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School of
Intervention and
Wellness
2016-2017
This Handbook is intended to provide all students in the speech-language pathology master's degree program with basic information about academic degree requirements for a major in Speech-Language Pathology. Each student is expected to read it carefully and see a graduate advisor or the program director if any questions or concerns arise. Students are responsible for knowing the information contained in the handbook, and sign a form indicating their understanding of this responsibility. This handbook supplements, but does not supersede, the degree requirements of the University and the College of Graduate Studies. It is not intended to be an all-inclusive document, but is intended as a guideline. Adopted 1993. Revised 1994, 1995, 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007, 8/2008, 7/2009, 8/2010, 8/2011, 8/2012, 10/2012, 7/2013, 8/2014, 8/2015, 8.2016
GRADUATE STUDENT HANDBOOK
SPEECH-LANGUAGE-PATHOLOGY PROGRAM
2016-2017
Last revised 9-12-16; Fall 2016 Cohort i
Table of Contents MISSION STATEMENTS ................................................................................................................................................................. v
University of Toledo ................................................................................................................................................................... v
School of Intervention and Wellness .................................................................................................................................. v
SLP Program .................................................................................................................................................................................. v
ACADEMIC STANDARDS ............................................................................................................................................................... 6
College of Graduate Studies Academic Policy Statement ............................................................................................ 6
Recommended Grading Scale ................................................................................................................................................. 6
ACTION PLAN POLICY .................................................................................................................................................................... 7
General Scholastic Requirements ......................................................................................................................................... 7
Background .................................................................................................................................................................................... 7
Action Plan Implementation ................................................................................................................................................... 8
Retention Criteria ..................................................................................................................................................................... 10
ACADEMIC REQUIREMENTS .................................................................................................................................................... 11
ADMISSIONS ............................................................................................................................................................................... 11
UNDERGRADUAGE PREPARATION .................................................................................................................................. 12
GRADUATE PLAN OF STUDY IN SPEECH-LANGUAGE PATHOLOGY ....................................................................... 14
Requirements for Licensure and Certification include............................................................................................. 14
ADVISING ..................................................................................................................................................................................... 15
The University of Toledo * Graduate Speech-Language Pathology Program .................................................. 16
Plan of Study –Gold Track, Fall 2016 Cohort ................................................................................................................ 16
Plan of Study – Blue Track, Fall 2016 Cohort ............................................................................................................... 17
COMPREHENSIVE EXAMINATION .................................................................................................................................... 18
THESIS OPTION......................................................................................................................................................................... 19
2014 STANDARDS AND IMPLEMENTATION PROCEDURES FOR THE CERTIFICATION OF CLINICAL
COMPETENCE IN SPEECH-LANGUAGE PATHOLOGY ............................................................................................... 20
CLINICAL REQUIREMENTS ....................................................................................................................................................... 21
DISPUTE RESOLUTION .............................................................................................................................................................. 1
ASSISTANCE FOR ACADEMIC, CLINICAL, OR PERSONAL DIFFICULTIES ................................................. 2
GRADUATION ................................................................................................................................................................................. 3
RECOMMENDED SEQUENCE FOR THE CERTIFICATION PROCESS ................................................................ 4
To attain ASHA Certification........................................................................................................................................................ 4
To attain Ohio license in Speech-Language Pathology ..................................................................................................... 4
To attain School Speech-Language Pathology License ..................................................................................................... 4
Educational Licensure Requirements...................................................................................................................................... 5
To attain Michigan license in Speech-Language Pathology ............................................................................................ 5
THE AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION ..................................................................... 6
ASHA's goals include: ..................................................................................................................................................................... 6
ASHA requires that: ......................................................................................................................................................................... 6
LIFELONG EDUCATION ................................................................................................................................................................. 6
NATIONAL EXAMINATION IN SPEECH-LANGUAGE PATHOLOGY .............................................................................. 7
How We Help You to Meet ASHA Standards for the Certificate of Clinical Competence ............................... 7
CLINICAL FELLOWSHIP (CF) .............................................................................................................................................. 11
PROBATION AND DISMISSAL .................................................................................................................................................. 12
Probation and Dismissal Policy Statement .................................................................................................................... 12
LEAVE OF ABSENCE (LOA) ....................................................................................................................................................... 13
Academic Leave of Absence ................................................................................................................................................. 13
Personal Leave of Absence ................................................................................................................................................... 13
WITHDRAWAL FROM THE SLP PROGRAM ........................................................................................................................ 14
Entry and Re-Entry Policy: ................................................................................................................................................... 14
GENERAL PERSONAL APPEARANCE .................................................................................................................................... 15
Personal Appearance in the Classroom and Clinic/Intern Sites ........................................................................... 15
Personal Appearance in the Clinical Setting ................................................................................................................. 16
Consequences of Unacceptable Appearance:................................................................................................................ 16
ALCOHOL, CHEMICAL SUBSTANCE AND TOBACCO USE ............................................................................................. 17
CLASSROOM/CLINIC MAINTENANCE .................................................................................................................................. 17
Food and Beverages ................................................................................................................................................................ 17
ATTENDANCE POLICIES ............................................................................................................................................................ 17
Excused Absences .................................................................................................................................................................... 17
Unexcused Absences and Tardiness ................................................................................................................................. 18
Attendance for Clinical Practicum/Internship ............................................................................................................. 18
INCLEMENT WEATHER POLICY ............................................................................................................................................. 18
Inclement Weather Policy Clinical Education .............................................................................................................. 18
CONDUCT IN USE OF SOCIAL MEDIA ................................................................................................................................... 19
Background ................................................................................................................................................................................. 19
Rationale for this Policy ......................................................................................................................................................... 19
Best Practices that SLP Students are Expected to Follow ....................................................................................... 19
Activities that may be Grounds for Dismissal from the SLP Program ................................................................ 20
Unprofessional Behavior that may be the Basis for Disciplinary Action .......................................................... 20
Student Organization Use of Social Networking Sites ............................................................................................... 20
HEALTH FORMS ............................................................................................................................................................................ 21
CHANGES IN HEALTH STATUS ............................................................................................................................................... 21
ESSENTIAL FUNCTIONS AND ACCOMMODATIONS ....................................................................................................... 22
Chronic Health Condition Not Requiring Accommodations ................................................................................... 23
Last revised 9-12-16; Fall 2016 Cohort iii
STUDENT INFORMATION SHEET .......................................................................................................................................... 24
LIABILITY INSURANCE ............................................................................................................................................................... 24
CRIMINAL BACKGROUND CHECK POLICY ......................................................................................................................... 24
IDENTIFICATION BADGES ........................................................................................................................................................ 25
COMPUTERS AND OTHER TECHNOLOGY .......................................................................................................................... 25
THE WRITING CENTER .............................................................................................................................................................. 25
EMERGENCIES IN THE CLASSROOMS, OFFICES OR CLINIC ....................................................................................... 26
Campus Police/Security ........................................................................................................................................................ 26
Emergency Notification .............................................................................................................................................................. 26
EMPLOYMENT (OUTSIDE THE UNIVERSITY) DURING GRADUATE SCHOOL ..................................................... 27
ADDITIONAL EDUCATIONAL OPPORTUNITIES .............................................................................................................. 28
Certificate Programs .................................................................................................................................................................... 28
Continuing Education ............................................................................................................................................................. 28
CAREER OPPORTUNITIES ......................................................................................................................................................... 29
Center for Experiential Learning and Career Services ............................................................................................. 29
APPENDIX A: GENERIC ABILITIES ......................................................................................................................................... 30
APPENDIX B .................................................................................................................................................................................... 35
Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology
.......................................................................................................................................................................................................... 35
APPENDIX C ..................................................................................................................................................................................... 42
APPENDIX C CONTD. ................................................................................................................................................................... 44
APPENDIX D .................................................................................................................................................................................... 50
Complaint Procedures ............................................................................................................................................................ 50
Procedures for Complaints Against Graduate Education Programs ................................................................... 50
Criteria for Complaints Against Graduate Education Programs ........................................................................... 50
Determination of Jurisdiction ............................................................................................................................................. 51
Evaluation of Complaint ........................................................................................................................................................ 51
Summary of Time Lines ......................................................................................................................................................... 53
Procedures for Complaints Against the Council on Academic Accreditation.................................................. 54
Criteria for Complaints Against CAA ................................................................................................................................ 54
Determination of Jurisdiction ............................................................................................................................................. 54
Evaluation of Complaint ........................................................................................................................................................ 54
Summary of Time Lines ......................................................................................................................................................... 55
APPENDIX E..................................................................................................................................................................................... 56
APPENDIX F ..................................................................................................................................................................................... 58
STUDENTS WITH DISABILITIES: ACCOMMODATIONS & ACCESSIBILITY ...................................................... 58
STATE LICENSURE AND CERTIFICATION RESOURCES ........................................................................................... 59
APPENDIX H .................................................................................................................................................................................... 60
GUIDE TO PROFESSIONAL BEHAVIOR: (ASHA CODE OF ETHICS & THE SLP PROGRAM CORE
VALUES) ....................................................................................................................................................................................... 60
CORE VALUES ............................................................................................................................................................................ 69
APPENDIX I ...................................................................................................................................................................................... 72
FUNCTIONS OF THE SPEECH-LANGUAGE PATHOLOGIST AND THE SLP PROGRAM ................................. 72
Last revised 9-12-16; Fall 2016 Cohort v
THE GRADUATE SPEECH-LANGUAGE PATHOLOGY PROGRAM
MISSION STATEMENTS
University of Toledo
The mission of The University of Toledo is to improve the human condition; to advance knowledge through excellence in learning, discovery and engagement; and to serve as a diverse, student-centered public metropolitan research university.
