOGY

SPEECH-LANGUAGE PATHOLOGY GRADUATE COURSE LIST

Course Code

Course Title Credits

SLP 6000 Advanced Practicum 2 SLP 6001 Advanced Practicum 2 2 SLP 6002 Advanced Practicum 3 2 SLP 6010 Diagnostic Practicum 2 SLP 6011 Diagnostic Practicum 2 2 SLP 6040 Exploring Research in SLP 2 SLP 6100 Diagnosis of Communication Disorders 3 SLP 6210 Lang. Dev. Disorders: Early Child Thru Adolescence 6 SLP 6300 Articulation and Phonology 3 SLP 6400 Adult Language and Cognitive Comm. Disorders 5 SLP 6500 Motor Disorders 3 SLP 6550 Trends in Technology for Comm. Disorders 3 SLP 6600 Voice and Resonance Disorders 3 SLP 6650 Feeding and Swallowing Disorders 3 SLP 6700 Assessment and Remediation of Fluency Disorders 3 SLP 6750 Seminar in Speech-Language Pathology 3 SLP 6800 Aural Rehabilitation 3 SLP 6940 Internship in Speech-Language Pathology (Term 1) 6 SLP 6941 Internship in Speech-Language Pathology (Term 2) 4

Total credits 60

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:

• 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.

• Review of Related Literature: A review of professional literature, which relates to the problem and to previous research into the problem or issue.

• 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.

• Results: Results of the study are displayed and summarized. • Discussion: The results are interpreted and discussed in light of the literature. Conclusions

and recommendations are made. • References: List all references cited in the paper. • 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.

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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 here. All students enrolling in the Master's Thesis must: Have completed SLP 6030 as a prerequisite to the thesis.

• 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.

• Select, and have approved, a thesis committee, which includes an advisor, a member of the department, and at least one other faculty member.

• Present a proposal to the thesis committee. • File a Notice of Thesis with the College of Graduate Studies. • Submit Protection of Human Subjects form and obtain approval from the Protection of

Human Subjects Committee before conducting research on human subjects, if applicable. • Consult with the advisor to determine when the thesis is ready for committee review. • Defend thesis in an open meeting before the thesis committee. • Inform Protection of Human Subjects Committee of the completion of thesis upon approval

of chairman of thesis committee, if applicable. • Submit thesis to graduate school 30 days before graduation, following the guidelines

published by COGS.

INTERPROFESSIONAL EXPERIENCE (IPE)

All SLP graduate students are required to participate in this university sponsored program at no additional credit hours/cost. This is in compliance with the new ASHA 2020 Standards. IPE is a semester-long program that follows directly from recommendations made by the World Health Organization (WHO) in 2010 and the Interprofessional Education Collaborative (IPEC) in 2016 & 2011 to achieve the goal of, "Preparing all health professions students for deliberately working together with the common goal of building a safer and better patient-centered and community/population oriented U.S. health care system" (IPEC, 2011). Specifically, interprofessional education is, "When students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes" (WHO, 2010). ASHA also strongly encourage and promotes an interprofessional education. Thus, the University of Toledo program has been designed to provide a variety of interprofessional learning activities and educational experiences that include clinical skills training, clinical cases, and patient simulations. Students are assigned to interprofessional teams and will have the opportunity to collaborate with students from other health care professions using an experiential, case-based learning approach to patient care.

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Currently, the program includes students from the following programs: medicine (M.D.), nursing, physician assistant, speech language pathology, occupational therapy, physical therapy, respiratory therapy, social work, public health, clinical psychology, and pharmacy. During SLP graduate students first fall semester, students are assigned to an IPE team, which meets on alternating Friday afternoons for two-hour team class sessions. Participants learn about other professions, teach about their profession, and develop collaborative skills that benefit all professions and our shared patients. During the following (spring) semester, in place of bi-weekly class meetings, participants are asked to complete one to two ‘passport’ activities that vary in offering each year. In past years, passport activities have included IPE escape room, the cost of poverty experience, team conferencing, community care clinics, and more. These activities change each year based on staffing and community needs. Participants are able to choose the activities that best fit their schedule and interests.

ADVISING

Every student accepted into the Speech-Language Pathology program is appointed an academic advisor, knowledgeable in speech-language pathology. All students are encouraged to meet with their advisor regularly and address any issues related to their graduate program. In addition, students need to meet with the advisor every semester, prior to the time of registration, to verify that they are on track to complete successfully their degree requirements. At the beginning of the Fall semester the Speech-Language Pathology Program hosts an orientation program for incoming graduates. All graduate students are required to attend the orientation program. Students are also expected to complete the orientation sessions presented by the COGS. Further, 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." The advisor considers each student’s undergraduate preparation when recommending a "Plan of Study" for the Master's degree to meet the educational requirements for ASHA certification and state of Ohio licensure. Information for licensure in other states and/or countries may also be brought to the advisor for consideration. 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). Students in the Graduate Speech-Language Pathology Program are arbitrarily assigned to two tracks to limit the total number of students enrolled in any one course at a time. A limited class size in graduate school enhances the clinical, teaching and learning experience. Both tracks will cover the same courses but at different time of the academic year.

REQUIREMENTS FOR LICENSURE AND CERTIFICATION

• Undergraduate and graduate coursework in speech/language pathology and related areas

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• Practicum experience of sufficient diversity and depth to meet ASHA’s standards • Professional disposition and conduct • 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

The graduate plan of study will consider each student's undergraduate program to meet the educational and clinical requirements for:

• School speech-language pathologist licensure (when appropriate undergraduate requirements and extensive graduate practicum in an internship in the public schools have been met).

• State licensure (necessary for practice in hospital, community/rehabilitation centers, private practice).

• American Speech-Language-Hearing Association's Certification of Clinical Competence in Speech-Language Pathology.

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CLINICAL REQUIREMENTS Students are provided the opportunity to obtain the appropriate number and distribution of supervised clinical contact hours 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 number of supervised clinical practicum hours before graduating from the program. For this reason, no student should regard the minimum 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 competency as a future speech-language pathologist.

ON-CAMPUS CLINICAL PRACTICUM

Graduate students will enroll in an on-campus clinical practicum each semester during the first year (assuming they are enrolled as full-time students), with a three-semester minimum. Students will simultaneously enroll in one semester of audiology practicum and two semesters of diagnostic practicum as determined in the individual plan of study. Students enrolled in on-campus clinical practicum are required to attend weekly clinic meetings (generally Friday mornings). Clinical courses are graded as “Satisfactory/Unsatisfactory” based on students’ ability to show competencies in different clinical skills and professionalism. Students who need extra remediation to improve their clinical competency will be given a growth plan. Please see ACTION PLAN below and Clinic Handbook for details. The Clinic Coordinator and Internship Coordinator will make every effort to help students obtain sufficient clinical practicum experience 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 one or more Action Plans), 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. A detailed Clinic Handbook is provided to all students. The Clinic Handbook provides all procedures, expectations, etc. necessary to complete the clinical practica series successfully. 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

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contained, should be discussed with the Clinic Coordinator, or other Program representatives in his/her absence (including the Program Director and/or the Graduate Advisor).

OFF-SITE INTERNSHIPS

The off-site internship experience includes one semester at a school-based setting and one semester at a medical placement according to the individual Plans of Study. Prior to placement in off-site internships (SLP 6940 series), students must demonstrate the requisite academic and clinical skills along with the appropriate professional conduct and disposition. The Internship Coordinator 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 as early as possible. Students enroll for internship as determined in their individual Plans of Study. Grades have the same “Satisfactory/Unsatisfactory” grading as on-campus clinical practicum. Students who do not achieve a “Satisfactory” in the internship course will be given an Action Plan based on the where they are on the Action Plan workflow.

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GRADUATION Certain requirements must be satisfied to graduate on schedule. To serve the many students applying for graduation each semester, the College of Graduate Studies 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. 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 with the appropriate number of credits.

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 IN’s/PR's must be removed from the transcript.

2. 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 CoGS for the appropriate deadline information.

3. For those completing a thesis, several final steps must be completed by posted deadlines including the defense presentation, informing the Protection of Human Subjects Committee, submitting copies of the thesis and appropriate forms. and form must be submitted,

4. Students 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).

5. Students must have attained a 3.0 grade point average and the required number of hours for your degree (and/or any certificate(s)).

6. All outstanding fines and fees must be met. 7. Students must be registered at the university for at least one-hour credit the semester during

which graduation is planned. 8. It is the student’s responsibility to check with the College of Graduate Studies to insure that

all requirements have been met. Any questions about these requirements should be addressed to the College of Graduate Studies (phone: 419-530-4723).

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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: 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. Other technology for clinical practicum is available through the clinic. Information is available in the Clinic Handbook.

Student Success for tutoring services and related support (phone: (419) 530-8852). Learning Enhancement Center Phone: (419) 530-2176 Writing Center 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. Office of Excellence and Multicultural Student Success Phone: (419) 530-2261 Campus Resources Other resources for student success Rocket Rapid Response Phone: (419) 530-5923 Student Disability Services Phone: (419) 530-4981 Medical Center Phone: (419) 530-3451 Student Counseling Center Phone: (419) 530-2426 Catharine S. Eberly Center for Women promotes the advancement of women at the University of Toledo by providing personal and professional development classes. It has Kate’s Closet which provides professional clothing and advice on how to dress for interviews etc. Phone: (419) 530-8575 Center for Success Coaching Phone: (419) 530-1250 Student Legal Services Phone: (419) 530-7230

Further information pertaining to the resolution of problems related to clinical assignments is provided in the clinic handbook.

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NON-CURRICULA POLICIES AND PROTOCOLS ACTION PLAN POLICY

The Speech-Language Pathology (SLP) Program faculty and staff recognize that students develop along different trajectories, may have individual situations and needs across the program, and face different challenges in successfully 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 Plan Policy outlines the ways in which the faculty/staff will design a plan of supports, modifications, and accommodations for students aimed at providing opportunities to develop the requisite knowledge and skills and/or professional disposition and characteristics to meet the competency requirements and demands of the profession.

GENERAL SCHOLASTIC REQUIREMENTS

The SLP Program, in accordance with the College of Graduate Studies, 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. Students will be expected to demonstrate competency in all professional, academic, and clinical domains (see the Student Learning Outcomes; SLOs) at a minimum of "83%" 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 or professional conduct will result in the implementation of an action plan in accordance with the policies outlined herein. In addition, approval by 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. This approval is dependent upon successful completion of the coursework/SLOs (without exceeding the allowable number of action plans) and continued demonstration of appropriate professional disposition and conduct.

Background

In order to demonstrate competency across the professional, academic and clinical domains, students must earn a minimum grade of “B” (83%) in all major courses and clinical experiences, and demonstrate 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 domains described by ASHA in the academic courses (see SLOs) and tracking performance throughout the graduate program. All concerns about attaining competency should be immediately discussed with faculty/staff. When an instructor identifies that a student will not meet one or more competencies, an Action Plan may be initiated (described below).

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Skill: Students are responsible for attaining all skills associated with the ASHA domains of clinical practica and tracking performance throughout the graduate program. All concerns about attaining competency should be immediately discussed with faculty/staff. When a faculty/staff member identifies that a student may not meet one or more competencies, an Action Plan will be initiated (described below). Professional Disposition/Conduct: Students shall behave professionally in the classroom, clinical practica, and other associated program activities. Students must develop and maintain effective and appropriate relationships with faculty, staff, supervisors, peers, clients, parents/caregivers, and other professionals, and demonstrate a professional attitude. The professional disposition/conduct pertains to face-to-face and written communications, as well as academic, clinical, and related program experiences. Students must also adhere to the Code of Ethics of the American Speech-Language-Hearing Association (ASHA), and demonstrate a professional disposition/conduct 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 and appropriately, 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/staff member identifies that a student is not demonstrating the appropriate disposition/conduct or professional character, an Action Plan will be initiated (described below).

ACTION PLAN IMPLEMENTATION

Students must achieve a minimum grade of 83% and/or meet expected behavior for all professional, academic and clinical domains. This includes achieving a minimum grade of 83% on each Student Learning Outcome (SLO) in didactic coursework and an overall Satisfactory rating in clinical coursework. Although professional disposition and conduct are not graded specifically, guidelines are provided for achieving competency in these areas as well. 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 a minimum grade of 83% on one or more assignments or SLOs, action plans are put in place as described below. For clinical coursework, an action plan will be initiated at the end of the term if a student does not achieve a minimum of 83% Satisfactory ratings (with no Areas of Concern). Professional standards are described in this handbook, and students not meeting these standards will be placed on an action plan as described below. The terms of this policy are subject to faculty review. ASSIGNMENT ACTION PLAN (AAP) / MIDTERM CLINICAL GROWTH PLAN In some didactic courses, multiple assignments correspond with a single SLO. When this is the case, the AAP is implemented when an assignment corresponding with a SLO is not completed with a minimum grade of 83%. If this AAP is not completed successfully in the time allotted or the student scores below an 83%, the student’s current grade will remain unchanged and an Outcome Action Plan will be developed for the unmet SLO(s). The total allowable AAPs across the entire graduate program is six. An AAP may include rewriting an assignment, completing an additional assignment,

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reading, or other activity that the instructor deems appropriate for demonstrating achievement of the SLO. AAPs apply only to didactic coursework. In clinical coursework (SLP 6000 series, 6010 series, 6020, and 6940 series), the equivalent to the AAP is the Midterm Clinical Growth Plan. Due to the nature of the Midterm Clinical Growth Plan, it is not factored into the maximum allowable AAPs. This growth plan is located on the Evaluation of Student Performance and fully described in the Clinic Handbook. (STUDENT LEARNING) OUTCOME ACTION PLAN (OAP) The Student Learning OAP is implemented when:

When the OAP is not successfully completed before the end of the semester, a grade of “IN – in complete” will be assigned. The total allowable OAPs across the entire graduate program is three; whether they occur in didactic and clinical coursework or a combination. The OAP may include rewriting an assignment, completing an additional assignment, reading, in-depth study, clinical observation, additional client, or other activity that the instructor deems appropriate for demonstrating achievement of the SLO. If a student is unable to achieve a minimum of 83% on an OAP, a Course Action Plan may be implemented, as long as the total allowable Course Action Plans has not been exceeded. COURSE ACTION PLAN (CAP) The CAP is implemented when a student:

The total

allowable CAPs across the entire graduate program is one (i.e., one course repeat is allowed – be it didactic OR clinical). When a CAP is implemented for didactic coursework, and a student earned a C or better in a course, the student will be required to retake the course (*registered as an independent study) the next time it is offered to further develop competency. Alternatively, if a student earned a C- or lower in a course, the student will be required to retake the course the next time it is offered (*registered for the original course number) to further develop competency. The student must achieve a minimum grade of 83% in the repeated course to continue in the program. It should be noted that the CAP will lengthen the student’s plan of study. * Note: Course registration for repeated courses is in accordance with University Policy.

a. A student is unable to achieve an 83% for a SLO with only one corresponding assignment, b. When an AAP has not successfully been completed, or c. When a student does not achieve 83% at the Satisfactory level on the Final Evaluation of

Student Performance AND has no Areas of Concern (e.g., may happen due to multiple “Making Progress” ratings) for clinical practica evaluations.

a. Does not achieve a minimum grade of 83% for the course, b. Is unable to successfully complete an OAP, or c. Has Area(s) of Concern at the Final Evaluation in clinical coursework.

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For clinical coursework, if a student has Area(s) of Concern on the Final Evaluation, 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 a student has a Course Action Plan, no additional Action Plans are allowed within that course. If the student does not achieve a grade of 83% OR remediate the Area(s) of Concern, the student will be recommended for dismissal from the program.

Summary of Action Plan Policy No Student May Exceed the Following:

Managing Multiple/On-Going Action Plans

If a student has multiple action plans in one or more semesters, faculty reserve the right to review the student’s needs and concerns and adjust the Plan of Study to maximize a student’s preparedness and success, while also insuring that client’s needs are protected. This may involve delaying coursework or clinical practica until action plans are completed, and may result in added semesters and delay graduation from the program.

Action Plan Oversight The Program Director and assigned graduate advisor will be notified by each instructor and/or supervisor when Action Plans are implemented. The Program Advisory Committee will review a student’s plan of study, and any additional indicators (e.g., professional disposition) when multiple assignment action plans and/or when outcome or course action plans are necessary. If needed, the graduate advisor will work with the student to modify the plan of study. Note. A “reasonable” extension (as determined by the faculty, student, and any involved medical professionals) on the AAP, OAP, or CAP may be granted, with appropriate documentation, if a student has medical/health issues that impede his/her ability to complete the Action Plan in the original time allotted.

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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 action plan implementation as described above, the student will be recommended for dismissal from the program, regardless of how far he or she has progressed through the Plan of Study. Students may also be recommended for dismissal from the program in extreme cases when professional standards of behavior and ethical practice are violated. See the Graduate Handbook for additional details.

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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. 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 program 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 three days (based upon 15 week semester) for an

unanticipated absence but additional absences 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.

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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. See the Clinic Handbook for additional attendance requirements during clinical education.

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:

• Clean your area after use with disinfectant spray and remove any items or trash from the furniture and floor in area used.

• Re-arrange furniture in the appropriate area of the room when your class/session is completed. • 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.

GENERAL PERSONAL APPEARANCE/GROOMING

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 and grooming 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

professional 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 smells related to cigarette or cannabis smoke must be avoided, as these smells are

viewed as unprofessional in all settings in which SLPs work, and they may be damaging to some clients (e.g., those with tracheostomy or allergies). In the case of smelling of cannabis, an immediate referral to the disciplinary process may occur.

• strong perfume/body spray and other noticeable scents must also be avoided as they may be damaging to some clients (e.g., those with tracheostomy or allergies), and some people may find them offensive.

Additional information about Attire in the Classroom and Clinic/Intern Sites

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As a professional in training, students should demonstrate appropriate appearance and disposition during all program activities. In addition to the general guidelines, 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., yoga pants), if in good repair, are acceptable attire for

classroom activities but not in the clinic – even if a student is not seeing a client for services. • If a guest speaker is scheduled to present during a 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 Handbook for detailed information.

• 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) Additional requirements for acceptable appearance may be identified by individual instructors. SPEECH CLINIC As a health care/education 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. • 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 if your gluteal, cleavage or other areas are exposed. • Hats and hoodies are not permitted inside the clinic, especially when in contact with clients. • 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 (with the exception of cannabis, which will immediately be addressed with a written warning because of the unprofessional nature of this issue).

• 2nd offense- the student will receive a written warning • 3rd offense- the student will be placed on academic probation for unprofessional behavior

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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.

DEADLY WEAPONS RESTRICTIONS

In accordance with the University policy (3364-61-03), Students/persons entering the university campus must comply with all laws and university regulations governing weapons in order to foster a safe environment for employees, students, faculty, patients and patrons of the university. Restrictions include illegal possession, use or unauthorized storage of firearms, deadly weapons, or dangerous ordnance as defined by the Ohio Revised Code 2923.11 This policy applies to all university owned or leased property including areas such as buildings, sporting venues, sidewalks, walkways, driveways and parking lots and extends to any university-sponsored function whether on the university property or not. University vehicles are covered by this policy at all times regardless of whether they are on the university property. Although laws may vary regarding restrictions at internship and other off-campus sites, it is the student’s responsibility to adhere to those laws and policies. Generally speaking, students are expected to refrain from carrying or use of weapons in all university-related activities/settings.

Conceal carry weapon license (CCW) All persons who enter university property are prohibited from carrying a concealed handgun/firearm (as prescribed under state law) or prohibited weapon of any kind onto the property. This applies to all employees, patients, students, faculty, and visitors on the property, customers, and contractors. Possession of a valid concealed weapon permit authorized by the state of Ohio is not an exemption under this policy. For additional information, students are expected to review the university policy listed above.

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. Should, however, a student choose to be employed in a related professional setting, the following guidelines should be utilized: 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).

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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. SLP students employed in related professional settings must not represent themselves as official representatives of the University of Toledo or its SLP Program. SLP student liability insurance only covers students during classroom activities and during assigned clinical practica and internships. 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. Students should arrange their work schedules around the demands of their program. At no time is it permissible to miss class, clinic, or other program-sponsored activities for work. Questions regarding employment in an SLP setting should be directed to the Ohio Licensure Board.

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 AND ATTENDANCE POLICY 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. As stated above, students are allowed to miss up to three days for an excused absence but additional absences 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.

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

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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 students as well.

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.

Activities that may be Grounds for Recommendation of 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

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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 or professional status 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.

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.

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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 and/or Internship 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/Intern 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:

1. The student will be responsible for contacting individual course instructors and/or clinical supervisors (including the Clinic/Intern 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/Intern 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.

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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/Intern 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/Intern 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. 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.

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Students should contact the Office of Academic Access (Rocket Hall 1820; 419.530.4981; officeofacademicaccess@utoledo.edu ) 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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LEAVE OF ABSENCE (LOA)

ACADEMIC LEAVE OF ABSENCE

Students who are required to repeat a course due to unsatisfactory performance may 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:

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 withdraw 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.

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PROBATION, WITHDRAWAL AND DISMISSAL POLICY

PROBATION POLICY

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 may constitute grounds for Probation status:

• Unprofessional and/or unethical conduct • Unsafe practice • Violation of client’s rights in the classroom or clinical environments • Violation of another person’s rights with whom the student interacts • Violation of university or ASHA policy • Cumulative graduate GPA falls below a 3.0 • Implementation of Assignment Action Plan(s) • Implementation of Outcome Action Plan(s) • Implementation of a Course Action Plan

Expectations regarding behavior are identified in the “Standards of Conduct” section of this Handbook; “Generic Abilities” “Guide for Professional Conduct” and ASHA Code of Ethics, 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, a notification of probationary status will be sent to the student within 15 working days. This notification will outline steps the student must take to remediate areas of concern and end probationary status. A student will not be permitted to enter a clinical internship, or continue in an internship, unless he or she is in good standing within the Program and the College of Graduate Studies.

WITHDRAWAL FROM THE SLP PROGRAM

There are two ways students can be withdrawn for the program. a. when the student voluntarily withdraws from the program due to a personal

decision, b. when the student is asked to withdraw from the program because they have not met

the requirements of the academic program and or the student violates the standard of good conduct or professionalism

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In the case of a) personal decision, the student should meet with his/her graduate advisor in the program and the Program Director before withdrawing from the Program. 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. When a student is not able to meet the academic and professional standards of the program following the Action/Growth plans and/or the student has exhibited behaviors that violate the University, SLP Program and ASHA’s Code of Ethics and/or HIPPA policies, they will be asked to sign a memorandum of agreement to withdraw from the program and will be withdrawn immediately. When a student withdraws from the program, the grade for the course in question will reflect the score the student achieved at the time of withdrawal if the course is a non-clinical course, and a grade of unsatisfactory if the course was a clinical course. Students failing to sign this agreement will receive a “failing” grade and dismissal procedures will automatically ensue. The student will not be able to register for classes. The student always has the recourse to file grievance. During the grievance process the student will be allowed to complete the course.

ENTRY AND RE-ENTRY POLICY

If a student withdraws from the program due to personal reasons, re-entry must occur so that courses are completed in sequence. In some cases, when a lengthy absence has occurred, coursework may need to be repeated to assure the student has the most current knowledge and skill. Students who withdraw because they have not met the requirements of their Action/Growth plans and/or for conduct, ethics or HIPPA violations will not be permitted to re-enter the program.

DISMISSAL POLICY

The following constitutes criterion for immediate recommendation of DISMISSAL from the SLP Program:

• The need for a 7th Assignment Action Plan • The need for a 4th Outcome Action Plan • The need for a 2nd Course Action Plan • Documented violation of ASHA Code of Ethics • Documented violations of the UT Graduate Student Ethics Code. Please see College of

Graduate Studies Handbook • Documented violation of the Standards of Conduct • Documented violation of University or ASHA policies • Leave-of-absence from the SLP Program for longer than one (1) calendar year without written

permission (see description below)

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Anyone recommended for dismissal from the Speech-Language Pathology Program for reasons other than a personal leave of absence, will not be re-admitted. In some circumstances, those who required a personal leave of absence may re-apply for admission. Re-admission will be determined on an individual basis, particularly considering the reason for the personal leave of absence. Depending upon the length of the absence, re-admission may require retaking one or more courses in order to assure current knowledge/skill.

DISPUTE RESOLUTION Cases of disagreement between individuals may occur, but if a dispute arises between a member of the faculty/staff and a 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) linked below: 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/ Academic Dishonesty Policy (effective June 2012) Academic Grievance Policy (effective June 2012) Human Research Protection Program: http://www.utoledo.edu/research/rsp/irb/ 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/ Student Involvement: http://www.utoledo.edu/admission/freshman/studentlife.html Office Student Involvement and Leadership http://www.utoledo.edu/studentaffairs/osi/ Rocket Rapid Response: http://www.utoledo.edu/feedback/

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Students should contact the School Chair, Program Director or graduate advisor for assistance in determining other agencies when warranted by a particular concern not covered above.

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STUDENT SECURITY AND EMERGENCY INFORMATION 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 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

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• Evacuation – Code Green • Medical Emergency – Code Blue • Adult Patient Missing – Code Brown • Snow or Transportation Emergency Plan – Code White • Child Abduction – Code Adam

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PATHWAY TO CERTIFICATION AND LICENSURE Most positions in the field of speech-language pathology require the ASHA Certificate of Clinical Competence (CCC). Additionally, most states also require a license and special certification to work in the schools.

ASHA CERTIFICATION

1. 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).

2. Obtain the Master's degree. 3. 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.

4. Obtain graduate Program Director's signature on necessary forms (completed at exit interview).

5. Complete application for ASHA membership and certification. 6. Complete Clinical Fellowship (CF) year. 7. Submit certification application with all required fees.

ASHA requirement check: http://www.asha.org/certification/SLPCertification/

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 click here. 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. 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.

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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.

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. Check State licensure requirements before starting Clinical Fellowship. The state of Ohio requires Ohio license while practicing CF.

OHIO LICENSE IN SPEECH-LANGUAGE PATHOLOGY

1. 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/

2. The Department may verify your graduation to the Licensure Board by letter. 3. Have sent directly to the Board:

a. Official transcript of all undergraduate and graduate coursework b. National Examination in Speech Pathology (162 score necessary) c. Complete supervised Professional Experience Plan and have signatures notarized.

4. Forward appropriate fees.

SCHOOL SPEECH-LANGUAGE PATHOLOGY

PUPIL SERVICES LICENSE

1. Recommend taking the NTE examination during last semester of enrollment.

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a. Specialty Exam: Speech-Language Pathology ("ASHA Exam") 2. Obtain application form from Student Services in Gillham Hall (4th Floor) 3. Provide verification of accomplishments of all requirements for the degree

a. Transcript b. Verification of clinical practicum hours

4. Submit all materials to Tim Lewandowski, Student Services, Gillham Hall.

EDUCATIONAL LICENSURE REQUIREMENTS

1. Undergraduate coursework in speech-language pathology a. includes normal bases of speech and language b. includes audiology / aural rehabilitation / sign c. includes disorders courses

2. Education requirements a. EDP 3280 Introduction to Teaching (or equivalent) b. EDP 3290 Lifespan Development (or equivalent) c. SPED 2040 Perspectives in Special Education (or equivalent) d. SPED 4110 Curriculum and Methodology for Students with Moderate Educational

Needs (or equivalent) 3. Related requirements

a. Counseling b. Cultural Diversity c. Collaboration / Teaming d. Technology skills

4. Meet the requirements through: a. Undergraduate major at UT b. Undergraduate with degree (UWD) at UT meeting school SLP requirements c. Transfer of credit for similar courses d. Demonstration of related requirements in graduate program

MICHGAN LICENSE IN SPEECH-LANGUAGE PATHOLOGY

Contact the Michigan Board of Speech-Language Pathology for up-to-date information License instructions for CF and post-CCC employment can be accessed by clicking here.

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.

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a. Examples of three specific student learning outcomes:

i. 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

ii. Develop an articulation/phonological based intervention plan demonstrating articulatory, phonological, motoric, or functional focus as appropriate for the client

iii. 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

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 outcomes. For example, the first outcome listed above appears in the course syllabus for SLP 6600 Voice and Resonance Disorders (see box).

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 3.15 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

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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 student 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. 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 develop a Plan of Study, and will complete an ASHA tracking form used to determine if the student has taken and successfully completed appropriate undergraduate courses through the clinical aspects of the program. For example, the Graduate Advisor examines undergraduate transcripts to insure that 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 before beginning their graduate program, or prior to graduation. In addition, if students have not earned grades of “C” or better in courses related to

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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/staff member tracks each student’s progress on student learning outcomes for each course (didactic and clinical). For students not meeting one or more requirements, the Action Plan Policy will be followed. Student and faculty/staff signatures are required on the action plans. Copies of any action plan documents are provided to the student and maintained on a secure, online electronic file system. At the beginning of each new semester, the Program faculty/staff 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 Internship Coordinator 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 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 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.

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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 is ASHA.

ASHA's GOALS

• 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.