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.
SLP Program
The Graduate Program in Speech-Language Pathology at the University of Toledo is dedicated to the development of competent and caring entry-level speech-language pathologists. The program is committed to quality teaching enhanced by faculty research with an emphasis on evidenced-based practices in assessment and remediation of speech-language disorders in children and adults. Clinical practicum is an integral part of the student’s development and such experiences are interspersed throughout the student’s education to provide opportunities to apply previously learned approaches and techniques under supervision. Students will be prepared to meet the academic and clinical requirements for the ASHA Certificate of Clinical Competence, to sit for the PRAXIS exam in speech-language pathology, to obtain employment as Clinical Fellows, and to demonstrate knowledge and skills required of competent entry-level speech-language pathologists.
THE UNIVERSITY OF TOLEDO IS AN EQUAL ACCESS, EQUAL OPPORTUNITY,
AFFIRMATIVE ACTION EMPLOYER AND EDUCATOR
The University of Toledo has declared a policy of providing equal opportunity in all policies and procedures affecting employment and education. In conjunction with the objectives of the policy and in accordance with the various local, state, and Federal laws, rules and regulations, the University is committed to providing employment and educational opportunities without regard to race, color, religion, sex, age, national origin, sexual orientation, veteran status and/or the presence of a disability.
PREPARING FOR THE PROFESSION OF SPEECH-LANGUAGE PATHOLOGY
ACADEMIC STANDARDS
The Certificate of Clinical Competence (CCC) of the American Speech-Language-Hearing Association (ASHA) is the only professional credential for speech-language pathologists recognized in every state. Currently, candidates for the CCC must have completed the Master's degree or its equivalent and nine months of supervised professional experience and must pass a national exam. Although certification is a voluntary process, most clinics, hospitals, and other service facilities require their employees to have the CCC. Forty-six states also require that speech-language pathologists be licensed. Additionally, many states also have licensure requirements including Ohio and Michigan. The University of Toledo’s College of Graduate Studies’ (COGS) guidelines and the Speech-Language Pathology Program’s academic standards provide a pathway to successful achievement of ASHA certification and state licensure.
College of Graduate Studies Academic Policy Statement
Realizing that professional educational programs are accountable to the public for the quality of their graduates, the Speech-Language Pathology Program has established standards of admission, retention, and graduation in accordance with its mission and philosophy. The Speech-Language Pathology curriculum has been designed to prepare its graduates to meet the levels of comprehension and competency expected of an entry-level speech-language pathologist. Furthermore, standards of achievement and conduct for enrolled students have been set to insure adequate professional growth and socialization during the professional component of speech-language pathology education. Students are advised to review the College of Graduate Studies Graduate Student Handbook for additional details not found in this document regarding the academic standards of the University of Toledo (http://www.utoledo.edu/graduate/currentstudents/refsandrscs.html).
Recommended Grading Scale
94-100 = A 87-89= B+ 80-82= B- 73-76= C 67-69= D+ 60-62 = D- 90-93 = A- 83-86 = B 77-79=C+ 70-72= C- 63-66 = D Below 60 = F
The minimum acceptable grade to meet the Student Learning Outcomes is an 83% or B.
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 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 with the necessary supports, modifications, and accommodations for students, and provide opportunities to develop the requisite knowledge and skills and/or disposition and professional characteristics to meet the competency requirements.
General Scholastic Requirements
The SLP Program, in accordance with the College of Graduate Studies (http://www.utoledo.edu/graduate/files/AcademicStandards3_22_11.pdf), has established the following scholastic and professional requirements for SLP Master’s degree program students.
A minimum GPA of 3.0 (B) is required to be in good standing in the SLP program. In addition, a cumulative GPA of 3.0 or better in the professional course of study and the approval of the Speech-Language Pathology Program faculty is required to enter into the clinical internships and to graduate from the University of Toledo with a Master’s degree in Speech-Language Pathology.
Students will be expected to demonstrate all competencies and skills (see the Student Learning Outcomes; SLOs) at 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 will result in the implementation of an action plan in accordance with the policies outlined herein.
Students must also maintain the appropriate professional disposition and conduct throughout the program. Should a student not meet the professional disposition and conduct expectations, an action plan will be implemented.
Background
In order to demonstrate competency in the requisite professional knowledge and skills, students must earn a minimum grade of “B” (83%) in all major courses, demonstrate a professional disposition/conduct, and personal qualities essential to professional practice. The minimal requirements necessary to progress through the master’s program, with or without reasonable accommodations, include the following: Knowledge: Students are responsible for attaining the knowledge competencies associated with all courses (see 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).
Skill: Students are responsible for attaining all skills associated with clinical practica and tracking performance throughout the graduate program. All concerns about attaining competency should be immediately discussed with 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: All faculty/staff will monitor student disposition in the classroom and clinical practica. Students must develop effective and appropriate relationships with faculty, staff, supervisors, peers, clients, parents/caregivers, and other professionals and demonstrate a professional attitude. Students must also adhere to the Code of Ethics of the American Speech-Language-Hearing Association (ASHA) and be professional at all times. Expected ethical and professional behavior includes, but is not limited to, integrity, honesty, demonstrating responsibility, maintaining client confidentiality, exercising good judgment, communicating effectively, demonstrating cultural appropriateness, and completing all duties and assignments in a timely manner pursuant to the academic plan of study. All concerns about maintaining an appropriate disposition/conduct should be immediately discussed with an appropriate faculty member, supervisor, graduate advisor, and/or the Program Director. When a faculty/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% on each Student Learning Outcome (SLO) in didactic coursework and an overall Satisfactory rating in clinical coursework. 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). 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, 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 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). When the OAP is not successfully completed before the end of the semester, a grade of “PR – in progress” will be assigned. The total allowable OAPs across the entire graduate program is three; this pertains to didactic and clinical coursework combined. 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 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. 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 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 may lengthen the student’s plan of study. No additional Action Plans are allowed within a CAP. If the student does not achieve a grade of 83% OR remediate the Area(s) of Concern, the student will be dismissed from the program. Action Plan Oversight The Program Director and assigned graduate advisor will be notified by each instructor and/or supervisor when Outcome and Course 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 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.
Retention Criteria
Every effort will be made to help students achieve success. However, there are circumstances under which some students, on occasion, may not be able to meet the rigors of this program and the profession. As described above, the Action Plan Policy provides opportunity for students to demonstrate competency. In the event a student cannot achieve the 83% competency level after multiple attempts, the student may be dismissed from the program, regardless of how far he or she has progressed through the Plan of Study. Specifically, students will be permitted a combined total of six Assignment Action Plans across the entire academic program. If a student requires a seventh Assignment Action Plan, the student will be dismissed from the program. Students will also be permitted a combined total of three Competency Action Plans across the entire academic and clinical program. If a student requires a fourth Competency Action Plan, the student will be dismissed from the program. Lastly, students will be permitted only one Course Action Plan across the entire academic and clinical program. If a student requires a second Course Action Plan, the student will be dismissed from the program. Students may also be dismissed from the program in extreme cases when professional standards of behavior and ethical practice are violated. See the Graduate Handbook for additional details. Action Plan Policy last reviewed and revised 9-12-16; PPD Committee
PREPARING FOR THE PROFESSION OF SPEECH-LANGUAGE PATHOLOGY
ACADEMIC REQUIREMENTS
ADMISSIONS
The deadline for completed applications for enrollment in the graduate speech-language pathology program is December 15 of every academic year. The applicant may be required to complete a writing sample and participate in an interview. The admissions committee will examine the completed applications and make recommendations regarding the status of the applicants. Upon examination of application materials, the committee may contact those students whose application materials indicate academic and personal excellence and request that they participate in an interview. Interviews generally occur in February. Acceptance into our ASHA accredited speech-language pathology graduate program is highly competitive. Consequently, many factors are taken into consideration when selecting an applicant for acceptance into the program. These factors include but are not limited to: 1. undergraduate preparation in the field 2. cumulative grade point average (GPA) overall and in the major (GPM) 3. GRE or other standardized measures 4. oral and/or written language skills 5. interview 6. quality of reference letters 7. stated goals and purpose 8. potential to successfully complete the graduate program Current and past student statistics are provided on the Program website. Students will be contacted by the College of Graduate Studies (COGS) regarding the status of their application. If a student is accepted into the graduate program, written indication of intent to enroll is requested by April 15. If written acceptance of admission is not received by the Program Director by April 15, acceptance as a regular graduate student may be revoked. Students who are denied admission into the speech-language pathology graduate program will also be notified by COGS as that determination is made. If a student is denied admission into the Speech-Language Pathology Program, the student may consider other majors for graduate study, may apply to other universities, or may resubmit an application for the following fall. Students who are considered desirable candidates for our graduate program, but were not admitted due to limited space in the program, will remain on a waiting list. In the eventuality that a position becomes available before the academic year, the first ranked candidate will be notified and offered
the available position. The Admissions Committee reserves the right to grant exceptions to this policy. For additional information, please see the Admission Policy of the Program.
UNDERGRADUAGE PREPARATION
The University of Toledo began an undergraduate degree program in Speech-Language Pathology in 1969 with the first graduate level speech-language pathology curriculum offered in 1987. The Graduate Program was accredited by the American Speech-Language-Hearing Association in 1993 and was re-accredited in 1998, 2006, and 2014. The undergraduate curriculum prepares students to enter graduate programs in communication disorders including the UT graduate Speech-Language Pathology program. The UT Speech-Language Pathology Program offers one of the few clinical practicum opportunities for undergraduates. Students must have a bachelor’s degree (typically in communication sciences and disorders or speech and hearing sciences) to be eligible for admission into a Master's degree program. Students who have an undergraduate degree in an area other than these majors (i.e., non-majors) are expected to complete undergraduate coursework in speech-language pathology as part of the Undergraduate with Degree Program (UWD) in order to be considered eligible to apply for the graduate program. In addition to required professional coursework, students hoping to achieve the Certificate of Clinical Competence in speech-language pathology must document, according to the ASHA 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology requirements, course work in the following basic sciences with a minimum grade of C in each course (course work with a grade below C will not fulfill these requirements):
Course work in biological sciences, physical sciences, and statistics (a list of UT courses considered to meet the biological and physical science requirements can be found below and on the program web site).