ASHA REQUIREMENTS:

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 6750 and clinic staffing meetings; available from Clinic Coordinator, Program Director, and posted on clinic bulletin board. 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,

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.

ASHA, 2200 Research Boulevard, #310, Rockville, MD 20850, (800) 498-2071 or (30l) 897-0142.

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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.

Box1: Examples of three specific student learning outcomes

How each outcome is related to the mission of the program 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 outcomes.

1. 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

2. Develop an articulation/phonological based intervention plan demonstrating articulatory, phonological, motoric, or functional focus as appropriate for the client

3. 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

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Box 2: Example from SLP 6600 Voice and Resonance Disorders

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 student 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.

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

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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. 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 develop a Plan of Study, and will complete an ASHA tracking form used to determine if the student has taken and successfully completed appropriate undergraduate courses through the clinical aspects of the program. For example, the Graduate Advisor examines undergraduate transcripts to insure that 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 before beginning their graduate program, or 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/staff member tracks each student’s progress on student learning outcomes for each course (didactic and clinical). For students not meeting one or more requirements, the Action Plan Policy will be followed. Student and faculty/staff signatures are required on the action plans. Copies of any action plan documents are provided to the student and maintained on a secure, online electronic file system. At the beginning of each new semester, the Program faculty/staff 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

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with the 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology

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 Internship Coordinator 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 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 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.

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CAREER RELATED OPPORTUNITIES ADDITIONAL EDUCATIONAL OPPORTUNITIES

NSSLHA

Membership in National Student Speech-Language Hearing Association is encouraged for the following benefits:

• The NSSLHA-to-ASHA Conversion discount* • Access to ASHA's journals • receive The ASHA Leader, • Discounts on ASHA convention registration and products, and professional liability

insurance. Annual NSSHLA (national NSSLHA) dues are $60 per year. Membership should begin after September 1st but before December 31 to maintain the required 2 year membership. You can join National NSSLHA by going to http://www.NSSLHA.org * Students who hold national membership for two consecutive years leading up to their clinical fellow year (CFY) are offered a conversation discount by ASHA that saves $225 on the first year of dues and fees (typically $511).

UT CHAPTER OF NSSLHA The University of Toledo has its own registered chapter of NSSLHA. Membership in our local chapter is also highly encouraged. Membership dues are $15/ year or $10 a semester. Our chapter creates a fun way to build relationships with other SLP/COMDIS students. The chapter holds monthly meetings on campus and offers a variety of volunteer and growth opportunities. UT NSSLHA hosts a 5K each year that benefits our philanthropic organization, Operation Smile, to help pay for medical care to repair cleft lips/palates for children. They also sponsor 2 semesters of therapy for clients in need in the UT Speech-Language-Hearing Clinic, provide awareness activities on campus. To find out more you can email NSSLHA at nsslha.ut@gmail.com .

CERTIFICATE PROGRAMS

Several specialization certificate programs are offered to students depending on grant funding. Students will be told if there are any such certificate programs within the Speech-Language Program. Students may also 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. Listed below are some interdisciplinary graduate certificate options:

Graduate Certificate in Teaming in Early Childhood

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Graduate Certificate in Contemporary Gerontological Practice

For more information, visit each program’s respective website.

CAREER OPPORTUNITIES

In addition, the School of Exercise and Rehabilitation Sciences hosts an annual “Job Fair” in the Spring. 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. All SLP students especially those in their second year of training are expected to attend the Job Fair. To facilitate attendance all internship sites will excuse your absence on that day.

Facilities who participate in the Job Fair can also email information to the program to have it posted to students. These might be emailed to the graduating class, but for most sure form of dispersing this information is through the Clinic Facebook page. Please like the UT Speech Clinic Facebook page to view current SLP job postings.

Center for Experiential Learning and Career Services

The University of Toledo Career Center also offer several opportunities for students look for jobs including training on taking interviews, global job search in your field of training (Phone: (419) 530-4341)

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APPENDIX A - THE ESSENTIAL SPEECH PATHOLOGIST 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,

occupational 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

SKILLED IN OPERATING

• 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)

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• Electronic & computer equipment for analyzing speech & voice signals • Computers, i-Pads, and related devices for report writing, data management, clinical service

delivery, research, etc.

AFFINITIES

• Activities of a scientific and technical nature • Activities which provide satisfaction from seeing the results of work • Activities involving direct contact to help people

COMMUNICATION 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

PERSONAL ATTRIBUTES

• Desire to help others • Interest in scientific work • Patience to work with people whose injuries heal slowly

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APPENDIX B- 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 and Resources

The ability to obtain the maximum benefit from a minimum investment of time and resources.

Use of Constructive Feedback

The ability to identify sources of and seek out feedback and to 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

Appropriately 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

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4. EffectiveUse of Time and Resources

Focus on tasks at hand without dwelling on past mistakes Recognizes own resource limitations Uses existing resources effectively Uses unscheduled time efficiently Completes assignments in a timely fashion

Coordinates schedule with others Sets up own schedule Demonstrates flexibility Plans ahead

Performs multiple 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

Uses limited 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 ofConstructive 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 and procedures Projects professional image Attends professional meetings Demonstrates honesty, compassion, courage and continuous regard for all

Identifies appropriate professional role models Discusses societal expectations of the profession Acts on moral commitment Involves other professionals in decision-making Seeks informed consent from patients

Demonstrates accountability for professional decisions Treats patients within scope of expertise Discusses role of SLP on a professional team Keeps patient as priority

Actively promotes profession Participates actively in professional organizations Attends workshops Acts in leadership role when needed Supports research

8. Responsibility

Demonstrates dependability Demonstrates punctuality

Accepts responsibility for actions and outcomes

Delegates as needed Orients and instructs new employees/students

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Follows through on commitments Recognizes own limits

Provides safe and secure environment for patients Offers and accepts help Completes projects without prompting

Directs patients/clients to other professionals when needed Encourages patient accountability

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 work place 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 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 C – STUDENT WITH DISABILITIES 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 Mail Stop 342 2801 W. Bancroft St. Toledo, OH 43606-3390 (419)530-4981 studentdisabilitysvs@utoledo.edu http://www.utoledo.edu/offices/student-disability-services/

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.

Mission Statement Student Disability Services is committed to removing barriers for students with disabilities at The University of Toledo by ensuring appropriate accommodations. SDS works directly with students, instructors, administrators, and staff to provide accommodations for students with disabilities. SDS promotes equal access for students with disabilities and strives for full inclusion.

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APPENDIX D – ASHA Standards and Student Learning Outcomes The University of Toledo * Speech-Language Pathology Program

COURSE- AND PRACTICUM-LEVEL STUDENT LEARNING OUTCOMES (COURSE-SLO) *See also the corresponding Priority Outcomes Form. The priority outcomes link course knowledge and clinical skills.

Cour

se

(√)

Prio

rity

Out

com

es Course Outcomes

Upon completion of the course,

students will have developed:

Indicators Related Assessment

2014 Standar

ds

SLP 6000

SLP

6000

The skills necessary to develop an

intervention plan for client(s) with varying

disorders, with methods for program

evaluation and modifications as

needed to meet the client’s needs

• Development of a therapy plan for each session,showing logical rationale and planning

• Establish credibility & rapport withclient/caregiver

• Proficient use of treatment techniques andprocedures based on evidence based treatmentapproaches

• Proficient use of setting, materials, andequipment to address objectives and meet theclient’s need

• Implement appropriate behavioral managementtechniques to facilitate client’s progress

• Adjust treatment plan (if necessary) so that clientcan be successful and make progress towardgoals

• Ability to modify treatment during a session tomeet the client’s needs

• Acts positively on feedback from supervisorregarding suggested changes/modifications totherapy

• Spends appropriate amount of time on therapyactivities (identifying both client fatigue andability to continue)

• Weekly lessonplans/S.O.A.P.notes for eachclient

• Evaluation ofstudentperformance atmidterm and finalconference

V-A, B,C, D E,

The skills necessary to write an intervention plan for client(s) with

varying disorders, with methods for program

evaluation and modifications and

recommendations as needed to meet the

client’s needs; includes a final report or discharge summary

• Uses appropriate measures/behavioral probes toobtain baseline information & identify currentneeds of the client

• Develops appropriate long term goals thataddress the clients speech-language-communication needs for the treatment that isto be provided

• Develops measurable short term goals/objectivesfor the semester based on the client’s speech-language-communication needs, long term goalsand current level of performance.

• Writes logical rationale for treatment based ondiagnostic information, previous treatmentprogram and evidence based treatmentapproaches

• Demonstrates proficient professional writingskills including: cogent and succinct presentation

• Written reportswhich may includean InitialTreatment Plan,Final TreatmentPlan and/orDischargeSummary

• Evaluation ofstudentperformance atmidterm and finalconference

V – F,G

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of information (treatment rationale and methods), correct use of professional terminology, correct use of grammar and syntax, and accurate proofreading and editing for error-free final reports completed in a timely manner

The skills to implement

intervention plans with consideration given to following

aspects: multicultural considerations, family

considerations, psychological

considerations, as well as anatomical considerations

• Development of a therapy plan for each session, showing logical rationale and planning

• Establish credibility & rapport with client/caregiver

• Proficient use of treatment techniques and procedures based on evidence based treatment approaches

• Proficient use of setting, materials, and equipment to address objectives and meet the client’s need

• Implement appropriate behavioral management techniques to facilitate client’s progress

• Adjust treatment plan (if necessary) so that client can be successful and make progress toward goals

• Ability to modify treatment during a session to meet the client’s needs

• Acts positively on feedback from supervisor regarding suggested changes/modifications to therapy

• Spends appropriate amount of time on therapy activities (identifying both client fatigue and ability to continue)

• Weekly lesson plans/S.O.A.P. notes and written reports

• Evaluation of student performance at midterm and final conference

V-A, B, C, D, E.

F, G

The ability to demonstrate appropriate

documentation of progress

• Summarizes client’s current level of performance at the end of the semester including communication deficits in order of priority for future treatment

• Summarizes progress including quantitative as well as qualitative data

• Reports client’s responsiveness to various methods, techniques and material

• Discusses any areas of concern that have become apparent during the treatment period

• Discusses the client’s motivation, participation in treatment and family support as related to effective intervention

• If discharge is recommended, the student clinician provides highlights of progress throughout TOTAL THERAPY time at UT

• Demonstrates proficient professional writing skills including: cogent and succinct presentation of information, correct use of professional terminology, correct use of grammar and syntax, and accurate proofreading and editing for error-free final reports completed in a timely manner

• Weekly lesson plan/S.O.A.P note

• Evaluation of Student Performance at midterm and final conference

V-D

The ability to locate and discriminate

• Development of a therapy plan for each session, showing logical rationale and planning

• Evidence Based Practice article

V-A,B,C

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appropriate evidence based practice for

clients based on their individual needs

• Proficient use of treatment techniques and procedures based on evidence based treatment approaches

summary assignment for each client

• Evaluation of student performance at midterm and final conference

Professional interpersonal skills which enable the

student to efficiently and effectively

communicate client progress to the

client/caregiver/other professionals

• Demonstrates ethical integrity and behavior in a variety of professional situations (e.g., follows privacy practices as described in clinic manual, adheres to ASHA’s Code of Ethics; honesty, truthful, dependable, reliable, take responsibility for own actions, maintain competence & performance)

• Presents professional appearance and demeanor and consistently comporting herself /himself in an appropriate

• Assumes a problem-solving attitude and maintaining harmonious relationships during clinical interactions with clients, supervisors and colleagues

• Is able to receive and respond to feedback from supervisor in a professional manner. This includes but is not limited to being reflective, non-confrontational, trying new strategies/techniques as suggested and completing any research necessary or required for the benefit of the client.

• Follows clinical procedures and maintaining punctuality in meeting appointments and deadlines

• Competently represents the profession to the public by providing accurate information in communications involving any aspect of the professions

• Initial and Final conferences to review treatment plans, post therapy review sessions and telephone communication as applicable

• Evaluation of student performance at midterm and final conference

V-A, B, C, D

SLP 6010

SLP

6010

The skills necessary to develop diagnostic plans by selecting

appropriate diagnostic strategies and

instruments for evaluation of a variety

of communication disorders

• Identifies all aspects of the client’s speech-language-communication problems by analyzing case history information using a comprehensive model of communication

• Selects appropriate evaluation procedures, such as behavioral observations, non-standardized and standardized tests, and instrumental procedures based on preliminary case history information

• Utilizes information gathered (e.g., case history, initial interview, client performance on initial assessment tools) to modify diagnostic plan (if necessary) in order to complete the evaluation

• Planning sessions for diagnostic session including plan of action for team members and family

• Evaluation of student performance at midterm and final conference

V-A,B,C,D,

F, G

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The skills to proficiently conduct a case history interview

and activities

• Interviews client/caregiver in manner which elicits complete and accurate information in sufficient depth to explore pertinent communication problems

• Demonstrates spontaneous analysis/synthesis of facts offered & effectively pursue subtle nuances of expression which may lead to vital information to elicit in-depth information about client’s speech/language/communication skills.