Course work in behavioral and/or social sciences (e.g., developmental psychology, sociology)
Coursework in basic human communication processes, including anatomic, physiological, physical, psychophysical, linguistic, and psycholinguistic bases of communication.
This coursework may be carried forward from the undergraduate degree or taken as an “undergraduate with degree” (UWD) student. Students are encouraged to visit the ASHA website (www.ASHA.org) to review the 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology as it is ultimately students’ responsibility to assure they have fulfilled certification requirements.
A typical UT Undergraduate Plan of Study is shown on the next page
Bachelor of Science in Speech-Language Pathology – Degree Requirements
Fall Semester Spring Semester
Fresh. Year
SLP 2400 Intro to SLP* HHS 1000 Orientation Principles of Psychology Intro to Sociology Composition 1 Physical Science
Total Credits
3 1 3 3 3 3 16
KINE 2560 A & P KINE 2460 A & P Lab Composition 2 General Elective Humanities/Fine Arts Elective
Total Credits
3 1 3 6 3 16
Soph. Year
HEAL 1500 First Aid General Electives Humanities/Fine Arts Elective Total Credits
2 12 3 17
General Electives Multicultural Elective (1 US, 1 non-US)
Total Credits
12 3 15
Junior Year
SLP 3030 Lang Acquisition SLP 3020 A&P, Comm Mech SLP 3200 Artic & Phono Multicultural Elective (1 US, 1 non-US) Total Credits
4 4 4 3 15
SLP 3150 Speech and Hearing Science SLP 3010 Phonetics SLP 3300 Language Disorders SLP 3800 Methods Total Credits
4 4 4 3 15
Senior Year
SLP 4000 Practicum (students A-M) HEAL 1800, 2500, 4560, or COUN 2220 4080
SPED 2040 Perspectives Math 2600 Stats General Electives
Total Credits
0-2 3 3 3 6 15-17
SLP 4000 Practicum (students N-Z) SLP 3400 Audiology HEAL 1800, 2500, 4560, or COUN 2220 4080
SPED 4110 Moderate Needs General Electives Total Credits
0-2 3 3 3 4 13-15
Total credits must equal or exceed 124
NOTES:
Students must earn a “C” or better grade in all major courses as well as those requirements listed below to meet ASHA/Ohio Department of Education requirements. Graduate program entrance requirements may be higher.
Recommended elective courses are provided on the Curriculum Check Sheet.
ASHA Requirements for Certification: We recommend the following: Statistics (3 credits) MATH 2600 English (3 credits) ENG 1100 or 1110 and ENG 2960 or Comp II Introductory Psychology (3 credits) PSY 1010 Introductory Sociology (3 credits) SOC 1010 Natural Science (3 credits) KINE 2460 and 2560: Anatomy & Physiology PHYS 1310: Physics of Music & Sound Physical Science (3 credits) PHYS 1300: Physics of Everyday Life Choose one CHEM 1210: Chemistry for Life CHEM 2070: General Chemistry
Ohio Department of Education Requirements at UT: SPED 2040 Perspectives SPED 4110 Curriculum and Instruction: Moderate Needs or SPED 4120 C&I: Intensive Needs
Michigan Department of Education does not have specific educational requirements for graduates of accredited programs who are eligible for the Certificate of Clinical Competence, and who pass the Praxis.
GRADUATE PLAN OF STUDY IN SPEECH-LANGUAGE PATHOLOGY
The Speech-Language Pathology graduate program will be based on the student's undergraduate program to meet the educational and clinical requirements for:
1. School speech-language pathologist licensure (when appropriate undergraduate requirements and extensive graduate practicum in an internship in the public schools have been met).
2. State licensure (necessary for practice in hospital, community/rehabilitation centers, private practice).
3. American Speech-Language-Hearing Association's Certification of Clinical Competence in Speech-Language Pathology.
Requirements for Licensure and Certification include
Undergraduate and graduate coursework in speech/language pathology and related areas
Practicum experience of sufficient diversity and depth to meet standards
Successful completion of National Examination in Speech-Language Pathology
Master's degree with extensive course work in Speech-Language Pathology
Clinical Fellowship Year/Professional Experience Year
Access our website for the up-to-date information: http://www.utoledo.edu/hhs/speech/certification.html
ADVISING
After a student has been accepted for graduate study in speech-language pathology by the College of Graduate Studies (COGS), a Program advisor, knowledgeable in speech-language pathology, is appointed. The student should address questions concerning the program with the advisor and seek advice each semester prior to the time of registration. All graduate students are required to attend the orientation program to graduate speech-language pathology study, which is held at the beginning of Fall semester. Students are also encouraged to attend the orientation sessions presented by the COGS, and students are responsible for the information shared at these meetings. During the first semester of enrollment, master’s students should consult with their advisor to prepare a "Plan of Study." This plan must be approved by the advisor and be submitted to the COGS for approval by October 1st of the first semester (unless otherwise noted). Your advisor will examine your undergraduate preparation and recommend a "Plan of Study" for your Master's degree to meet the educational requirements for ASHA certification and state licensure. Students in the Graduate Speech Language Pathology Program are assigned to tracks, and plans of study are developed with the following courses (individual plans may vary):
The University of Toledo * Graduate Speech-Language Pathology Program
Plan of Study –Gold Track, Fall 2016 Cohort
Year 1
Fall Spring Summer
Course Credits Course Credits Course Credits
SLP 6000 Advanced Practicum
2
SLP 6001 Advanced Practicum II
2 SLP 6002 Advanced Practicum III
2
SLP 6020 Audiology Practicum
2 SLP 6010 Diagnostic Practicum
2 SLP 6011 Diagnostic Practicum
2
SLP 6100 Diagnosis of Communication Disorders
3 SLP 6210 Language Development and Disorders: Early Childhood through Adolescence
6
SLP 6550 Trends in Technology for Communication Disorders
3
SLP 6400 Adult Language and Cognitive Communication Disorders
5 SLP 6300 Articulation and Phonology
3 SLP 6600 Voice and Resonance Disorders
(3 or 4)
SLP 6500 Motor Speech Disorders
3 SLP 6700 Assessment and Remediation of Fluency Disorders
3 SLP 6650 Feeding and Swallowing Disorders
3
SLP 6930 Seminar 2 SLP 6930 Seminar
2
Total 17 Total 18 Total 13 or 14
Year 1=48 or 49 credits
Year 2
Fall Credits Spring Credits
SLP 6030 Research in Speech-Language Pathology
3 SLP 6930 (6750) Seminar
4 *SLP 6940/6941: Number of credits can range from 2-8 per semester. However, the minimum requirement for the graduate program is 10 credits, and the maximum allowable is 16 credits.
SLP 6800 Aural (Re)Habilitation
3 SLP 6941 Internship in SLP*
2-8
SLP 6940 Internship in SLP*
2-8
Total 8-14 Total 6-12
Year 2=20-26 credits
Note: Changes are being made to SLP 6600 (reduce from 4 to 3 credits), and the course number for the final seminar from 6930 to 6750; students should register for the courses as listed at the time of registration.
The University of Toledo * Graduate Speech-Language Pathology Program
Plan of Study – Blue Track, Fall 2016 Cohort
Year 1
Fall Spring Summer
Course Credits Course Credits Course Credits
SLP 6000 Advanced Practicum
2 SLP 6001 Advanced Practicum II
2
SLP 6002 Advanced Practicum III
2
SLP 6010 Diagnostic Practicum
2 SLP 6020 Audiology Practicum
2 SLP 6011 DIagnostic Practicum
2
SLP 6100 Diagnosis of Communication Disorders
3 SLP 6500 Motor Disorders
3 SLP 6550 Trends in Technology for Communication Disorders
3
SLP 6210 Language Development and Disorders: Early Childhood through Adolescence
6 SLP 6400 Adult Language and Cognitive Communication Disorders
5 SLP 6600 Voice and Resonance Disorders
(3 or 4)
SLP 6300 Articulation and Phonology
3
SLP 6650 Feeding and Swallowing Disorders
3 SLP 6700 Assessment and Remediation of Fluency Disorders
3
SLP 6930 Seminar 2 SLP 6930 Seminar 2
Totals 18 17 13 or 14
Year 1=48 or 49 credits
Year 2
Fall Credits Spring Credits
SLP 6030 Research in Speech-Language Pathology
3 SLP 6930 (6750) Seminar
4 *SLP 6940/6941: Number of credits can range from 2-8 per semester. However, the minimum requirement for the graduate program is 10 credits, and the maximum allowable is 16 credits.
SLP 6800 Aural (Re)Habilitation
3 SLP 6941 Internship in SLP*
2-8
SLP 6940 Internship in SLP*
2-8
Total 8-14 Total 6-12
Year 2=20-26 credits Year 2=20-26 credits
Note: Changes are being made to SLP 6600 (reduce from 4 to 3 credits), and the course number for the final seminar from 6930 to 6750; students should register for the courses as listed at the time of registration.