• Gives a clear overview of types of assessments to be included in the evaluation and types of information which may be expected from the assessment

• Interview client and/or pertinent family members

• Evaluation of Student Performance at midterm and final conference

V-A,B,C,D,

F, G

Competently conduct assessment

procedures to develop skills in learning to

administer a variety of formal tests and

informal measures

• Demonstrates the ability to successfully complete an oral peripheral examination and make relevant observations/conclusions including the impact on speech/language skills

• Demonstrates the ability to successfully complete a hearing screening and make relevant observations/conclusions including the impact on speech/language skills

• Demonstrates the ability to successfully complete an assessment of receptive/expressive language skills and make relevant observations/conclusions including consideration of anatomical/physiological, psychological, developmental, linguistic and cultural correlates

• Demonstrates the ability to successfully complete an assessment of articulation/phonological &/or motor speech skills and make relevant observations/conclusions including consideration of anatomical/physiological, psychological, developmental, linguistic and cultural correlates

• Conducts informal assessment procedures effectively, spontaneously making appropriate modifications as needed to obtain optimum diagnostic information

• Accurately scores standardized and non-standardized tests according to procedures to obtain valid results

• Made modifications as needed to assure testing was valid for clients with communicative, cultural and/or linguistic differences including procedural changes and interpretation of results

• Notes behavioral observations in a systematic way throughout the evaluation to compile relevant information to supplement other assessment procedures

• Completion of standardized and/or criterion referenced assessments

• Evaluation of student performance at midterm and final conference

V-A,B,C,D, F, G

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Writing evaluation reports that

accurately present and interpret results of test batteries and

assessment procedures, identify

type of communication

disorder presented, make prognostic

statements, and to recommend an

appropriate intervention program

• Writes succinct but complete summary of relevant case history information to describe the past and current status of the Client and significant communication problems encountered

• Presents results of client’s performance on formal/informal tests and observations in an organized sequential format

• Interprets assessment data showing good judgment in comparing results to normal processes and delayed or disordered processes of communication

• Synthesizes assessment information to formulate a summary of client’s strengths/weakness to describe the nature or disordered processes of communication

• Generates appropriate, detailed recommendations for treatment and/or follow-up, including referrals as needed

• Demonstrates mastery of professional writing skills including: cogent and succinct presentation of information, correct use of professional terminology, correct use of grammar and syntax, and accurate proofreading and editing for error-free final reports completed in a timely manner

• Written Comprehensive Evaluation

• Evaluation of student performance at midterm and final conference

V-A,B,C,D,

F, G

An ability to work effectively as a diagnostic team

member and leader/case manager

to plan

• Demonstrates ethical integrity and behavior in a variety of professional situations (e.g., follows privacy practices as described in clinic manual, adheres to ASHA’s Code of Ethics; honesty, truthful, dependable, reliable, take responsibility for own actions, maintain competence & performance)

• Presents professional appearance and demeanor and consistently comporting herself /himself in an appropriate manner

• Assumes a problem-solving attitude and maintaining harmonious relationships during clinical interactions with clients, supervisors and colleagues

• Follows clinical procedures and maintaining punctuality in meeting appointments and deadlines

• Competently represents the profession to the public by providing accurate information in communications involving any aspect of the professions

• Completion of sections of diagnostic evaluation and synthesis of team information in the Comprehensive Evaluation Report

• Evaluation of student performance at midterm and final conference

V-A, B, C

SLP 6040

SLP

6040

The skills necessary to read and evaluate research reports through developing

Demonstrate critical thinking skills through successful completion of discussion board assignments, successful (83% success of higher), and EBP assignments (83% or higher).

Discussion board assignments; Exams;

EBP assignments

IV-F

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and appreciating critical thinking skills

The knowledge of

processes used in research and the integration of research principles into evidence-based clinical practice.

Demonstrate skills related to evidence-based practice by completing EBP assignments with 83% accuracy.

a. Developing good clinical questions. b. Identifying appropriate evidence to

support clinical questions. c. Appraising evidence. d. Developing a means by which EBP

can guide your clinical practice in real-life settings.

EBP Assignments IV-F

SLP 6100

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SLP

6100

A wide variety of diagnostic procedures and processes sensitive to the client’s individual needs through performance on tests and completion of a diagnostic report.

In order to demonstrate knowledge of the principles and methods of prevention, diagnosis, consultation, referral, and follow-up care relevant to diagnostic procedures and to adapt procedures to meet individual needs (including necessary modifications for multicultural/family/linguistic/psychological/anatomical differences and adaptations), the student will: a. Correctly answer at least 83% of the items on course exam(s) sampling the ability to analyze, synthesize, develop, interpret information from readings and lectures related to the principles and methods of diagnosis principles including but not limited to: Scoring and interpretation of standardized

norm-referenced tests Interpretation/utilization of criterion

referenced and other alternative assessment protocols

Critique assessment protocols specifically related to multicultural/linguistic and family issues.

b. Complete diagnostic write-up with an 83% level of performance in response to a case example presented in class with demonstration of the following: summarization of case history information accurate test scoring and interpretation use of alternative assessment strategies as

appropriate for the individual client demonstration of adaptation of methodology

as appropriate for family/cultural/linguistic/cognitive differences

organization and synthesis of results appropriate writing skills development of intervention plan using

diagnostic results integration of functional approaches,

curriculum interventions, and environmental adaptations during development of intervention goals as appropriate for the individual

application of appropriate follow-up, referral, and consultation recommendations as appropriate for the individual case

• Projects, • critiques, • case presentation

IV-D; V-B

Competency in advocacy and counseling skills as demonstrated by performance on tests

In order to demonstrate knowledge and principles for educating, counseling, advocating, making referrals for individual, their significant others, and other persons in the community regarding acceptance, adaptation, and decision making about communication and related concerns specifically

Exams and mock interview IV-D, E G

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√ and in a mock-interview.

including (but not limited to) socio-cultural concerns, emotional, educational, and other factors interfering with quality of life issues for individuals with communication disorders, the student will: a. Correctly answer 83% of the items on course exam(s) sampling items related to family, teacher, and other professional consultation, referral, advocacy, and follow-up in regard to diagnostic protocols. b. Demonstrate in a mock interview with an 83% level of performance reflecting effective counseling behaviors including but not limited to the following skills: Tolerance of client pause time Reflection of feelings Summarization of content and feelings Use of open versus closed questioning styles Use of minimal encouragers to talk

Knowledge of ethical issues related to diagnostic principles

In order to demonstrate knowledge and the ability to utilize and synthesize information related to standards of ethical conduct, integration of principles in the therapeutic process, and contemporary professional issues related to assessment and remediation as related to individuals with communication disorders, the student will: a. Correctly pass 83% of the items on course exam(s) sampling items regarding standards of ethical conduct, advocacy, ASHA guidelines for practice, and contemporary professional issues related to diagnosis and assessment of individuals with communication disorders.

Exam IV-A, E

SLP 6210

SLP

6210

The ability to identify language disorders based on their symptoms, etiology, developmental progression, and other characteristics.

Based upon 83% or better grades on written examinations, case studies involving language assessment projects, and a research-based presentation on a special population, students will be able to recognize and identify the various aspects of language disorders that are essential to diagnosis and treatment.

Exams Assessment Project Role-Plays Grammar Quizzes

IV-C

√

The ability to advocate for prevention of language disorders and early intervention for young children with suspected language disorders or delays.

Students will earn scores of 83% of better on projects that involve creating videos or engaging in role-plays that emphasize prevention of language disorders, including early intervention and the importance of early literacy experiences for young children.

Role-Plays Exams IV-D

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√

The skills necessary to incorporate high-quality evidence from scholarly sources into decision making about treatment for children with language disorders.

Students will present on the evidence base for interventions with a special population with 83% or greater accuracy.

Role-Plays

IV-F

The ability to demonstrate professional oral and written skills suitable for interacting with clients, parents, and other professionals.

Students will conduct video-recorded or live role-plays in which they convey information about prevention, diagnosis, and treatment of children with language disorders.

Role-Plays

V-A

√

The ability to correctly interpret information provided in a case study to conduct a thorough assessment of a child with a language disorder.

Students will correctly analyze a child language sample with 83% or greater accuracy.

Assessment Project

IV-D V-A V-B

The skills to demonstrate principles and methods for educating and counseling individuals with language disorders, their significant others, and other persons in the community regarding acceptance, adaptation, and decision-making about communication and related concerns.

Students will earn scores of 83% of better on projects that involve creating videos or engaging in role-plays that emphasize prevention of language disorders, including early intervention and the importance of early literacy experiences for parents of young children.

Role-Plays

IV-D V-A, B

SLP 6300

SLP

6300

Knowledge of articulatory/phonological disorders including etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and cultural correlates,

Based upon coursework, independent research and study of commonly occurring cases, students will demonstrate understanding of the differences between articulatory and phonological disorders based on etiologies, and manifested behaviors and onset of behaviors through performance of 83% or better accuracy in class room activities and course assessments.

Assignments; quizzes; case study reports and discussion

IV-C

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√ Knowledge of the principles and methods of prevention, diagnosis, consultation, treatment, referral, and follow-up care relevant to individuals with articulatory/phonological disorders and ways to adapt procedures to meet individual needs (including necessary modifications for multicultural/family/linguistic/ psychological/anatomical differences and adaptations to modify or enhance communication performance).

Based upon coursework independent research, classroom discussions and case reports, students will be able to:

a. demonstrate knowledge of appropriate collection of case history information from at least one client/video case study taking into account client needs including cultural and linguistic variations etc.; b. demonstrate knowledge of conducting a differential diagnosis between articulatory and phonological disorders based on mock case studies; c. complete an articulatory and/or phonological sample analysis at a performance level of 83% with demonstration of the following analytic procedures as appropriate for the individual: place/manner/voice; independent analysis; relational analysis; phonological processes analyses (% of occurrence); phonotactic or word-shape analysis; contexual (running speech) analysis; intelligibility ratings (e.g. PCC); d. demonstrate knowledge of the theories of remediation ( motor theories, linguistic theories and cognitive theories) in classroom activities and with 83% or better accuracy in course assessment e. demonstrate, in writing, varied approaches to explaining findings and intervention approaches based upon intended audience (e.g., family, physician, SLP) with 83% or better accuracy.

Assignments including exercises on articulatory and phonological analysis of speech samples; quizzes; case study reports and discussion

IV-D, V-A

73

√

Knowledge and principles for educating and counseling and making referrals for individual, their significant others, and other persons in the community regarding acceptance, adaptation, and decision making about communication and related concerns specifically including (but not limited to) socio-cultural concerns, emotional, educational, and other factors interfering with quality of life issues for children with articulatory/phonological disorders.

Based upon coursework independent research, classroom discussions and case reports, students will be able to:

a. referral skills and complete necessary documentation and related paperwork with 83% or better accuracy; b. demonstrate professional communication skills in discussions with student peers and instructor with 83% or better accuracy

Assignments; quizzes; case study reports and discussion

IV-A, E

√

Knowledge and the ability to utilize and synthesize information related to standards of ethical conduct, integration of principles in the therapeutic process, and contemporary professional issues related to assessment and remediation as related to individuals with articulatory/phonological disorders

Based upon coursework independent research, classroom discussions and case reports, students will:

a. understand standards of ethical conduct, advocacy, ASHA guidelines for practice, integration of principles in the therapeutic process, and contemporary professional issues related to assessment and remediation of individuals with articulatory/phonological disorders with 83% or better accuracy.

Assignments; quizzes; case study reports and discussion

IV-E, G

SLP 6400

SLP

6400

Fundamental knowledge about the nature of aphasia including neurological basis of language, anatomy/physiology of the brain and

Based on lectures, independent research, group projects and class room discussions students will be able to explain the anatomy and physiology of the Central Nervous System, location of lesion to symptoms manifested and eitiologies of stroke, all with 83% or better accuracy.

Quizzes and research report IV-C

74

etiologies

√

Detailed knowledge about the assessment of acquired language and cognitive-communication disorders in adults

Achieve at least 83% accuracy on course exam(s) sampling comprehension, analysis, synthesis, and/or evaluation of information from course experiences related to selected topics that may include but not be limited to

a. major standard and nonstandard assessment procedures used for screening and diagnostic purposes, including their advantages and disadvantages

b. associated signs and symptoms that contribute to differential diagnosis

c. factors (e.g., education, social and cultural background, psychological status, medications) that can affect language and test performance

d. prognostic factors and their respective predictive values

e. prognostic implications of specific diagnostic categories

f. indicators of the need for referrals to other professionals

g. accepted formats for documenting and reporting assessment results

Identify relevant case history information, score and interpret evaluative data, and complete an assessment report with at least 83% accuracy in response to a case analysis assignment.

Assessment Report Projects Exams

IV D, IV G, V A, B

√

Detailed knowledge about intervention with individuals with acquired language and cognitive-communication disorders in adults

Achieve at least 83% accuracy on course exam(s) sampling comprehension, analysis, synthesis, and/or evaluation of information from course experiences related to selected topics that may include but not be limited to

a. current models of intervention b. specific individual and group treatment

approaches c. current research findings related to the

efficacy/effectiveness of treatment d. accepted methods for documenting

treatment results

Conduct a class presentation related to a specific approach to acquired language and cognitive-communication disorders in adults intervention that summarizes key procedures and available current efficacy research, provides an accurate demonstration of selected procedures of the approach as documented on an acceptable lesson plan, and achieves at least 83% proficiency on “Oral Presentation Criteria”.

Exam Treatment Presentation

IV D, F, G; V A,

B

75

Understanding of education and counseling considerations related to acquired language and cognitive-communication disorders in adults

Achieve at least 83% accuracy on course exam(s) sampling comprehension of information from course experiences related to selected topics that may include but not be limited to

a. socio-cultural, educational, emotional and other factors which interfere with providing family members necessary information

b. family education and support activities c. training family members and others in

facilitating functional communication

IV D

SLP 6500

SLP

6500

Fundamental knowledge of the nature of motor speech disorders including neurological bases, classifications, etiologies, related speech processes, and characteristics by types.

Based on lectures, independent research, group projects and class room discussions students will be able to explain the anatomy and physiology of the Central Nervous System, the different types of Dysarthria and acquired Apraxia in relation to site of lesion, Respiratory, Phonatory, Resonatory and Articulatory characteristics of each type of motor speech disorder, all with 83% or better accuracy.

Assignments; quizzes every alternate week, presentation and discussions of case studies

IV-C

√

Knowledge of the assessment procedures applicable to motor speech disorders

Based on lectures, independent research, case studies, and class room discussions, students will be able to:

a. assess the respiratory system including, but not limited to, respiratory volumes, respiratory pattern, and respiratory control related to specific motor speech disorders; b. assessment of the phonatory system including, but not limited to, pitch, loudness, and quality characteristics related to specific motor speech disorders; c. assessment of the resonatory system including, but not limited to, hypernasality and hyponasality characteristics; d. assessment of the articulatory system including, but not limited to artculatory/coarticlatory and phonological process performance related to specific motor speech disorders all with 83% or better accuracy.

Based on specific assessment/evaluation strategies and techniques utilizing standardized tests and observational checklists based upon written case histories and videotape segments which depict different motor speech disorders students will be able to:

a. describe the respiratory pattern

Presentation and discussions of case studies; quizzes every alternate week

IV-D, V-A

76

displayed by the person during rest and during speech production; b. analyze of respiratory control during speech via perceptual and physical measures; c. analyze the phonatory performance including instrumental and perceptual analysis of pitch, loudness and quality characteristics; d. analyze articulatory performance including speech sound production, use of phonological rules, and intelligibility testing; and e. conduct an oral-motor examination; all with 83% or better accuracy.

√

Detailed knowledge about intervention for motor speech disorders.

Based on lectures, independent research, case studies, and class room discussions, students will be able to:

• demonstrate strategies and techniques for improving respiratory support;

• strategies and techniques for improving phonatory function;

• strategies and techniques for improving resonatory characteristics;

• strategies and techniques for improving articulatory performance all with 83% or better accuracy.

Students will develop a written intervention plan including specific strategies and programmatic model to increase intelligibility and/or comprehensibility of a person with a specific type of motor speech disorder at the 83% accuracy criteria.