COMPREHENSIVE EXAMINATION
The comprehensive examination is an alternative to the traditional thesis (described below). The comprehensive examination is taken in the second year of the graduate program during the semester in which the student is enrolled in SLP 6930, Seminar in Speech-Language Pathology (usually the last semester), unless the Plan of Study is altered because didactic courses are still to be taken. During the time allotted for this exam, students will be required to answer 60 multiple choice questions pertaining to the following:
basic human communication processes
phonological and language disorders
speech disorders (voice, resonance, fluency)
neurogenic disorders (aphasia, progressive disorders, motor speech disorders, TBI, cognitive-communicative disorders)
dysphagia, audiology/hearing
clinical management
professional issues/psychometrics/research. The student must obtain a score of at least 83% to pass this examination. The examination occurs during the course. All students electing the comprehensive examination must:
Have completed or be enrolled in SLP 6930.
Be enrolled in the final semester of coursework (unless otherwise approved by advisor) If a student does not achieve 83% on the examination, the student will retake the examination at a time designated by the instructor during the same semester. If the student does not achieve 83% on the retake examination, the student will meet with his/her advisor and the course instructor to determine a plan of remediation, which may include auditing course work, attending a writing clinic, independent study, or taking additional course work. A third attempt may only occur after the plan of remediation is complete.
THESIS OPTION
The Master's Thesis entails original research or scholarly work, which may include collecting and analyzing data, and discussing the results in a substantial written document. The content of the thesis may vary but should at least include the following:
A. Introduction to the Problem: A statement of rationale, which identifies and/or describes an issue of importance or a problem of interest to the student.
B. Review of Related Literature: A review of professional literature, which relates to the
problem and to previous research into the problem or issue. C. Methods: The procedures used to conduct the study should be described in sufficient
detail to allow the study to be replicated. The methods section should include a description of participants, instrumentation, and procedures.
D. Results: Results of the study are displayed and summarized. E. Discussion: The results are interpreted and discussed in light of the literature.
Conclusions and recommendations are made. F. References: List all references cited in the paper. G. Abstract: The abstract should be no more than 350 words and should contain a concise
statement of the problem, procedure or methods, results obtained and a short conclusion.
The writing style used for the thesis in APA; the thesis must conform to the Handbook for Preparation of Graduate Thesis and Dissertations published by College of Graduate Studies, which may be found on their website. All students enrolling in the Master's Thesis must:
1. Have completed SLP 6030 as a prerequisite to the thesis. 2. Obtain a Seminar approval, signed by their thesis advisor in order to enroll in
Thesis/Project and register for the appropriate number of credits during the program as specified by the College of Graduate Studies.
3. Select, and have approved, a thesis committee, which includes an advisor, a member of the department, and at least one other faculty member.
4. Present a proposal to the thesis committee. 5. File a Notice of Thesis with the College of Graduate Studies. 6. Submit Protection of Human Subjects form and obtain approval from the Protection of
Human Subjects Committee before conducting research on human subjects, if applicable. 7. Consult with the advisor to determine when the thesis is ready for committee review. 8. Defend thesis in an open meeting before the thesis committee.
9. Inform Protection of Human Subjects Committee of the completion of thesis upon approval of chairman of thesis committee, if applicable.
10. Submit thesis to graduate school 30 days before graduation, following the guidelines published by COGS.
2014 STANDARDS AND IMPLEMENTATION PROCEDURES FOR THE CERTIFICATION OF CLINICAL
COMPETENCE IN SPEECH-LANGUAGE PATHOLOGY
Source: http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-
Standards/ ; also can be found in Appendix B
The 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology provides students the necessary information to prepare for certification by the American Speech-Language-Hearing Association. As described above, students will review their transcripts and Plan of Study with the assigned graduate advisor at the beginning of the program (first semester) to insure that all pre-requisite courses are complete. When additional coursework is needed, the advisor will assist the student is developing a Plan of Study that includes those courses. The University of Toledo Speech-Language Pathology Program has developed specific “Student Learning Outcomes” (SLO) for each course and practicum experience that correspond with the 2014 Standards. For those outcomes that are considered to be critical across the coursework and clinical preparation, “Priority Outcomes” have been established. The list of SLOs and Priority Outcomes are provided in the corresponding courses and practica syllabi and a master list is also included in Appendix C. Students will receive a general orientation to the SLO and Priority outcomes, and the process by which they are achieved and documented in the first semester. A signature form is provided for tracking progress (also in Appendix C). Additionally, faculty/staff will alert students immediately if concerns arise that one or more outcomes will not be met. Each semester, students will also review their progress in achieving the clinical outcomes with the Clinic Coordinator, and this information will be used to develop plans for clinic client assignments to help insure that students have the opportunity to develop the knowledge and skills in the spirit of the 2014 Standards and the Program’s Plan of Study/Priority Outcomes. While the Program Director, Graduate Advisors, Clinic Coordinator, faculty and staff will make every effort to support students’ achievement, ultimately the responsibility to ensure that one meets the requirements rests with the student. Thus, students should carefully track their progress, and seek assistance from their advisor and the faculty/staff if they are at-risk for not meeting one or more outcomes.
PREPARING FOR THE PROFESSION OF SPEECH-LANGUAGE PATHOLOGY
CLINICAL REQUIREMENTS
Graduate students are required to enroll in on-campus clinical practicum each semester during the first year (assuming they are enrolled as full-time students), with a three-semester minimum. Students enrolled in clinical practicum are required to attend clinic meetings (scheduled Fridays 9-9:50 a.m. according to the published calendar). The on-campus clinical experience also includes one semester of audiology practicum and two semesters of diagnostic practicum, according to the individual plan of study. During the second year, students who are eligible, enroll in full time clinical internships. Students will be 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 amount of supervised clinical practicum before leaving the program. For this reason, no student should regard the number of hours required as the total number of hours she or he is expected to acquire, nor strive to only gain hours rather than develop competencies. Supervised hours that are direct contact with clients or the client’s family in assessment, management, and/or counseling can be counted toward practicum and should aid in the development of competency as a future speech-language pathologist. The Clinic Coordinator/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 an Action Plan), as well as situations related to personal necessity, such as pregnancy, extended illness, professional conduct concerns, or emotional difficulties. In some of these special circumstances, documentation from the Office of Student Disability Services or a physician may be required. A detailed Clinic Handbook is provided to all students. The Clinic Handbook provides all procedures, expectations, etc. necessary to successfully complete the clinical practica series. It is meant to supplement the information provided by the COGS, as well as the Program Handbook. Any questions regarding this manual, the policies and procedures and related information therein contained, should be discussed with the Clinic Coordinator, or other Program representatives in her absence (including the Program Director and/or the Graduate Advisor). Prior to placement in off-site internships (SLP 6940 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.
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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): ASHA CAA (Also see Appendix D) http://www.asha.org/academic/accreditation/accredmanual/section8.htm Ohio Board of Speech-Language Pathology and Audiology http://slpaud.ohio.gov/complaint.stm University of Toledo
College of Graduate Studies http://www.utoledo.edu/graduate/ http://www.utoledo.edu/graduate/currentstudents/refsandrscs.html Academic Dishonesty Policy (effective June 2012) Academic Grievance Policy (effective June 2012) Human Subjects in Research http://www.utoledo.edu/research/RC/HumanSubs/humanSubHome.html Office of the Registrar (FERPA Compliance) http://www.utoledo.edu/offices/registrar/ferpa_confident.html Office of Excellence and Multicultural Student Success http://www.utoledo.edu/success/excel/ Office for the Student Experience http://www.utoledo.edu/studentaffairs/studentexperience/ Rocket Rapid Response http://www.utoledo.edu/feedback/
Students should contact the School Chair, Program Director or graduate advisor for assistance in determining other agencies when warranted by a particular concern not covered above.
ASSISTANCE FOR ACADEMIC, CLINICAL, OR PERSONAL DIFFICULTIES
Students should feel free to meet with the Program Director, graduate advisor, and/or Clinic Coordinator if they are having academic, clinical and/or personal difficulties. Students may also seek assistance, support, tutoring, and related resources from one or more of the following:
Student Success office for information on obtaining tutoring services and related support. The contact number is (419) 530-8852 or go to http://www.utoledo.edu/success/index.html for additional information and resources. Learning Enhancement Center http://www.utoledo.edu/success/lec/ (419) 530-2176 Office of Excellence and Multicultural Student Success http://www.utoledo.edu/studentaffairs/omss/ (419) 530-2261 Rocket Rapid Response http://www.utoledo.edu/feedback/ (419) 530-5923 Student Success office http://www.utoledo.edu/success/index.html (419) 530-8852
Further information pertaining to the resolution of problems related to clinical assignments is provided in the clinic handbook.
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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 Graduate School must strictly enforce all necessary deadlines. It is the student's responsibility to insure that all requirements are met. For information or questions, contact either the graduate advisor or the College of Graduate Studies for assistance.
1. It is necessary to submit an application for degree accompanied by the application fee prior to the filing deadline for the semester in which you plan to graduate, whether a formal ceremony is held or not held. Please refer to the graduate school for the appropriate deadline information.
2. Complete thesis defense presentation and submit completed form, if applicable. 3. Inform Protection of Human Subjects Committee of thesis completion (if needed). 4. The required copies of your thesis must be approved by your advisor, committee,
department and college and submitted to the graduate school no later than 30 days prior to the graduation date.
5. An approved Plan of Study must be on file in the College of Graduate Studies. Courses on your plan of study must appear on your transcript.
a. Any changes in your approved Plan of Study must be filed with the College of Graduate Studies either with a course substitution form or a revised Plan of Study.
b. All PR's must be removed from your transcript. 6. You must have a regular admission status into the College of Graduate Studies, in the
department, and the college for which you are applying for your degree. Students who are graduating with a certificate must apply separately for the certificate program(s).