Students will pass an oral presentation at least 83% to demonstrate specific intervention techniques to increase intelligibility/comprehensibility to the class

Case studies; written paper and oral presentation

IV-D, V-A, B

SLP 6550

SLP

6550

The knowledge of severe/profound communication impairments leading to a recommendation of augmentative/alternative communication

In order to demonstrate knowledge of the mature of severe/profound communication impairments, including anatomical, physiological, neurological, developmental, psychological, linguistic and cultural bases and etiologies of severe/profound communication disorders the student will: • Compare and contrast anatomical and

physiological considerations including oral and postural reflexes that affect speech and device access and neurological diseases and conditions

Exam IV-B, C, D

77

that lead to severe/profound communication disorders.

• Describe environmental affects on the development of communication intention including negative learning, learned helplessness, and the “Cycle of Discouragement”.

• Identify barriers to the use of a communication aid including opportunity and access barriers

• Explain neurologically based communication disorders including dysarthrias of speech, developmental and acquired apraxia of speech, and aphasia.

√

The knowledge of and the ability to plan and implement an assessment and prescribe a communication aid.

In order to demonstrate knowledge of the principles and methods of AAC assessment for persons with severe/profound communication disorders necessitating the development, selection, and/or prescription of an augmentative/alternative communication system, the student will compare and contrast: o Components of augmentative systems o Characteristics of digitized and synthesized

speech o output o Procedures for developing a vocabulary for the o client’s device o Procedures to assess motor. cognitive, visual,

linguistic, assessment speech, and cultural variables included in an AAC

o Methods to choose a language representation o system o Develop a “low-tech” communication device

based upon the results of an AAC assessment The student will develop an assessment plan in written form and use it as part of a class presentation.

Project Exam

IV-D; V-B

√

The ability to develop an AAC intervention plan based upon the results of an AAC assessment

The student will develop a “low-tech” communication device and an intervention plan within which the following strategies are demonstrated which will be presented to the class and meet at least 83% of the “Written Paper Criteria” and the “Oral Presentation Criteria”.

• Scripting • Exclusion and expansion templates • Modeling • Hierarchical cueing • Facilitating spontaneous use of the AAC

device

Project Oral Presentation Written Intervention Plan Exams

IV-D; V-B

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The knowledge of methods to include the client, family,

education resources, and community in

support of the use of an AAC device by the

client.

Correctly respond to 83% of the items sampling comprehension, evaluation, analysis, and synthesis of material from classroom presentations and required readings including, but not limited to:

a. Methods to instruct family members and significant others to facilitate the use of a communication aid. b. Methods to consult with the school or workplace to reduce or eliminate barriers to communication in the environment.

Case studies/projects Exams

IV-D

SLP 6600

SLP

6600

Fundamental knowledge about normal voice and resonance

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 the anatomy, physiology, acoustics, development and cultural correlates of normal voice and resonance production.

Examinations IV B

Fundamental knowledge about the nature of abnormal voice and resonance

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 etiologies, characteristics, anatomical/physiological, acoustic, psychological, and cultural correlates of voice and resonance disorders

Examinations IV B

√

Detailed knowledge about the assessment of voice and resonance disorders

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

a) principles and methods of voice and resonance screening

b) major instrumental and noninstrumental assessment procedures and their advantages, disadvantages, and use in accordance with evidence-based practice

c) associated signs and symptoms that contribute to differential diagnosis

d) prognostic factors and implications related to specific diagnostic categories

e) indications and procedures for referral to other professionals

f) accepted formats for documenting

Examinations, assessment project

IV-D, V-A, V-B

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and reporting assessment results Administer, score, interpret results of a voice diagnostic protocol (with an actual client or in a videotaped role playing interaction) and write a complete report of the assessment using an acceptable format

√ Detailed knowledge

about intervention for voice and resonance disorders

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

a) current models of intervention b) specific treatment approaches c) special treatment procedures (e.g.,

selecting, fitting, and effective use of prosthetic devices for laryngectomized patients)

d) prevention and voice improvement programs for at-

e) risk populations f) current efficacy/effectiveness

research findings related to the treatment of voice and resonance disorders

g) accepted methods for documenting treatment results

Demonstrate assigned therapy approaches in videotaped simulations or with an actual client based on acceptable lesson plans.

Examinations, Voice therapy demonstrations, research-based paper

IV-D, V-A, V-B

SLP 6650

SLP

6650

Fundamental knowledge about normal and disordered feeding and swallowing

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

a. anatomy of normal swallowing b. physiology of normal swallowing c. disorders and etiologies of

swallowing disorders d. clinical manifestations (signs and

symptoms) of swallowing disorders

Examinations

IV B, C

√

Detailed knowledge about the assessment of swallowing and feeding disorders

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

a. principles and procedures of a clinical bedside assessment as a screening and diagnostic measure

Examinations MBSimP Relibility Case studies

IV D V A, B

80

b. instrumental procedures used in evaluating swallowing and their specific advantages and disadvantages

c. signs and symptoms of dysphagia as revealed by clinical, videofluoroscopic, and other instrumental examinations

d. assessing feeding, nutritional issues in feeding and multicultural feeding influences in conjunction with a dietitian

e. prognostic factors and implications related to specific diagnostic categories

f. indications and procedures for referral to other professionals

g. accepted formats for documenting and reporting assessment results

Read and interpret videofluoroscopic swallow study samples and write case reports based on these videofluoroscopic studies, demonstrating proficiency in

a. measuring oral transit time, determining if it is normal or delayed, estimating the delay, and describing any abnormalities that may have caused the delay

b. assessing the pharyngeal swallow, measuring pharyngeal transit time, determining if it is normal or delayed, estimating the delay and describing any abnormalities in the pharyngeal response to the swallow

c. identifying the presence of penetration and aspiration, and the timing and cause(s)of any aspiration

√

Detailed knowledge about intervention for feeding and swallowing disorders

Correctly answer items on course exam(s)sampling comprehension,analysis, synthesis, and/or evaluation of information from course experiences related to selected topics that may include but not be limited to

a. principles and methods of oral and nonoral feeding

b. treatment candidacy c. clinical management (swallowing

maneuvers, compensatory postures and positioning, bolus modifications, adaptive equipment, physiotherapeutic exercises, sensory stimulation, biofeedback)

Examinations Case Reports

IV D V A, B

81

d. risk management prevention of dysphagic complications.

e. surgical/medical management f. special treatment procedures (e.g.,

procedures for addressing behaviors and environments that affect swallowing and feeding)

g. counseling patients, families, and caregivers

h. current efficacy/effectiveness research findings related to the treatment of swallowing disorders

Write case reports based on videofluoroscopic studies, demonstrating proficiency in

a. making appropriate recommendations for oral, nonoral, or combined oral/nonoral feeding

b. making appropriate recommendations for clinical management procedures

SLP 6700

SLP

6700

In order to demonstrate knowledge of the nature of fluency disorders and differences, including etiologies, characteristics, anatomical/physiological, psychological, developmental, linguistic, and cultural correlates, the student will:

Correctly answer items, with 83% accuracy, 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

a. prominent theories and models of stuttering

b. differentiation between normally disfluent speech, language based disfluency, the speech of a child at risk for stuttering and the speech of a child who has already begun to stutter

c. current research findings on the characteristics and differentiation of “developmental stuttering,” “ cluttering,” “neurogenic stuttering” and “psychogenic stuttering”

exams; class discussion and presentations; stuttering assignments

V C

√ Detailed knowledge of the principles and methods of prevention, assessment and diagnosis for persons with fluency disorders and ways to adapt procedures to meet individual needs (including considerations of anatomical/physiological, psychological,

Correctly answer items with 83% 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

a. major standard and nonstandard assessment procedures for screening and diagnostic purposes, including their advantages and disadvantages

b. associated signs and symptoms that contribute to differential diagnosis

c. prognostic factors and implications related to specific diagnostic categories

exams; assessment based project

IV-B, D, G

82

developmental, linguistic and cultural correlates of the disorder), the student will:

d. indications and procedures for referral to other professionals

e. accepted formats for documenting and reporting assessment results

Score and interpret results, with 83% accuracy, of assessment measures based on an actual or videotaped evaluation session of a client who stutters; procedures will include but not be limited to:

a. calculating the frequency of disfluency, duration of disfluency, and speaking rate and assessing interjudge and intrajudge reliability of these measures b. identifying secondary features, avoidance patterns, attitudes that cannot be readily observed c. 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) d. identifying disfluencies by type and describing qualitatively the fluency of a person’s speech

√

Detailed knowledge of principles and methods of evidence based intervention for people with fluency disorders (with an emphasis on developmental stuttering), 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:

c.1 Correctly answer items, with 83% accuracy, 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 current models of intervention for children,

adolescents, and adults 3.1.2 specific individual and group

treatment approaches 3.1.3 special treatment procedures

(e.g., procedures for addressing behaviors and environments that affect communication)

3.1.4 approaches to prevention for individuals at risk for developing stuttering

3.1.5 counseling persons who stutter and their significant others

3.1.6 facilitating generalization and maintenance

3.1.7 current efficacy/effectiveness research findings related to the treatment of stuttering

exams; training video assignment; lesson plan assignment; toolkit assignments; stuttering assignment; clinical experiences

IV-D; V-B,G

83

3.1.8 accepted methods for documenting treatment results

3.2 Meet “Oral Presentation Criteria” while conducting a video recorded presentation related to a specific approach to intervention and summarizing key procedures with an accurate demonstration of selected procedures of the approach as documented on an acceptable and preapproved lesson plan.

SLP 6800

SLP

6800

An appreciation of hearing in the communication exchange and an empathetic and sympathetic approach to the communicative needs of individuals with hearing impairment and related hearing disorders.

Based upon coursework including interviews and study of commonly occurring cases, students will be able to explain, in writing, the expected impact of hearing loss on communication development and/or expression, and be able to provide a thoughtfully written overview of the approach that is warranted with 83% or better accuracy.

Interview assignments; case studies; final exam

IV-B, C, D, E, F, G, H

√

An appreciation of appropriate collaboration, referral, documentation, and other administrative duties necessary to successfully provide appropriate aural (re)habilitation as part of an interdisciplinary team.

Based upon coursework including interviews, discussion board postings, WIKIs, and study of commonly occurring cases, students will be able to (a) provide appropriate referrals and complete necessary documentation and related paperwork with 83% or better accuracy; (b) demonstrate professional communication skills in discussions with student peers and instructor with 83% or better accuracy, and (c) demonstrate, in writing, varied approaches to explaining findings and intervention approaches based upon intended audience (e.g., family, physician, SLP) with 83% or better accuracy.

Projects; discussion board postings; interviews; case studies; final exam

IV-D, E, F, G, H

An ability to collect a case history and integrate information from clients/parents, family, care providers, teachers, and other professionals for the purpose of assessment and treatment related to hearing loss and aural (re)habilitation.

Based upon coursework including interviews, discussion board postings, WIKIs, and study of commonly occurring cases, students will be able to (a) collect case history information from at least one client/video case study and based upon suspected client needs and summarize those findings with 83% or better accuracy.

Projects, discussion board postings; interviews; case studies; final exam

IV-B, C, D, E, F, G, H V-A, V-B

Skill in hearing and aural (re)habilitation screening and

Based upon coursework including interviews, discussion board postings, WIKIs, and study of commonly occurring cases, students will be able to

Projects, discussion board postings;

IV-B, C, D, E, F, G, H V-A, V-B

84

√ evaluation procedures (including behavioral observation, nonstandardized and standardized tests, and instrumental procedures) and ways to adapt procedures to meet individual needs.

(a) select appropriate screening and evaluations tools with 83% or better accuracy; (b) explain, in writing, the results of screening and evaluation procedures with 83% or better accuracy; (c) describe and plan an assessment for both children and adults with 83% or better accuracy; (c) and provide, in writing, procedures to adapt a test battery to individual needs for a variety of commonly occurring cases.

interviews; case studies; final exam

√

An ability to select or develop and use appropriate materials for prevention, intervention, and ongoing assessment of aural (re)habilitation specific to each patient with measurable and achievable goals that are reflective of cultural influences on communication choice, assessment, and intervention.

Based upon coursework including interviews, discussion board postings, WIKIs, and study of commonly occurring cases, students will be able to (a) explain, in writing, how to select or develop appropriate materials for prevention, intervention, and ongoing assessment of aural (re)habilitation specific to individual clients with 83% or better accuracy; (b) write measurable and achievable goals that are reflective of cultural influences on communication choice, assessment, and intervention with 83% or better accuracy.

Projects, discussion board postings; interviews; case studies; final exam

IV-B, C, D, E, F, G, H V-A, V-B

An ability to educate and counsel individuals, families, co-workers, educators, and other persons in the community related to prevention of hearing loss, aural (re)habilitation and related handicapping conditions.

Based upon coursework including interviews, discussion board postings, WIKIs, and study of commonly occurring cases, students will be able to (a) write an effective plan for the education and counseling of community members related to the prevention of hearing loss, aural (re)habilitation and related handicapping conditions that are reflective of cultural influences on communication choice and community needs with 83% or better accuracy.

Projects, discussion board postings; interviews; case studies; final exam

IV-B, C, D, E, F, G, H V-A, V-B

SLP 6750

SLP

6750

Fundamental knowledge regarding professional issues related to the practice of speech pathology.

In order to demonstrate an understanding of professional issues the student will:

Give a presentation to the class on one professional issue earning 83% on “Oral Presentation Criteria”. The professional issues will include, but will not be limited to ethics, managed health care, credentialing, tort and malpractice, efficacy, and paraprofessionals. (Standard III-G)

Oral presentation IV-G

In-depth knowledge of disorder areas.

In order to demonstrate extensive knowledge in a disorder area and the ability to comprehend,

Literature Search Written Paper IV-G

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analyze, synthesize and evaluate information, the student will:

Complete a scholarly library research paper, which earns 83% on the “Written Paper Criteria”. Pass a Comprehensive Examination with a score of 83% including questions in Child and Adult speech disorders, Child and Adult Speech Disorders, Diagnostics, Aural Rehabilitation, Ethics, and Augmentative and Alternative Communication.

Comprehensive Exam

SLP 6940

SLP

6940

Advanced knowledge and skills as a student clinician.