7. You must have attained a 3.0 grade point average and the required number of hours for your degree (and/or any certificate(s)).
8. Please check with the College of Graduate Studies to insure that all requirements have been met.
9. All outstanding fines and fees must be met. If you have a computer account, you must contact computer services as soon as possible.
10. The student must be registered at the university for at least one-hour credit the semester during which graduation is planned.
11. If you have any questions about these requirements, you may check with the College of Graduate Studies: Call 419-530-4723 or visit http://www.utoledo.edu/graduate/
RECOMMENDED SEQUENCE FOR THE CERTIFICATION PROCESS
If you wish to work as a professional in the field of speech-language pathology, you will find it very difficult to obtain a position unless you hold the ASHA Certificate of Clinical Competence (CCC). In most states you will also have to obtain a state license and special certification to work in the schools.
To attain ASHA Certification
Complete academic coursework and clinical practicum for the certification as stated in the Plan of Study earning a “B” (83%) or better and meet the outcomes as described on the Student Learning Outcome (SLO) form (Appendix C).
Earn the Master's degree.
Achieve a passing score (162) on the National Examination in Speech-Language Pathology (NESPA) and submit a copy (photocopy acceptable) of this score to the Clinical Certification Board and the University of Toledo SLP Program Director.
Obtain graduate Program Director's signature on necessary forms (completed at exit interview).
Complete application for ASHA membership and certification.
Complete Clinical Fellowship (CF) year.
Submit certification application with all required fees. ASHA requirement check: http://www.asha.org/certification/SLPCertification/
To attain Ohio license in Speech-Language Pathology
Obtain application for license to practice as a speech pathologist in the state of Ohio from Ohio Board of Speech Pathology and Audiology:
77 South High Street 16th Floor Columbus, Ohio 43266 (614) 466 – 3145 http://slpaud.ohio.gov/
The Department may verify your graduation to the Licensure Board by letter.
Have sent directly to the Board:
Official transcript of all undergraduate and graduate coursework
National Examination in Speech Pathology (162 score necessary)
Complete supervised Professional Experience Plan and have signatures notarized.
Forward appropriate fees.
To attain School Speech-Language Pathology License
Recommend taking the NTE examination during last semester of enrollment.
Specialty Exam: Speech-Language Pathology ("ASHA Exam")
Obtain application form from Student Services in Gillham Hall (4th Floor)
Provide verification of accomplishments of all requirements for the degree
Transcript
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verification of clinical practicum hours
Submit all materials to Tim Lewandowski, Student Services, Gillham Hall.
Educational Licensure Requirements
Undergraduate coursework in speech-language pathology
includes normal bases of speech and language
includes audiology / aural rehabilitation / sign
includes disorders courses
Education requirements
EDP 3280 Introduction to Teaching (or equivalent)
EDP 3290 Lifespan Development (or equivalent)
SPED 2040 Perspectives in Special Education (or equivalent)
SPED 4110 Curriculum and Methodology for Students with Moderate Educational Needs (or equivalent)
or
SPED 4120 Curriculum and Methodology for Students with Intensive Educational Needs (or equivalent)
Related requirements
Counseling
Cultural Diversity
Collaboration / Team
Technology skills
Meet the requirements through:
Undergraduate major at UT
Undergraduate with degree (UWD) at UT meeting school SLP requirements
Transfer of credit for similar courses Demonstration of technology skill
To attain Michigan license in Speech-Language Pathology
Contact the Michigan Board of Speech-Language Pathology for up-to-date information http://www.michigan.gov/lara/0,4601,7-154-35299_63294_27529_53664---,00.html
License instructions for CF and post-CCC employment may be found at: http://www.michigan.gov/documents/lara/Speech-Language_Pathology_Full_App_Pkt_371057_7.pdf
THE AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION
The national scientific and professional association for speech-language pathologists and audiologists concerned with communication behavior and its disorders http://www.asha.org
ASHA's goals include:
to maintain high standards of clinical competence for professionals providing speech-language pathology and audiology services to the public.
to encourage the development of comprehensive clinical service programs.
to promote investigation of clinical procedures used in treating disorders of communication.
to stimulate exchange of information about human communication through conventions, publications, and other continuing professional educational activities.
to encourage basic research and scientific study of human communication and its disorders.
ASHA requires that:
Members and individuals who hold the Certificate of Clinical Competence subscribe to a Code of Ethics incorporating the highest standards of integrity and ethical principles (distributed in SLP 3800, SLP 6930 and clinic staffing meetings; available from Clinic Coordinator, Program Director, and posted on clinic bulletin board; accessed at http:/www.asha.org/code of ethics.htm from ASHA). If you have any questions concerning our speech-language pathology program, contact the Program Director. If you think there are serious violations of ASHA standards within the program, and you have consulted with the Program Director and still have concerns, you may contact the Council of Academic Accreditation, ASHA, 2200 Research Boulevard, #310, Rockville, MD 20850, (800) 498-2071 or (30l) 897-0142.
LIFELONG EDUCATION
Speech-language pathologists must continue their education throughout their professional careers to keep up with the changes in the field and to prepare for new responsibilities and/or positions. To maintain competence, one should regularly attend workshops, seminars, and conventions including the annual ASHA convention, held each November, whenever possible. Lifelong education is supported by state regulations and ASHA certification standards. Continuing education (20 clock hours in the two-year license period) is now required for renewal of your Ohio licensure as a speech-language pathologist. Continuing education (30 contact hours in a three-year period) is needed to maintain the Certificate of Clinical Competence. Continuing education activities for school speech-language pathologists are also required.
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NATIONAL EXAMINATION IN SPEECH-LANGUAGE PATHOLOGY
The National Examination in Speech-Language Pathology and Audiology (NESPA) is administered as Specialty Area tests of the NTE (Educational Testing Service), the Praxis Series (0330). For information on testing centers, appointments, and registration, visit: http://www.ets.org/praxis/register/centers_dates Candidates should register directly with NTE for the appropriate "Specialty Area" test (Speech-Language Pathology: 0330). It is recommended that you take the exam close to graduation so that you may complete as much of your coursework and clinical practica as possible. It is NOT recommended to take the exam before your second semester of the second year of graduate work.
Score Reporting
Please have a copy of your Praxis score sent to The University of Toledo (R0228) so we may monitor students' completion of the examination, maintain the necessary student records for reporting purposes as well as to help us in strategic planning and goal setting. Student outcome data is used to refine and improve our program. We appreciate your help in this matter.
NTE will also provide ASHA with a copy of your examination score within 8 weeks provided you have entered the appropriate Agency Code (R5031) on your answer sheet. You may also have your score reported to the Ohio State Department of Education (R7945) if you are applying for licensure as a school speech-language pathologist. You may have your score reported to the Ohio State Licensure Board by indicating R7938 as the Ohio Reporting Code. NTE saves your examination score for only five years. Therefore, it is extremely important that you retain a copy of your exam score for your own records. If you apply for certification of state licensure in the future without a copy of your exam score, it will be necessary for you to retake the examination.
How We Help You to Meet ASHA Standards for the Certificate of Clinical Competence
As a program accredited by the Council on Academic Accreditation (CAA), the graduate program in speech-language pathology at the University of Toledo is committed to helping students to meet ASHA Standards for the Certificate of Clinical Competence. The program takes the following steps to assist you to meet the 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology. 1. The program’s mission, goals, and objectives are consistent with ASHA- recognized national
standards for entry into professional practice and with the mission of the institution.
a. Examples of three specific student learning outcomes:
Administer, score, and interpret results of a voice diagnostic protocol (with an actual
client or in a videotaped role playing interaction with a peer) and write a complete report of the assessment using an acceptable format
Develop an articulation/phonological based intervention plan demonstrating articulatory, phonological, motoric, or functional focus as appropriate for the client
Demonstrate ability to check and troubleshoot various amplification devices by correctly checking hearing aid status/listening competency on a daily basis for all clients with hearing impairment
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, and is introduced in the following format:
The student will demonstrate detailed knowledge about the assessment of voice disorders (Standards IV D; V A, B))
3.0 In order to demonstrate knowledge of the principles and methods of prevention,
assessment and diagnosis for persons with voice disorders and ways to adapt procedures to meet individual needs (including considerations of anatomical/physiological, psychological, developmental, linguistic and cultural correlates of the disorder), the student will
3.1 Correctly answer items on course exam(s) sampling comprehension, analysis, synthesis, and/or evaluation of information from readings and lectures related to selected topics that may include but not be limited to 3.1.1 principles and methods of voice screening 3.1.2 major instrumental and non-instrumental assessment procedures and
their advantages, disadvantages, and use in accordance with evidence-based practice
3.1.3 associated signs and symptoms that contribute to differential diagnosis 3.1.4 prognostic factors and implications related to specific diagnostic categories 3.1.5 indications and procedures for referral to other professionals accepted formats for documenting and reporting assessment results
3.2 Administer, score, interpret results of a voice diagnostic protocol (with an actual
client or in a videotaped role playing interaction with a peer) and write a complete report of the assessment using an acceptable format
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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. For example, the Graduate Advisor determines by examining transcripts if the student has taken the necessary Math and Science courses for the new standards. If students have not taken the required coursework, they are advised to take these courses prior to graduation. In addition, if students have not earned grades of “C” or better in courses related to communication disorders, the normal bases of communication, or in math and science courses used to satisfy ASHA standards, they are required to retake these and earn grades of “C” or better.
Throughout, and at the end, of each semester, each faculty/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 Director, Graduate Advisor, and/or Clinic Coordinator meets with the graduate students as a group to guide them through the process for using the Student Learning Outcomes form (Appendix C) as a worksheet to track their own performance in conjunction with the 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology (http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/ ). After updating the Priority outcomes signatures page each semester, the student submits his/her form to the Clinic Coordinator, who reviews it for accuracy and verifies it. At the completion of the program, the student submits a final version of the Student Learning Outcomes form for verification by the 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 help track their progress toward meeting them. Ultimate responsibility for meeting the requirements rests with the student.