The student clinician will write effective treatment plans performing at the 83% level of competency for the advanced level of clinical experience (i.e., performing independently with minimal guidance)

Mid-term andFinal Evaluation V-B, G

The student clinician will implement effective treatment programs, performing at the 83% level of competency for the advanced level of clinical experience The student clinician will write progress reports, performing at the 83% level of competency for the advanced level of clinical experience The student clinician will develop diagnostic plans and prepare to conduct evaluations performing at the 83% level of competency for the advanced level of clinical experience The student will proficiently conduct a case history interview and activities performing at the 83% level of competency for the advanced level of clinical experience The student will conduct assessment procedures with various clients to demonstrate skill in administering a variety of formal tests and informal instruments performing at the 83% level of competency for the advanced level of clinical experience The student will write evaluation reports that effectively present and interprets results of test batteries and assessment procedures administered to clients of various ages with various types of communication problems performing at the 83% level of competency for the advanced level of clinical experience The student will identify and conduct necessary follow-up activities after evaluation to facilitate provision of services needed performing at the 83% level of competency for the advanced level of clinical experience The student clinician will conduct herself /himself ethically and in a professional manner,

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demonstrating adeptness in interpersonal situations at the 83% level of consistency for the advanced level of clinical experience

HSHS 6000

The comprehension of processes and basic principles in research:

This outcome will be measured in two ways. First, there will be one comprehensive exam at the end of the course, taken on-line. Also, three “letter home” assignments will challenge students to demonstrate their understanding of the important concepts. Students will need to complete this work with 83% success. These principles will be covered:

a. Scientific Methodb. Types of Researchc. Measurementd. Reliabilitye. Validityf. Credibilityg. Hypotheses and testingh. Quantitative Designsi. Qualitative Designsj. Statisticsk. Alternative Designs

Exams; Letter Home Assignments IV-F

Critical thinking in the application of basic concepts in research design to clinical practice:

Students will do this as a part of the three “letter home” assignments, discussion boards, and the final exam questions asking to analyze research articles. Students will need to complete this work with 83% success.

Exams; Letter Home Assignments; Discussion Boards

IV-F

Demonstrate an understanding of research ethics

Students will demonstrate an understanding of research ethics by completing the CITI Training Module offered through the Institutional Review Board at the University of Toledo. Students will complete this training with 83% success.

CITI Training Module IV-E

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APPENDIX E - ASHA ASHA’S Certificate of Clinical Competence in Speech-Language Pathology

The latest Certification Standards can be accessed by clicking here.

2020 Standards and Implementation Procedures for the Certificate of Clinical Competence in

Speech-Language Pathology

Effective Date: January 1, 2020

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 (ASHA). 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 2017 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 2020 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) go into effect on January 1, 2020. View the SLP Standards Crosswalk [PDF] and consult Changes to Speech-Language Pathology Standards for more specific information on how the standards will change.

Terminology

Clinical educator: Refers to and may be used interchangeably with supervisor, clinical instructor, and preceptor

Individual: Denotes clients, patients, students, and other recipients of services provided by the speech-language pathologist.

Citation

Cite as: Council for Clinical Certification in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association. (2018). 2020 Standards for the Certificate of Clinical Competence in Speech-Language Pathology. Retrieved from https://www.asha.org/certification/2020-SLP-Certification-Standards.

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The Standards for the CCC-SLP are shown in bold. The CFCC implementation procedures follow each standard.

• Standard I—Degree • Standard II—Education Program • Standard III—Program of Study • Standard IV—Knowledge Outcomes • Standard V—Skills Outcomes • Standard VI—Assessment • Standard VII—Speech-Language Pathology Clinical Fellowship • Standard VIII—Maintenance of Certification

Standard I: Degree

The applicant for certification (hereafter, “applicant”) must have a master's, doctoral, or other recognized post-baccalaureate degree.

Standard II: Education Program

All graduate coursework 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: The graduate program of study must be initiated and completed in a CAA-accredited program or a program with candidacy status for CAA accreditation. The applicant’s program director or official designee must complete and submit a program director verification form. Applicants must submit an official graduate transcript or a letter from the registrar that verifies the date on which the graduate degree was awarded. The official graduate transcript or letter from the registrar must be received by the ASHA National Office no later than one (1) year from the date on which the application was received. Verification of the applicant’s graduate degree is required before the CCC-SLP can be awarded.

Applicants educated outside the United States or its territories must submit documentation that coursework 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 must have completed a program of study (a minimum of 36 semester credit hours at the graduate level) that includes academic coursework and supervised clinical experience sufficient in depth and breadth to achieve the specified knowledge and skills outcomes stipulated in Standards IV-A through IV-G and Standards V-A through V-C.

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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 statistics as well as the biological, physical, and social/behavioral sciences. Implementation: Coursework in statistics as well as in biological, physical, and social/behavioral sciences that is specifically related to communication sciences and disorders (CSD) may not be applied for certification purposes to this category unless the course fulfills a general the university requirement in the statistics, biology, physical science, or chemistry areas.

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). For all applicants who apply beginning January 1, 2020, acceptable courses in physical science must include coursework in 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. Coursework in research methodology in the absence of basic statistics cannot be used to fulfill this requirement.

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, and anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas:

• Speech sound production, to encompass articulation, motor planning and execution, phonology, and accent modification

• Fluency and fluency disorders • Voice and resonance, including respiration and phonation • Receptive and expressive language, including phonology, morphology,

syntax, semantics, pragmatics (language use and social aspects of communication), prelinguistic communication, paralinguistic communication

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(e.g., gestures, signs, body language), and literacy in speaking, listening, reading, and writing

• Hearing, including the impact on speech and language • Swallowing/feeding, including (a) structure and function of orofacial myology

and (b) oral, pharyngeal, laryngeal, pulmonary, esophageal, gastrointestinal, and related functions across the life span

• Cognitive aspects of communication, including attention, memory, sequencing, problem solving, and executive functioning

• Social aspects of communication, including challenging behavior, ineffective social skills, and lack of communication opportunities

• Augmentative and alternative communication modalities

Implementation: It is expected that coursework addressing the professional knowledge specified in this standard 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 persons 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

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 must 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 include trends in professional practice, academic program accreditation standards, ASHA practice policies and guidelines, educational legal requirements or policies, and reimbursement procedures.

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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: Applicants are eligible to apply for certification once they have completed all graduate-level academic coursework and clinical practicum and have been judged by the graduate program as having acquired all of the knowledge and skills mandated by the current standards.

The applicant must have demonstrated communication skills sufficient to achieve effective clinical and professional interaction with persons receiving services and relevant others. For oral communication, the applicant must have demonstrated speech and language skills in English, which, at a minimum, are consistent with ASHA's current position statement on students and professionals who speak English with accents and nonstandard dialects. In addition, the applicant must have demonstrated the ability to write and comprehend technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence in English.

Standard V-B

The applicant must have completed a program of study that included experiences sufficient in breadth and depth to achieve the following skills outcomes: 1. 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 the needs of individuals receiving services. 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.

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2. Intervention a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients’/patients’ needs. Collaborate with clients/patients and relevant others in the planning process. b. Implement intervention plans that 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. 3. Interaction and Personal Qualities a. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the individual(s) receiving services, family, caregivers, and relevant others. b. Manage the care of individuals receiving services to ensure an interprofessional, team-based collaborative practice. 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 listed in this standard and must have applied them across the nine major areas listed in Standard IV-C. These skills may be developed and demonstrated through direct clinical contact with individuals receiving services in clinical experiences, academic coursework, labs, simulations, and examinations, as well as through the 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 the applicant 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.

These experiences allow students to:

• interpret, integrate, and synthesize core concepts and knowledge; • demonstrate appropriate professional and clinical skills; and • incorporate critical thinking and decision-making skills while engaged in prevention,

identification, evaluation, diagnosis, planning, implementation, and/or intervention.

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Supervised clinical experiences should include interprofessional education and interprofessional collaborative practice, and should include experiences with related professionals that enhance the student’s knowledge and skills in an interdisciplinary, team-based, comprehensive service delivery model.

Clinical simulations (CS) may include the use of standardized patients and simulation technologies (e.g., standardized patients, virtual patients, digitized mannequins, immersive reality, task trainers, computer-based interactive).These supervised experiences can be synchronous simulations (real-time) or asynchronous (not concurrent in time) simulations.

Clinical educators of clinical experiences must hold current ASHA certification 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 in order to count toward the student’s ASHA certification requirements.

Standard V-C

The applicant 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 guided clinical observation, and 375 hours must be spent in direct client/patient contact. Implementation: Guided clinical observation hours generally precede direct contact with clients/patients. Examples of guided observations may include but are not limited to the following activities: debriefing of a video recording with a clinical educator who holds the CCC-SLP, discussion of therapy or evaluation procedures that had been observed, debriefings of observations that meet course requirements, or written records of the observations. It is important to confirm that there was communication between the clinical educator and observer, rather than passive experiences where the student views sessions and/or videos. It is encouraged that the student observes live and recorded sessions across settings with individuals receiving services with a variety of disorders and completes debriefing activities as described above.

The observation and direct client/patient contact hours must be within the ASHA Scope of Practice in Speech-Language Pathology and must be under the supervision of a qualified professional who holds a current ASHA certification in the appropriate practice area. Guided clinical supervision may occur simultaneously during the student’s observation or afterwards through review and approval of the student’s written reports or summaries. Students may use video recordings of client services for observation purposes.

Applicants should be assigned practicum only after they have acquired a base of knowledge sufficient to qualify for such experience. Only direct contact (e.g., the individual receiving services must be present) with the individual or the individual's family in assessment, intervention, and/or counseling can be counted toward practicum. When counting clinical practicum hours for purposes of ASHA certification, only the actual time spent in sessions can be counted, and the time spent cannot be rounded up to the nearest 15-minute interval.

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Up to 20% (i.e., 75 hours) of direct contact hours may be obtained through CS methods. Only the time spent in active engagement with CS may be counted. CS may include the use of standardized patients and simulation technologies (e.g., standardized patients, virtual patients, digitized mannequins, immersive reality, task trainers, computer-based interactive). Debriefing activities may not be included as clinical clock hours.

Although several students may observe a clinical session at one time, clinical practicum hours should be assigned only to the student who provides direct services to the individual receiving services or the individual's family. Typically, only one student at a time should be working with a client in order to count the practicum hours. Several students working as a team may receive credit for the same session, depending on the specific responsibilities that each student is assigned when working directly with the individual receiving services. The applicant must maintain documentation of their time spent in supervised practicum, and this documentation must be verified by the program in accordance with Standards III and IV.

Standard V-D

At least 325 of the 400 clock hours of supervised clinical experience must be completed while the applicant is enrolled in graduate study in a program accredited in speech-language pathology by the CAA. Implementation: A minimum of 325 clock hours of supervised clinical practicum must be completed while the student is enrolled in the graduate program. 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 of students must be provided by a clinical educator who holds ASHA certification in the appropriate profession, who has the equivalent of a minimum of 9 months of full-time clinical experience, and who has completed a minimum of 2 hours of professional development in clinical instruction/supervision after being awarded ASHA certification. 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 individual receiving services. Implementation: Effective January 1, 2020, supervisors for ASHA certification must complete 2 hours of professional development/continuing education in clinical instruction/supervision. The professional development/continuing education must be completed after being awarded ASHA certification and prior to the supervision of a student. Direct supervision must be in real time. A clinical educator must be available and on site to consult with a student who is providing clinical services to the clinical educator's client. Supervision of clinical practicum is intended to provide guidance and feedback and to facilitate the student’s acquisition of essential clinical skills.

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In the case of CS, asynchronous supervision must include debriefing activities that are commensurate with a minimum of 25% of the clock hours earned for each simulated individual receiving services.

Standard V-F

Supervised practicum must include experience with individuals across the life span and from culturally/linguistically diverse backgrounds. Practicum must include experience with individuals with various types and severities of communication and/or related disorders, differences, and disabilities. Implementation: The applicant must demonstrate direct clinical experiences with individuals in both assessment and intervention across the lifespan from the range of disorders and differences named in Standard IV-C.

Standard VI: Assessment

The applicant must have passed the national examination adopted by ASHA for purposes of certification in speech-language pathology. Implementation: Results of the Praxis® Examination in Speech-Language Pathology must be submitted directly to ASHA from the Educational Testing Service (ETS). The certification standards require that a passing exam score be earned no earlier than 5 years prior to the submission of the application and no later than 2 years following receipt of the application. If the exam is not successfully passed and reported within the 2-year application period, the applicant's certification file will be closed. If the exam is passed or reported at a later date, then the applicant will be required to reapply for certification under the standards in effect at that time.

Standard VII: Speech-Language Pathology Clinical Fellowship

The applicant must successfully complete a Speech-Language Pathology Clinical Fellowship (CF). Implementation: The CF experience may be initiated only after completion of all academic coursework and clinical experiences required to meet the knowledge and skills delineated in Standards IV and V. The CF experience must be initiated within 24 months of the date on which the application for certification is received. Once the CF has been initiated, it must be completed within 48 months of the initiation date. For applicants completing multiple CFs, all CF experiences related to the application must be completed within 48 months of the date on which the first CF was initiated. Applications will be closed for CFs that are not completed within the 48-month timeframe or that are not submitted to ASHA within 90 days after the 48-month timeframe. The Clinical Fellow will be required to reapply for certification and must meet the standards in effect at the time of re-application. CF experiences more than 5 years old at the time of application will not be accepted.

The CF must be completed under the mentorship of a clinician who held the CCC-SLP throughout the duration of the fellowship and must meet the qualifications described in

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Standard VII-B. It is the Clinical Fellow’s responsibility to identify a CF mentor who meets ASHA’s certification standards. Should the certification status of the mentoring SLP change during the CF experience, the Clinical Fellow will be awarded credit only for that portion of time during which the mentoring SLP held certification. It is incumbent upon the Clinical Fellow to verify the mentoring SLP’s status periodically throughout the CF experience. Family members or individuals related in any way to the Clinical Fellow may not serve as mentoring SLPs to that Clinical Fellow.

Standard VII-A: Clinical Fellowship Experience

The CF must consist 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 CF must consist of no less than 36 weeks of full-time professional experience or its part-time equivalent. Implementation: At least 80% of the Clinical Fellow’s major responsibilities during the CF experience must be in direct, in-person 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 should be at least 5 hours per week; anything less than that will not meet the CF requirement and may not be counted toward completion of the experience. Similarly, work in excess of 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 receive ongoing mentoring and formal evaluations by the CF mentor. Mentorship must be provided by a clinician who holds the CCC-SLP, who has the equivalent of a minimum of 9 months of full-time clinical experience, and who has completed a minimum of 2 hours of professional development/continuing education in clinical instruction/supervision after being awarded the CCC-SLP. Implementation: Effective January 1, 2020, CF mentors for ASHA certification must complete 2 hours of professional development/continuing education in clinical instruction/supervision after being awarded the CCC-SLP and prior to mentoring the Clinical Fellow.

Direct observation must be in real time. A mentor must be available to consult with the Clinical Fellow who is providing clinical services. Direct observation of clinical practicum is intended to provide guidance and feedback and to facilitate the Clinical Fellow’s independent use of essential clinical skills

Mentoring must include on-site, in-person observations and other monitoring activities, which may be executed by correspondence, review of video and/or audio recordings,

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evaluation of written reports, telephone conferences with the Clinical Fellow, or evaluations by professional colleagues with whom the Clinical Fellow works. The CF mentor and the Clinical Fellow must participate in regularly scheduled formal evaluations of the Clinical Fellow’s progress during the CF experience. The Clinical Fellow must receive ongoing mentoring and formal evaluations by the CF mentor.

The amount of direct supervision provided by the CF mentor must be commensurate with the Clinical Fellow’s knowledge, skills, and experience, and must not be less than the minimum required direct contact hours. Supervision must be sufficient to ensure the welfare of the individual(s) receiving services.

The mentoring SLP must engage in no fewer than 36 supervisory activities during the CF experience and must include 18 on-site observations of direct client contact at the Clinical Fellow’s work site (1 hour = 1 on-site observation; a maximum of six on-site observations may be accrued in 1 day). At least six on-site observations must be conducted during each third of the CF experience. On-site observations must consist of the Clinical Fellow engaging in screening, evaluation, assessment, and/or habilitation/rehabilitation activities. Mentoring must include on-site, in-person observations; however, the use of real-time, interactive video and audio conferencing technology may be permitted as a form of observation, for which pre-approval must be obtained

Additionally, supervision must include 18 other monitoring activities. Other monitoring activities are defined as the evaluation of reports written by the Clinical Fellow, conferences between the CF mentor and the Clinical Fellow, discussions with professional colleagues of the Clinical Fellow, and so forth, and may be executed by correspondence, telephone, or reviewing of video and/or audio tapes. At least six other monitoring activities must be conducted during each third of the CF experience.

If the Clinical Fellow and their CF mentor want to use supervisory mechanisms other than those outlined above, they may submit a written request to the CFCC prior to initiating the CF. Written requests may be emailed to cfcc@asha.org or mailed to: CFCC, c/o ASHA Certification, 2200 Research Blvd. #313, Rockville, MD 20850. Requests must include the reason for the alternative supervision and a detailed description of the supervision that would be provided (i.e., type, length, frequency, etc.), and the request must be co-signed by both the Clinical Fellow and the CF mentor. On a case-by-case basis, the CFCC will review the circumstances and may or may not approve the supervisory process to be conducted in other ways. Additional information may be requested by the CFCC prior to approving any request.

Standard VII-C: Clinical Fellowship Outcomes

The Clinical Fellow must demonstrate knowledge and skills consistent with the ability to practice independently. Implementation: At the completion of the CF experience, the applicant must have acquired and demonstrated the ability to:

• integrate and apply theoretical knowledge;

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• evaluate their strengths and identify their limitations; • refine clinical skills within the Scope of Practice in Speech-Language Pathology;

and • apply the ASHA Code of Ethics to independent professional practice.

In addition, upon completion of the CF, the applicant must demonstrate the ability to perform clinical activities accurately, consistently, and independently and to seek guidance as necessary.

The CF mentor must document and verify a Clinical Fellow's clinical skills using the Clinical Fellowship Report and Rating Form, which includes the Clinical Fellowship Skills Inventory (CFSI), as soon as the Clinical Fellow successfully completes the CF experience. This report must be signed by both the Clinical Fellow and CF mentor.

Standard VIII: Maintenance of Certification

Certificate holders must demonstrate continued professional development for maintenance of the CCC-SLP. Implementation: Clinicians who hold the CCC-SLP must accumulate and report 30 Certification Maintenance Hours (CMHs) (or 3.0 ASHA continuing education units [CEUs]) of professional development, which must include a minimum of 1 CMH (or 1 ASHA CEU) in ethics during every 3-year certification maintenance interval beginning with the 2020–2022 maintenance interval.

Intervals are continuous and begin January 1 of the year following the initial awarding of certification or the reinstatement of certification. Random audits of compliance are conducted.

Accrual of professional development hours, adherence to the ASHA Code of Ethics, submission of certification maintenance compliance documentation, and payment of annual membership dues and/or certification fees are required for maintenance of certification.

If maintenance of certification is not accomplished within the 3-year interval, then certification will expire. Those who wish to regain certification must submit a reinstatement application and meet the standards in effect at the time the reinstatement application is submitted.

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APPENDIX F - ASHA CODE OF ETHICS Code of Ethics Effective March 1, 2016 Table of Contents

• Preamble • Terminology • Principle of Ethics I • Principle of Ethics II • Principle of Ethics III • Principle of Ethics IV

Preamble The American Speech-Language-Hearing Association (ASHA; hereafter, also known as "The Association") has been committed to a framework of common principles and standards of practice since ASHA's inception in 1925. This commitment was formalized in 1952 as the Association's first Code of Ethics. This Code has been modified and adapted as society and the professions have changed. The Code of Ethics reflects what we value as professionals and establishes expectations for our scientific and clinical practice based on principles of duty, accountability, fairness, and responsibility. The ASHA Code of Ethics is intended to ensure the welfare of the consumer and to protect the reputation and integrity of the professions.

The ASHA Code of Ethics is a framework and focused guide for professionals in support of day-to-day decision making related to professional conduct. The Code is partly obligatory and disciplinary and partly aspirational and descriptive in that it defines the professional's role. The Code educates professionals in the discipline, as well as students, other professionals, and the public, regarding ethical principles and standards that direct professional conduct.

The preservation of the highest standards of integrity and ethical principles is vital to the responsible discharge of obligations by audiologists, speech-language pathologists, and speech, language, and hearing scientists who serve as clinicians, educators, mentors, researchers, supervisors, and administrators. This Code of Ethics sets forth the fundamental principles and rules considered essential to this purpose and is applicable to the following individuals:

• a member of the American Speech-Language-Hearing Association holding the Certificate of Clinical Competence (CCC)

• a member of the Association not holding the Certificate of Clinical Competence (CCC) • a nonmember of the Association holding the Certificate of Clinical Competence (CCC) • an applicant for certification, or for membership and certification

By holding ASHA certification or membership, or through application for such, all individuals are automatically subject to the jurisdiction of the Board of Ethics for ethics complaint adjudication. Individuals who provide clinical services and who also desire membership in the Association must hold the CCC.

The fundamentals of ethical conduct are described by Principles of Ethics and by Rules of Ethics. The four Principles of Ethics form the underlying philosophical basis for the Code of Ethics and are reflected in the following areas: (I) responsibility to persons served professionally and to research participants, both human and animal; (II) responsibility for one's professional competence; (III)

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responsibility to the public; and (IV) responsibility for professional relationships. Individuals shall honor and abide by these Principles as affirmative obligations under all conditions of applicable professional activity. Rules of Ethics are specific statements of minimally acceptable as well as unacceptable professional conduct.

The Code is designed to provide guidance to members, applicants, and certified individuals as they make professional decisions. Because the Code is not intended to address specific situations and is not inclusive of all possible ethical dilemmas, professionals are expected to follow the written provisions and to uphold the spirit and purpose of the Code. Adherence to the Code of Ethics and its enforcement results in respect for the professions and positive outcomes for individuals who benefit from the work of audiologists, speech-language pathologists, and speech, language, and hearing scientists.

Terminology

ASHA Standards and Ethics The mailing address for self-reporting in writing is American Speech-Language-Hearing Association, Standards and Ethics, 2200 Research Blvd., #313, Rockville, MD 20850.

advertising Any form of communication with the public about services, therapies, products, or publications.

conflict of interest An opposition between the private interests and the official or professional responsibilities of a person in a position of trust, power, and/or authority.

crime Any felony; or any misdemeanor involving dishonesty, physical harm to the person or property of another, or a threat of physical harm to the person or property of another. For more details, see the "Disclosure Information" section of applications for ASHA certification found on www.asha.org/certification/AudCertification/ and www.asha.org/certification/SLPCertification/.

diminished decision-making ability Any condition that renders a person unable to form the specific intent necessary to determine a reasonable course of action.

fraud Any act, expression, omission, or concealment—the intent of which is either actual or constructive—calculated to deceive others to their disadvantage.

impaired practitioner An individual whose professional practice is adversely affected by addiction, substance abuse, or health-related and/or mental health–related conditions.

individuals

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Members and/or certificate holders, including applicants for certification.

informed consent May be verbal, unless written consent is required; constitutes consent by persons served, research participants engaged, or parents and/or guardians of persons served to a proposed course of action after the communication of adequate information regarding expected outcomes and potential risks.

jurisdiction The "personal jurisdiction" and authority of the ASHA Board of Ethics over an individual holding ASHA certification and/or membership, regardless of the individual's geographic location.

know, known, or knowingly Having or reflecting knowledge.

may vs. shall May denotes an allowance for discretion; shall denotes no discretion.

misrepresentation Any statement by words or other conduct that, under the circumstances, amounts to an assertion that is false or erroneous (i.e., not in accordance with the facts); any statement made with conscious ignorance or a reckless disregard for the truth.

negligence Breaching of a duty owed to another, which occurs because of a failure to conform to a requirement, and this failure has caused harm to another individual, which led to damages to this person(s); failure to exercise the care toward others that a reasonable or prudent person would take in the circumstances, or taking actions that such a reasonable person would not.

nolo contendere No contest.

plagiarism False representation of another person's idea, research, presentation, result, or product as one's own through irresponsible citation, attribution, or paraphrasing; ethical misconduct does not include honest error or differences of opinion.

publicly sanctioned A formal disciplinary action of public record, excluding actions due to insufficient continuing education, checks returned for insufficient funds, or late payment of fees not resulting in unlicensed practice.

reasonable or reasonably

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Supported or justified by fact or circumstance and being in accordance with reason, fairness, duty, or prudence.

self-report A professional obligation of self-disclosure that requires (a) notifying ASHA Standards and Ethics and (b) mailing a hard copy of a certified document to ASHA Standards and Ethics (see term above). All self-reports are subject to a separate ASHA Certification review process, which, depending on the seriousness of the self-reported information, takes additional processing time.

shall vs. may Shall denotes no discretion; may denotes an allowance for discretion.

support personnel Those providing support to audiologists, speech-language pathologists, or speech, language, and hearing scientists (e.g., technician, paraprofessional, aide, or assistant in audiology, speech-language pathology, or communication sciences and disorders). For more information, read the Issues in Ethics Statements on Audiology Assistants and/or Speech-Language Pathology Assistants.

telepractice, teletherapy Application of telecommunications technology to the delivery of audiology and speech-language pathology professional services at a distance by linking clinician to client/patient or clinician to clinician for assessment, intervention, and/or consultation. The quality of the service should be equivalent to in-person service. For more information, see the telepractice section on the ASHA Practice Portal.

written Encompasses both electronic and hard-copy writings or communications.

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.

Rules of Ethics

A. Individuals shall provide all clinical services and scientific activities competently.

B. Individuals shall use every resource, including referral and/or interprofessional collaboration when appropriate, to ensure that quality service is provided.

C. Individuals shall not discriminate in the delivery of professional services or in the conduct of research and scholarly activities on the basis of race, ethnicity, sex, gender identity/gender expression, sexual orientation, age, religion, national origin, disability, culture, language, or dialect.

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D. Individuals shall not misrepresent the credentials of aides, assistants, technicians, support personnel, students, research interns, Clinical Fellows, or any others under their supervision, and they shall inform those they serve professionally of the name, role, and professional credentials of persons providing services.

E. Individuals who hold the Certificate of Clinical Competence may delegate tasks related to the provision of clinical services to aides, assistants, technicians, support personnel, or any other persons only if those persons are adequately prepared and are appropriately supervised. The responsibility for the welfare of those being served remains with the certified individual.

F. Individuals who hold the Certificate of Clinical Competence shall not delegate tasks that require the unique skills, knowledge, judgment, or credentials that are within the scope of their profession to aides, assistants, technicians, support personnel, or any nonprofessionals over whom they have supervisory responsibility.

G. Individuals who hold the Certificate of Clinical Competence may delegate to students tasks related to the provision of clinical services that require the unique skills, knowledge, and judgment that are within the scope of practice of their profession only if those students are adequately prepared and are appropriately supervised. The responsibility for the welfare of those being served remains with the certified individual.

H. Individuals shall obtain informed consent from the persons they serve about the nature and possible risks and effects of services provided, technology employed, and products dispensed. This obligation also includes informing persons served about possible effects of not engaging in treatment or not following clinical recommendations. If diminished decision-making ability of persons served is suspected, individuals should seek appropriate authorization for services, such as authorization from a spouse, other family member, or legally authorized/appointed representative.

I. Individuals shall enroll and include persons as participants in research or teaching demonstrations only if participation is voluntary, without coercion, and with informed consent.

J. Individuals shall accurately represent the intended purpose of a service, product, or research endeavor and shall abide by established guidelines for clinical practice and the responsible conduct of research.

K. Individuals who hold the Certificate of Clinical Competence shall evaluate the effectiveness of services provided, technology employed, and products dispensed, and they shall provide services or dispense products only when benefit can reasonably be expected.

L. Individuals may make a reasonable statement of prognosis, but they shall not guarantee—directly or by implication—the results of any treatment or procedure.

M. Individuals who hold the Certificate of Clinical Competence shall use independent and evidence-based clinical judgment, keeping paramount the best interests of those being served.

N. Individuals who hold the Certificate of Clinical Competence shall not provide clinical services solely by correspondence, but may provide services via telepractice consistent with professional standards and state and federal regulations.

O. Individuals shall protect the confidentiality and security of records of professional services provided, research and scholarly activities conducted, and products dispensed. Access to

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these records shall be allowed only when doing so is necessary to protect the welfare of the person or of the community, is legally authorized, or is otherwise required by law.

P. Individuals shall protect the confidentiality of any professional or personal information about persons served professionally or participants involved in research and scholarly activities and may disclose confidential information only when doing so is necessary to protect the welfare of the person or of the community, is legally authorized, or is otherwise required by law.

Q. Individuals shall maintain timely records and accurately record and bill for services provided and products dispensed and shall not misrepresent services provided, products dispensed, or research and scholarly activities conducted.

R. Individuals whose professional practice is adversely affected by substance abuse, addiction, or other health-related conditions are impaired practitioners and shall seek professional assistance and, where appropriate, withdraw from the affected areas of practice.

S. Individuals who have knowledge that a colleague is unable to provide professional services with reasonable skill and safety shall report this information to the appropriate authority, internally if a mechanism exists and, otherwise, externally.

T. Individuals shall provide reasonable notice and information about alternatives for obtaining care in the event that they can no longer provide professional services.

Principle of Ethics II Individuals shall honor their responsibility to achieve and maintain the highest level of professional competence and performance.