Students are welcomed to view their graduate or clinic files as often as desired by scheduling by an appointment for this purpose with their graduate advisor, and/or checking the file out from the clinic administrative assistant or clinic coordinator.
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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.
ACADEMIC AND CLINICAL PROGRESS AND RELATED ISSUES
PROBATION AND DISMISSAL
Probation and Dismissal Policy Statement
Probation status within the SLP Program is used to inform the student that s/he is progressing unacceptably (academically, clinically, and/or professionally) within the Program. These classifications are intended to inform the student that improvement is needed to regain “in good standing” status within the Program. The student will be notified of unacceptable progress by written notice from the appropriate faculty member, Program Director and/or Clinic Coordinator within two (2) weeks of identification of deficiencies. The following may constitute grounds for Probation status:
unprofessional conduct
unsafe practice
violation of client’s rights in the classroom or clinical environments
violation of other person’s rights with whom the student interacts
Cumulative graduate GPA falls below a 3.0
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” (see Appendix A), “Guide for Professional Conduct” and ASHA Code of Ethics (see Appendix H), and the UT Graduate Student Ethics Code as found in the College of Graduate Studies Student Handbook. Additional expectations may be identified by individual faculty members. If a student is placed on probation, 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 unless he or she is in good standing within the Program and the College of Graduate Studies. The following constitutes criterion for immediate 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 (Appendix H)
Documented violations of the UT Graduate Student Ethics Code, which can be found at: http://www.utoledo.edu/graduate/hsc/hsc_handbook10/Student_Code_of_Ethics.html
Documented violation of the Standards of Conduct
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Leave-of-absence from the SLP Program for longer than one (1) calendar year without written permission (see description below)
Anyone dismissed from the Speech-Language Pathology Program may re-apply for admission. Re-admission will be determined on an individual basis, particularly considering the reason for dismissal. However, in most cases, re-admission is highly unlikely.
LEAVE OF ABSENCE (LOA)
Academic Leave of Absence
Students who are required to repeat a 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 withdrawal from the SLP Program. The final decision regarding a leave-of-absence and any exception to the above criteria will be made by the Program Director, with the majority consent of the faculty.
WITHDRAWAL FROM THE SLP PROGRAM
Before withdrawing from the Program, the student should meet with his/her graduate advisor in the program and the Program Director. Should the student wish to withdraw from the University in good standing, she or he must obtain permission from the Dean of the College in which he or she is enrolled.
Entry and Re-Entry Policy:
Re-entry must occur so that courses are completed in sequence.
Last revised 10-10-16 15
STANDARDS OF CONDUCT Expectations regarding professional conduct and disposition have been identified by academic and clinical faculty as essential for the pre-service professional. Therefore, the policies and guidelines herein have been formulated to aid professional growth and socialization into the profession of Speech-Language Pathology. Specific expectations of the SLP profession have been delineated as the Generic Abilities (Appendix B) and the Guidelines for Professional Conduct (Appendix H), which includes the ASHA Code of Ethics, which are addressed in various courses and clinic meetings throughout the Program. Frequently faculty members are requested to provide professional references for students and graduates, which require evaluation of one’s attendance, punctuality, adherence with policy, etc. To that end, the faculty will be observing (on an ongoing basis) the degree to which Standards of Conduct and the Attendance Policies are being met.
GENERAL PERSONAL APPEARANCE
Personal appearance should conform to acceptable standards of the environment – i.e. classroom and/or clinic. The SLP Program is designed to prepare students for the role of a professional. Thus, a more professional standard of dress than may be necessary for other programs of study is required. General guidelines include:
personal cleanliness, including hair and clothing, at all times.
student identification badges should be worn at all times when in the clinical or other appropriate placements.
hair, including facial hair, should be neatly styled and arranged.
jewelry should be simple in nature; lobe earrings, necklaces, a watch and wedding bands are permitted.
fingernails should be clean and trimmed.
strong perfume/cologne should be avoided as some people may find them offensive; they may be damaging to some clients (e.g., those with tracheostomy or allergies).
hats and hoodies are not permitted inside the clinic especially when in contact with clients.
Personal Appearance in the Classroom and Clinic/Intern Sites
As a 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 you are 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.
Personal Appearance in the Clinical Setting
As a health care professional in training, students should demonstrate professional appearance and behavior during all clinical education experiences, including observations. In addition to the general guidelines for professional students, students need to observe the following guidelines:
Professional attire is expected.
Solid color slacks. Solid, print, striped or plaid, conservative cut shirt or blouse.
All attire should be clean, pressed and in good repair.
Comfortable, clean, dress shoes in good shape are permitted.
A white lab coat may be required if your gluteal area is exposed.
Student identification badge should be worn at all times.
Additional requirements for acceptable appearance may be identified by individual clinical facilities.
Consequences of Unacceptable Appearance:
1st offense- the student will be given a verbal warning and may be required to go home and change clothes
2nd offense- the student will receive a written warning
3rd offense- the student will be placed on academic probation for unprofessional behavior
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ALCOHOL, CHEMICAL SUBSTANCE AND TOBACCO USE
Use of alcohol or other chemical substances prior to or during school/clinic hours is considered unacceptable and unprofessional behavior and will be result in immediate referral to the disciplinary process. In accordance with the University of Toledo’s policy, all campuses are smoke and tobacco free.
CLASSROOM/CLINIC MAINTENANCE
It is the responsibility of all students to maintain neat and orderly classrooms and clinic spaces. Expectations for post-session orderliness were developed by a committee of students and faculty and are as follows:
1. Clean your area after use with disinfectant spray and remove any items or trash from the furniture and floor in area used.
2. Re-arrange furniture in the appropriate area of the room when your class/session is completed. 3. Return all tools, equipment and supplies to the appropriate storage areas.
Food and Beverages
Policies regarding use of food and beverages in classroom and clinic vary from building to building. For classrooms in buildings equipped with computer and electrical hook-ups in tables, beverages are permitted only with approved “spill-proof” containers.
ATTENDANCE POLICIES
The SLP faculty believes that classroom activities are essential to learning and to the application of knowledge and skills; however, in order to maintain academic freedom in the classroom, the instructors have the privilege of establishing their own policy regarding attendance requirements. The instructors are responsible for informing the student of their attendance policy at the first class meeting. The student is responsible for knowing and meeting all course requirements, including tests, assignments, class participation and attendance as indicated by the course instructor. The instructor has no obligation to give make-up examinations or to review class work missed by the student as the result of an unexcused absence. The responsibility for making up work missed during any absence rests with the student.
Excused Absences
Per departmental policy, excused absences include: illness of self or dependent; jury duty (please contact the Program Director if asked to serve jury duty); and death of an immediate family member (parent, grandparent, sibling, spouse, or child). Other situations may be deemed as excused absences at the discretion of the individual faculty member.
The student is requested to notify the faculty member and/or Clinic Coordinator/supervisor of any illness or circumstance, which will prevent attendance at a regularly scheduled class or other scheduled meeting prior to the absence/tardiness. If calling the department number, be prepared with the course number, name, and instructor.
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 16 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.
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.
INCLEMENT WEATHER POLICY
The SLP Program’s policy is that classes will be canceled only in the event that The University of Toledo cancels classes due to inclement weather. Students are asked to use discretion regarding attending class in the case of severe weather conditions. Individual instructors may have reason to cancel and should pre-arrange a notification method.
Inclement Weather Policy Clinical Education
The SLP Program’s policy is that students will follow the direction of the clinic or off-site placement regarding attendance during inclement weather. If the student is advised by the clinic to remain at home/go home early this will be an excused absence. 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
Last revised 10-10-16 19
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 purpose of this policy is to clarify the professional behavior expectations regarding the use of social media by students enrolled in the SLP program at The University of Toledo.
Rationale for this Policy
Speech-Language Pathology students must maintain the same professional behavior and ethical standards in their online activity as they do in all other forms of communication as presented in ASHA Code of Ethics and other guides to professional behavior. Although social media may be considered a personal endeavor in many cases, it may also be viewed by faculty, fellow students and clients. Inattention to these communication standards may lead to harmful and/or negative long-lasting impact on clients, peers, the career of the individual, and the reputation of the student, the program and the university, as well as the profession. Potential intern supervisors, employers and others may also use social media to learn more about you.
Best Practices that SLP Students are Expected to Follow
1. Take responsibility and use good judgment. You are responsible for the material you share through social media. Be courteous, respectful, and thoughtful about how others may perceive or be affected by what you share. False and unsubstantiated claims and inaccurate or inflammatory communications may create liability for you.
2. Think before you post. Anything you post is highly likely to be permanently connected to you and your reputation through Internet and email archives. Current instructors/supervisors, future employers, and clients often have access to this information and may use it to evaluate your personal and professional judgment and suitability for employment. Take great care and be thoughtful before placing your identifiable comments in the public domain.
3. Protect your own privacy. Make sure you understand how the privacy policies and security features work on the sites where you are sharing material. Use privacy settings to safeguard personal information and content to the extent possible, but realize that privacy settings are not absolute and that once on the Internet, content is likely there permanently.
4. When interacting with other students, faculty or clinical instructors, or patients on the Internet, maintain appropriate boundaries in accordance with professional and ethical guidelines just as you would in any other context.
5. If students see unprofessional content posted by colleagues/peers, their faculty, etc., they have a responsibility to bring the appropriateness of that content to the attention of the individual, so that he or she can remove it and/or take other appropriate actions. If the behavior violates professional norms and the individual does not take appropriate action to resolve the situation, the student should report the matter to a SLP faculty member and/or the Program Director.