Rules of Ethics

A. Individuals who hold the Certificate of Clinical Competence shall engage in only those aspects of the professions that are within the scope of their professional practice and competence, considering their certification status, education, training, and experience.

B. Members who do not hold the Certificate of Clinical Competence may not engage in the provision of clinical services; however, individuals who are in the certification application process may engage in the provision of clinical services consistent with current local and state laws and regulations and with ASHA certification requirements.

C. Individuals who engage in research shall comply with all institutional, state, and federal regulations that address any aspects of research, including those that involve human participants and animals.

D. Individuals shall enhance and refine their professional competence and expertise through engagement in lifelong learning applicable to their professional activities and skills.

E. Individuals in administrative or supervisory roles shall not require or permit their professional staff to provide services or conduct research activities that exceed the staff member's certification status, competence, education, training, and experience.

F. Individuals in administrative or supervisory roles shall not require or permit their professional staff to provide services or conduct clinical activities that compromise the staff member's independent and objective professional judgment.

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G. Individuals shall make use of technology and instrumentation consistent with accepted professional guidelines in their areas of practice. When such technology is not available, an appropriate referral may be made.

H. Individuals shall ensure that all technology and instrumentation used to provide services or to conduct research and scholarly activities are in proper working order and are properly calibrated.

Principle of Ethics III

Individuals shall honor their responsibility to the public when advocating for the unmet communication and swallowing needs of the public and shall provide accurate information involving any aspect of the professions.

Rules of Ethics

A. Individuals shall not misrepresent their credentials, competence, education, training, experience, and scholarly contributions.

B. Individuals shall avoid engaging in conflicts of interest whereby personal, financial, or other considerations have the potential to influence or compromise professional judgment and objectivity.

C. Individuals shall not misrepresent research and scholarly activities, diagnostic information, services provided, results of services provided, products dispensed, or the effects of products dispensed.

D. Individuals shall not defraud through intent, ignorance, or negligence or engage in any scheme to defraud in connection with obtaining payment, reimbursement, or grants and contracts for services provided, research conducted, or products dispensed.

E. Individuals' statements to the public shall provide accurate and complete 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.

F. Individuals' statements to the public shall adhere to prevailing professional norms and shall not contain misrepresentations when advertising, announcing, and promoting their professional services and products and when reporting research results.

G. Individuals shall not knowingly make false financial or nonfinancial statements and shall complete all materials honestly and without omission.

Principle of Ethics IV Individuals shall uphold the dignity and autonomy of the professions, maintain collaborative and harmonious interprofessional and intraprofessional relationships, and accept the professions' self-imposed standards.

Rules of Ethics

A. Individuals shall work collaboratively, when appropriate, with members of one's own profession and/or members of other professions to deliver the highest quality of care.

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B. Individuals shall exercise independent professional judgment in recommending and providing professional services when an administrative mandate, referral source, or prescription prevents keeping the welfare of persons served paramount.

C. Individuals' statements to colleagues about professional services, research results, and products shall adhere to prevailing professional standards and shall contain no misrepresentations.

D. Individuals shall not engage in any form of conduct that adversely reflects on the professions or on the individual's fitness to serve persons professionally.

E. Individuals shall not engage in dishonesty, negligence, fraud, deceit, or misrepresentation.

F. Applicants for certification or membership, and individuals making disclosures, shall not knowingly make false statements and shall complete all application and disclosure materials honestly and without omission.

G. Individuals shall not engage in any form of harassment, power abuse, or sexual harassment.

H. Individuals shall not engage in sexual activities with individuals (other than a spouse or other individual with whom a prior consensual relationship exists) over whom they exercise professional authority or power, including persons receiving services, assistants, students, or research participants.

I. Individuals shall not knowingly allow anyone under their supervision to engage in any practice that violates the Code of Ethics.

J. Individuals shall assign credit only to those who have contributed to a publication, presentation, process, or product. Credit shall be assigned in proportion to the contribution and only with the contributor's consent.

K. Individuals shall reference the source when using other persons' ideas, research, presentations, results, or products in written, oral, or any other media presentation or summary. To do otherwise constitutes plagiarism.

L. Individuals shall not discriminate in their relationships with colleagues, assistants, students, support personnel, and members of other professions and disciplines on the basis of race, ethnicity, sex, gender identity/gender expression, sexual orientation, age, religion, national origin, disability, culture, language, dialect, or socioeconomic status.

M. Individuals with evidence that the Code of Ethics may have been violated have the responsibility to work collaboratively to resolve the situation where possible or to inform the Board of Ethics through its established procedures.

N. Individuals shall report members of other professions who they know have violated standards of care to the appropriate professional licensing authority or board, other professional regulatory body, or professional association when such violation compromises the welfare of persons served and/or research participants.

O. Individuals shall not file or encourage others to file complaints that disregard or ignore facts that would disprove the allegation; the Code of Ethics shall not be used for personal reprisal, as a means of addressing personal animosity, or as a vehicle for retaliation.

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P. Individuals making and responding to complaints shall comply fully with the policies of the Board of Ethics in its consideration, adjudication, and resolution of complaints of alleged violations of the Code of Ethics.

Q. Individuals involved in ethics complaints shall not knowingly make false statements of fact or withhold relevant facts necessary to fairly adjudicate the complaints.

R. Individuals shall comply with local, state, and federal laws and regulations applicable to professional practice, research ethics, and the responsible conduct of research.

S. Individuals who have been convicted; been found guilty; or entered a plea of guilty or nolo contendere to (1) any misdemeanor involving dishonesty, physical harm—or the threat of physical harm—to the person or property of another, or (2) any felony, shall self-report by notifying ASHA Standards and Ethics (see Terminology for mailing address) in writing within 30 days of the conviction, plea, or finding of guilt. Individuals shall also provide a certified copy of the conviction, plea, nolo contendere record, or docket entry to ASHA Standards and Ethics within 30 days of self-reporting.

T. Individuals who have been publicly sanctioned or denied a license or a professional credential by any professional association, professional licensing authority or board, or other professional regulatory body shall self-report by notifying ASHA Standards and Ethics (see Terminology for mailing address) in writing within 30 days of the final action or disposition. Individuals shall also provide a certified copy of the final action, sanction, or disposition to ASHA Standards and Ethics within 30 days of self-reporting.

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APPENDIX G - CORE VALUES ASHA’S STRATEGIC PLAN AND CORE VALUES

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-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 SLP including self-regulation and other behaviors that positively influence patient/client outcomes, the profession and the communication 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.

Excellence Integrity Diversity

Commitment Responsive

Member-centric Research-based

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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.

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.

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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. 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.

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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

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 H – 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 School of Intervention 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.

UNIVERSITY OF TOLEDO – GRADUATE STUDENT ACADEMIC GRIEVANCE

Click here or the University of Toledo’s graduate student academic grievance policy

COLLEGE OF HEALTH AND HUMAN SERVICES

COLLEGE OF HEALTH AND HUMAN SERVICES GRADUATE STUDENT ACADEMIC GRIEVANCE PROCESS AND POLICY (Approved by College Council – 03/03/2017)

The University of Toledo recognizes a student’s right to due process. An academic grievance is a complaint brought by a student regarding the university’s education and academic services and must be based on a violation of a university rule, policy, or established practice. The College of Health and Human Services (CHHS) Graduate Academic Grievance Process and Policy shall follow the University of Toledo’s College of Graduate Studies established Graduate Academic Grievance Policy and Procedures which are incorporated herein by reference. STUDENTS MUST FOLLOW THE FOLLOWING STEPS WHEN PURSUING A GRADUATE ACADEMIC

GRIEVANCE WITHIN THE CHHS STEP 1: The student must promptly discuss the problem with the faculty member whom the student believes has taken improper action. Note: If the faculty member is not at the university during the semester in which a grievance petition must be filed and initial discussion between

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the student and faculty member is impossible, then the student may skip STEP 1 and proceed directly to STEP 2. STEP 2: If resolution is not achieved, the will student promptly submit to the chair of the faculty member’s department or school the CHHS Petition for Academic Grievance Form (“Petition”) that can be obtained by clicking the following link, http://www.utoledo.edu/hhs/resources-facstaff/index2.html The Petition must contain the faculty member’s signature verifying that the grievance could not be resolved between the student and the faculty member. The student must then discuss the problem with the Chair of the faculty member’s department or school. For more information about School Chairs visit: http://www.utoledo.edu/hhs/about/contact.html STEP 3: If resolution is still not achieved after the student discusses the grievance with the Chair of the faculty member’s department or school, the student must formally request a meeting with the CHHS Associate Dean for Student Affairs or representative responsible for dealing with CHHS student academic grievances by completing the “Reason for Appeal/Desired Outcome” section of the Petition (including the Chairperson’s signature and written recommendation) and submitting the form and any accompanying paperwork to the Office of the Associate Deans. The student must provide the Associate Dean for Student Affairs with the reasons for the appeal and the desired outcome. The student must meet with the Associate Dean of Student Affairs to review and discuss the issue. The Associate Dean of Student Affairs will attempt to resolve the issue by meeting with the appropriate faculty member, but he or she may not unilaterally change the grade. For more information about the Office of the Associate Deans visit: http://www.utoledo.edu/hhs/about/contact.html STEP 4: If, after meeting with the Associate Dean of Student Affairs, the student wishes to grieve the decision of the college, the student may appeal in writing to the Dean of the College of Graduate Studies. The appeal must be initiated within the semester following the contested grade or issue.

a. This appeal must include a statement of the specific grounds for appeal and must be accompanied by the written explanations of decisions made at all previous levels of review.

b. The Dean of the College of Graduate Studies shall attempt to resolve the case by meeting or otherwise communicating with both the student and the college.

c. If a resolution is not achieved, the Dean of the College of Graduate Studies shall call the Committee on Academic Standing into session to hear the appeal no later than thirty (30) working days, Mondays through Fridays, (not counting holidays and school breaks) after receipt of the written appeal. A quorum of one-half of Committee members must be present to hear the appeal. Any member of the Committee who has first-hand knowledge of the alleged violation will be excused from the hearing panel.

d. The student shall be given a minimum of seven (7) working days written notice of the date, time and place of the hearing, and he or she is entitled to have counsel present for advisory purposes only. The student will present the appeal and shall have the burden of

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establishing that the grade or other decision is incorrect. He or she may call witnesses on their behalf and may question witnesses of the University. Any legal counsel does not have a speaking role in the proceedings. Likewise, the faculty member who is presenting the charge may question witnesses testifying on the student's behalf. The Committee may question any witness and request relevant documentation, which is not otherwise provided.

e. At the conclusion of the hearing or within fourteen (14) working days thereafter, the Committee shall issue its decision and state the grounds therefore. Both the student and the faculty member shall receive a copy of the decision, and a copy shall be formally communicated to the Dean of the College of Graduate Studies.

Procedural Error: If either the student or the involved professor believes the Committee decision resulted from a procedural error, the student or professor may appeal in writing to the Dean of the College of Graduate Studies within ten (10) working days receiving the Committee's decision. If an appeal is timely presented to the Dean of the College of Graduate Studies, the Dean shall review all documentation and proceedings from the prior hearing solely for procedural error and either:

a. dismiss this final appeal on the grounds that no procedural error occurred, or b. remand the decision to the Committee for the purpose of obtaining further

relevant evidence and for confirmation or reversal of its original decision, or c. instruct Graduate Council to impanel a new Committee on Academic Standing to

adjudicate the case. If no appeal is made, the decision of the Committee on Academic Standing shall be final and will be implemented by the Dean of the College of Graduate Studies. The Dean of the College of Graduate Studies shall notify the student and college in which the alleged violation occurred within fourteen (14) working days of receiving the final decision. 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):

ASHA - 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,

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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 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:

For more information click here. Complaints will not be accepted by email or facsimile, nor will anonymous complaints be accepted.

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.

Chair, Council on Academic Accreditation in Audiology and Speech-Language Pathology American Speech-Language-Hearing Association,

2200 Research Boulevard, #309 Rockville, MD 20850-3289

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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.

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; i. 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);

ii. Continuing the investigation through an on site visit to the program;

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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 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:

a. Dismisses the complaint; b. Recommends modifications of the program within a specified period of time (except for

those areas that are solely within the purview of the institution); c. Places the program on probation; d. 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:

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a. Recommends modifications of the program within a specified period of time (except for

those areas that are solely within the purview of the institution); b. Places the program on probation; c. 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.

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-

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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 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:

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a. Dismissal of the complaint; b. Recommended changes in Council policies and procedures within a specified time

period; c. 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.

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 I – PRAXIS RESOURCES How to Prepare for the N.E.S.P.A.: National Examination in Speech Pathology and Audiology (1991). Payne, K. & Anderson, N. Thomson Learning 7624 Empire Dr. Florence KY 41042 ISBN 1-879105-33-0 ISBN 13: 978-1879105331 From $10 on Amazon and through the OhioLINK system How to Prepare for the Praxis Examination in Speech-Language Pathology 2nd Edition (2001). Payne, K.T. Singular San Diego, CA. ISBN-13: 978-0769301600 ISBN-10: 0769301606 About $80 on Amazon Also available at UT Library The Official Guide to the NTE Speech-Language Pathology Specialty Area Test Educational Testing Service Rosedale Road Princeton, NJ 08541 ISBN 10: 0-446-39604-4 ISBN 13: 978-0446396042 Used on Amazon from $2 and through the library OhioLINK systerm An Advanced Review of Speech-Language Pathology: Preparation for the NESPA Roseberry-McKibbon, C. & M. N. Hegde ISBN 10: 0890798214 ISBN 13: 978-0890798218 Pro-Ed; Har/Cas Edition From $40-$95 on Amazon and available through the library OhioLINK system Review Course for the NESPA Nye, C. et al. Thomson Learning 7624 Empire Dr. Florence KY 41042 ISBN 10: 156-5937414 ISBN 13: 978-1565937413

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Praxis II Speech-Language Pathology Exam Secrets Study Guide: Praxis II Test Review – Subject Assessments 2013. Mometrix Media LLC. ISBN 10: 1610727606 ISBN 13: 978-1610727600 $30-$60 on Amazon Praxis II Speech-Language Pathology Practice Questions 2013. Mometrix Media LLC. ISBN 10: 1627339216 ISBN 13: 978-1627339216 $17- $30 on Amazon An Advanced Review of Speech-Language Pathology : Preparation for the Praxis and Comprehensive Examination (2015). Pro Ed; 4th edition ISBN 10: 1416406867 ISBN 13: 978-1416406860 About $90 on Amazon and older versions available on OhioLINK Speech-Language Pathology Study Guide (Praxis Study Guides) (2002). ETS/Educational Testing Service; stg edition ISBN 10: 088685234X ISBN 13: 978-0886852344 $25 on Amazon and on OhioLINK