Activities that may be Grounds for Dismissal from the SLP Program
1. Publishing, discussing, or sharing in any way the health information of other individuals. Be aware that removal of an individual’s name or use of a pseudonym does not constitute proper de-identification of protected health information. Inclusion of data such as age, gender, race, diagnosis, date of evaluation, type of treatment or posting of patient stories and/or pictures (such as a before/after photograph of a patient having surgery, or a photograph of a patient participating in therapy or even social activities may still allow the reader to recognize the identity of a specific individual.
2. Claiming to be an official representative or spokesperson for The University of Toledo or its entities, including the SLP program.
3. Assuming the identity of another person or otherwise attempting to obscure one’s own identity 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.
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HEALTH POLICIES
HEALTH FORMS
Each student, while enrolled in the didactic and clinical portions of the speech-language pathology curriculum, is required to have completed an annual Student Health Form. Students are prohibited to engage in laboratory activities or to attend clinical facilities if this information is not on file for the current year. The necessary forms will be provided to the student, and are to be completed and signed by the examining physician and returned by the appropriate due date. Each student shall maintain a copy of his/her annual Student Health Form in his/her personal records in the event that an immediate copy is needed. More specifics are provided in the Clinic Handbook. It should also be noted that some clinical sites have additional health requirements (flu shots, drug screens, etc.). When these are known in advance, the program will inform the student of any additional health requirements. However, during preparations for an upcoming clinical placement, the student is responsible for checking with the supervisor to determine if there are any additional health requirements. It is recommended that this process be initiated approximately 4-6 weeks prior to the start of the clinical placement to allow adequate time for completion of any additional health requirements (when possible). All expenses incurred in obtaining a physical, necessary laboratory tests, immunizations and additional health requirements are the responsibility of the student.
CHANGES IN HEALTH STATUS
In the event that one’s health status changes at any time during the program of study, it is the responsibility of the student to notify individual course instructors and the Clinic Coordinator 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.
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
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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. Students should contact the Office of Academic Access (Rocket Hall 1820; 419.530.4981; [email protected] ) as soon as possible for more information and/or to initiate the process for accessing academic accommodations.
Chronic Health Condition Not Requiring Accommodations
Students are responsible for notifying the instructor of their inability to participate in activities that are potentially harmful due to a pre-existing physical condition, acute or chronic, that places them at risk for injury.
MISCELLANEOUS/SUPPORT SERVICES
STUDENT INFORMATION SHEET
Each student is required to complete and provide for program files demographic information, such as emergency contact numbers on the “Confidential Student Information Form” provided during clinic orientation. It is the responsibility of the student to advise the Clinic Administrative Assistant, Rm. 1240 HHS Building, the Program Director, and the College of Graduate Studies of changes of address and other student information.
LIABILITY INSURANCE
All students are provided professional liability insurance through the University of Toledo. Professional liability insurance covers their activities as a speech-language pathology student in the classroom and clinical education experiences. Proof of professional liability insurance by clinical sites is available upon request. One’s student professional liability insurance does not cover the student in activities outside the domain of the SLP Program (e.g. while employed as a tutor) or during unsupervised practice of skills. It is recommended that students also consider obtaining their own liability insurance for such practices.
CRIMINAL BACKGROUND CHECK POLICY
All incoming speech-language pathology students are required to complete both an Ohio BCI&I check and a FBI criminal background check before their first summer semester. The purpose of the background check policy is to:
1. Promote and protect patient/client safety, as well as the well-being of the campus community.
2. Comply with the mandates of clinical sites, which require student background checks as a condition of their written contracts with the SLP Program, The University of Toledo, as stipulated by the Joint Commission on Accreditation of Healthcare Organizations (JCAHO).
In the event that the background check report identifies a history of criminal activity, the student may be at risk for not being able to successfully complete the required clinical practicum requirements of the Program. Successful completion of all designated clinical practica and clinical internships is a graduation requirement for a Master’s degree.
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3. Promote early self-identification of students who may be “at risk” for not meeting licensure eligibility requirements in some states due to a felony conviction.
In order to insure that a student with a history of a felony conviction is eligible for sitting for the licensure exam, the “at risk” student will need to seek clarifying information directly from the licensure board of the state in which s/he wishes to practice. As practice laws vary from state to state, it becomes the student’s responsibility to know the laws of individual states regarding policies associated with the awarding of a license; the “at risk” student may need to petition the state licensure agency to request a declaratory order/opinion from the licensure agency.
IDENTIFICATION BADGES
The University of Toledo ID system has been automated to allow students to receive a Rocket Card by logging into the myUT portal with their UTAD and password, which automatically inputs, name, Rocker number, and other information. The user then picks which campus they would like to pick up the ID/Rocket Card, uploads a photo, and submits the order. Student accounts will automatically be charged when replacement cards are created. Students will receive an e-mail within three business days letting them know their new ID is ready to be picked up. A photo ID will be required to pick up the Rocket Card. The photo ID will permit the student to use UT’s libraries, Recreation Center, gain “after-hours” entry into campus buildings for self-study, and receive discounts on meals served at the University of Toledo Medical Center’s cafeteria. All students must wear their photo ID when in the clinic; the clinic may also provide a photo ID.
COMPUTERS AND OTHER TECHNOLOGY
The computer lab in Health and Human Service Building (HHS) is located in room 1244. Students must swipe ID at the door for access. Laptops, digital cameras, and other equipment are available for check-out in HHS 2400. For information regarding computers and technology in HHS, visit the CHS Information Technology website at: http://www.utoledo.edu/eduhshs/studentcomputing/ Other technology for clinical practicum is available through the clinic. Information is available in the Clinic Handbook.
THE WRITING CENTER
The Writing Center works with current UT students on a variety of writing projects in any subject. Experienced, polished writers read, review, and respond to papers in order to assist students individually at any stage of academic or personal writing. Writers meet with Writing Center tutors in order to generate ideas, organize notes and thoughts, and receive feedback on drafts or completed papers. The Writing Center is located in Carlson Library, room 1005 on the Main Campus. To schedule an appointment or for information, please call 419-530-4939 or visit the website: http://www.utoledo.edu/success/writingcenter/
EMERGENCIES IN THE CLASSROOMS, OFFICES OR CLINIC
To obtain emergency medical assistance for any injured employee, student or visitor on any campus, initiate the emergency response system by calling 419-530-2600 (Campus Police dispatcher).
Campus Police/Security
In an attempt to enhance security, some buildings on the Main Campus are locked manually between 10:00-11:00 p.m. and unlocked at 6:00 a.m. Buildings equipped with swipe access are automatically 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
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Radiological, Biological, or Chemical Contamination – Code Orange
Bomb Threats – Code Black
Evacuation – Code Green
Medical Emergency – Code Blue
Adult Patient Missing – Code Brown
Snow or Transportation Emergency Plan – Code White
Child Abduction – Code Adam
EMPLOYMENT (OUTSIDE THE UNIVERSITY) DURING GRADUATE SCHOOL
Given the rigors and time commitment of professional education, the Speech-Language Pathology faculty strongly urges students not to seek employment during the academic term. Should, however, a student choose to be employed in a related professional setting, the following guidelines should be utilized:
1. SLP students employed in related professional settings must not represent themselves in any way as speech-language pathologists or as speech-language pathology or communication assistants (unless duly licensed as same).
2. SLP students representing themselves as having any degree of expertise in speech-language
pathology are in violation of state licensure laws. Such claims may result in denial of eligibility for licensure after graduation from the SLP Program. Refer to State licensure laws as contained in the Ohio Revised Code.
3. SLP students employed in related professional settings must not represent themselves as official
representatives of the University of Toledo or its SLP Program.
4. SLP student liability insurance only covers students during classroom activities and during assigned clinical practica and internships.
5. SLP students are advised to carefully read the job descriptions pertaining to unlicensed personnel
and should not undertake responsibilities outside this description or the law relative to employment in a related professional setting, even if the client or employer requests one to do so.
Questions regarding employment in an SLP setting should be directed to the Ohio Licensure Board.
ADDITIONAL EDUCATIONAL OPPORTUNITIES
Certificate Programs
Students may elect to participate in various graduate certificate programs offered at the University. However, requirements and expectations must not interfere with the requirements of the SLP program. Graduate certificate options include:
“Certificate in Advanced Intervention for Listening and Spoken Language Development of Children who use Advanced Hearing Technologies“ see Dr. Pakulski “Graduate Certificate in Teaming in Early Childhood” http://www.utoledo.edu/hhs/gctec/ “Graduate Certificate in Contemporary Gerontological Practice” http://www.utoledo.edu/depts/csa/gradcertificate.html
“Child Advocacy” http://www.utoledo.edu/dl/programs/certificates/cert_child-advocate.html “Patient Advocacy” http://www.utoledo.edu/dl/programs/certificates/cert_advocacy.html “Elder Law” http://www.utoledo.edu/dl/programs/gerontology/elder-law.html “Healthcare Business Management Excellence” http://www.utoledo.edu/schools/shbie/c_hbme.html
For more information, visit each program’s respective website.
Continuing Education
Students are encouraged to attend on-campus activities and continuing education events, which are identified via e-mail postings, as well as the Institutional Calendar of Events found online in the University of Toledo’s Webpage. Additionally, students will be apprised of regional continuing education opportunities.
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CAREER OPPORTUNITIES
An employment notebook is located in the clinic (room 1240). All information received by the Program regarding employment and career opportunities is posted in this book. In addition, the Department of Rehabilitation Sciences hosts an annual “Job Fair” on the 2nd Wednesday in March. Health care facilities that employ physical therapists, occupational therapists and speech language pathologists are invited to attend, and each year approximately 50-60 facilities are represented from the tri-state area and beyond. SLP students are expected to attend the Job Fair, and students who are in a local clinical internship are excused from the clinic in order to attend. Facilities who participate in the Job Fair can also email information to the program to have it posted in the employment book. The University of Toledo also provides career services:
Center for Experiential Learning and Career Services
http://www.utoledo.edu/success/career/ (419) 530-4341
APPENDICES
APPENDIX A: GENERIC ABILITIES
Generic abilities are attributes, characteristics or behaviors that are not explicitly part of the profession’s core of knowledge and technical skills but are nevertheless required for success in the profession. Ten generic abilities were identified through a study conducted at UW-Madison in 1991-92. The ten abilities and definitions developed are:
Generic Ability Definition
Commitment to Learning The ability to self-assess, self-correct, and self-direct; to identify
needs and sources of learning; and to continually seek new knowledge and understanding.
Interpersonal Skills The ability to interact effectively with patients, families, colleagues,
other health care professionals, and the community and to deal effectively with cultural and ethnic diversity issues.
Communication Skills The ability to communicate effectively (i.e., speaking, body
language, reading, writing, listening) for varied audiences and purposes.
Effective Use of Time The ability to obtain the maximum benefit from a minimum and Resources investment of time and resources.
Use of Constructive The ability to identify sources of and seek out feedback and to Feedback effectively use and provide feedback for improving personal
interaction.
Problem-Solving The ability to recognize and define problems, analyze data, develop and implement solutions, and evaluate outcomes.
Professionalism The ability to exhibit appropriate professional conduct and to
represent the profession effectively.
Responsibility The ability to fulfill commitments and to be accountable for actions and outcomes.
Critical Thinking The ability to question logically; to identify, generate, and
evaluate elements of logical argument; to recognize and differentiate facts, illusions, assumptions, and hidden assumptions; and to distinguish the relevant from the irrelevant.
Stress Management The ability to identify sources of stress and to develop effective
coping behaviors.
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Beginning Developing Entry-Level Post-Entry-Level
1. Commitment to Learning
Identifies problems
Formulates appropriate questions
Identifies and locates appropriate resources
Demonstrates positive attitude (motivation) toward learning
Offers own thoughts and ideas
Identifies need for further information
Prioritizes information needs
Analyzes and subdivides large questions into components
Seeks out professional literature
Sets personal and professional goals
Identifies own learning needs based on previous experiences
Welcomes and\or seeks new learning opportunities
Applies new information and re-evaluates performance
Accepts that there may be more than one answer to a problem
Recognizes the need to and can verify solutions to problems
Reads articles critically and understands limits of application to professional practice
Researches and studies areas where knowledge base is lacking
Questions conventional wisdom
Formulates and re-evaluates position based on available evidence
Demonstrates confidence in sharing new knowledge with all staff levels
Modifies programs and treatments based on newly-learned skills and considerations
Acts as a mentor in area of specialty for other staff
2. Interpersonal Skills
Maintains professional demeanor in all clinical interactions
Demonstrates interest in patients as individuals
Respects cultural and personal differences of others; is non-judgmental about patients’ lifestyles
Communicates with others in a respectful, confident manner
Respects personal space of patients and others
Maintains confidentiality in all clinical interactions
Demonstrates acceptance of limited knowledge and experience
Recognizes impact of non-verbal communication and modifies accordingly
Assumes responsibility for mistakes, apologizes
Motivates others to achieve
Establishes trust
Seeks to gain knowledge and input from others
Respects role of support staff
Listens to patient but reflects back to original concern
Works effectively with challenging patients
Responds effectively to unexpected experiences
Talks about difficult issues with sensitivity and objectivity
Delegates to others as needed
Approaches others to discuss differences in opinion
Accommodates differences in learning styles
Recognizes role as a leader
Builds relationships with other professionals
Establishes mentor relationships
3. Communication Skills
Demonstrates understanding of basic English (verbal and written); uses correct grammar, accurate spelling and expression
Writes legibly
Recognizes impact of non-verbal communication: maintains eye contact, listens actively
Utilizes non-verbal communication to augment verbal message
Restates, reflects, and clarifies message
Collects necessary information from patient interview
Presents verbal or written message with logical organization and sequencing,
Modifies communication (verbal and written) to meet the needs of different audiences
Maintains open and constructive communication
Utilizes communication technology
Demonstrates ability to write scientific research papers
Fulfills role as patient advocate
Mediates conflict
Communicates professional needs and concerns
Dictates clearly and concisely
4. Effective Use 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 of Constructive Feedback
Demonstrates active listening skills
Actively seeks feedback and help
Demonstrates a positive attitude toward feedback
Critiques own performance
Maintains two way communication
Assesses own performance accurately
Utilizes feedback when establishing pre-professional goals
Provides constructive and timely feedback when establishing pre-professional goals
Develops plan of action in response to feedback
Seeks feedback from clients
Reconciles differences with sensitivity
Modifies feedback given to clients according to their learning styles
Considers multiple approaches when responding to feedback
Engages in non-judgmental, constructive problem-solving discussions
Acts as conduit for feedback between multiple resources
Utilizes feedback when establishing professional goals
Utilizes self-assessment for professional growth
6. Problem-Solving
Recognizes problems
States problems clearly
Describes known solutions to problem
Identifies resources needed to develop solution
Begins to examine multiple solutions to problems
Prioritizes problems
Identifies contributors to problem
Considers consequences of possible solutions
Consults with others to clarify problem
Implements solutions
Reassesses solutions
Evaluates outcomes
updates solutions to problems based on current research
Accepts responsibility for implementation of solutions
Weighs advantages
Participates in outcome studies
Contributes to formal quality assessment in work environment
Seeks solutions to community health-related problems
7. Professionalism
Abides by APTA Code of Ethics
Identifies appropriate professional role models
Demonstrates accountability for professional decisions
Actively promotes profession
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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
Discusses societal expectations of the profession
Acts on moral commitment
Involves other professionals in decision-making
Seeks informed consent from patients
Treats patients within scope of expertise
Discusses role of SLP on a professional team
Keeps patient as priority
Participates actively in professional organizations
Attends workshops
Acts in leadership role when needed
Supports research
8. Responsibility
Demonstrates dependability
Demonstrates punctuality
Follows through on commitments
Recognizes own limits
Accepts responsibility for actions and outcomes
Provides safe and secure environment for patients
Offers and accepts help
Completes projects without prompting
Delegates as needed
Directs patients/clients to other professionals when needed
Encourages patient accountability
Orients and instructs new employees/students
Promotes clinical education
Accepts role as team leader
Facilitates responsibility for program development and modification
9. Critical Thinking
Raises relevant questions
Considers all available information
States the results of scientific literature
Recognizes “holes” in knowledge base
Articulates ideas
Feels challenged to examine ideas
Critiques hypotheses and ideas
Formulates new ideas
Seeks alternative ideas
Formulates alternative hypotheses
Understands scientific method
Exhibits openness to contradictory ideas
Assesses issues raised by contradictory ideas
Justifies solutions selected
Determines effectiveness of applied solutions
Distinguishes relevant from irrelevant
Distinguishes when to think intuitively vs. analytically
Demonstrates beginning intuitive thinking
Identifies complex patterns of associations
Recognizes own biases and suspends judgmental thinking
Challenges others to think critically
10. Stress Management
Recognizes own stressors or problems
Recognizes distress or problems in others
Seeks assistance as needed
Maintains professional demeanor in all situations
Maintains balance between professional and personal life
Demonstrates appropriate affective responses to situations
Accepts constructive feedback
Establishes outlets to cope with stressors.
Tolerates inconsistencies in 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 B
Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology
http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/ 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology
Effective Date: September 1, 2014
Introduction
The Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) is a semi-autonomous credentialing body of the American Speech-Language-Hearing Association. The charges to the CFCC are: to define the standards for clinical certification; to apply those standards in granting certification to individuals; to have final authority to withdraw certification in cases where certification has been granted on the basis of inaccurate information; and to administer the certification maintenance program.
A Practice and Curriculum Analysis of the Profession of Speech-Language Pathology was conducted in 2009 under the auspices of the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) and the CFCC. The survey analysis was reviewed by the CFCC, and the following standards were developed to better fit current practice models.
The 2014 standards and implementation procedures for the Certificate of Clinical Competence in Speech-Language Pathology will go into effect for all applications for certification received on or after September 1, 2014. View the SLP Standards Crosswalk [PDF] for more specific information on how the standards will change from the current SLP standards to the 2014 SLP standards.
Citation: Council for Clinical Certification in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association. (2012). 2014 Standards for the Certificate of Clinical Competence in Speech-Language Pathology. Retrieved [date] from http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/.
The Standards for the Certificate of Clinical Competence in Speech-Language Pathology are shown in bold. The Council for Clinical Certification implementation procedures follow each standard.
Standard I—Degree Standard II—Education Program Standard III—Program of Study Standard IV—
Knowledge Outcomes Standard V—Skills OutcomesStandard VI—AssessmentStandard VII—Speech-
Language Pathology Clinical FellowshipStandard VIII—Maintenance of Certification
Standard I: Degree
The applicant for certification must have a master’s, doctoral, or other recognized post-baccalaureate degree.
Implementation: The Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) has the authority to determine eligibility of all applicants for certification.
Standard II: Education Program
All graduate course work and graduate clinical experience required in speech-language pathology must have been initiated and completed in a speech-language pathology program accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA).
Implementation: If the program of graduate study is initiated and completed in a CAA-accredited program and if the program director or official designee verifies that all knowledge and skills required at that time for application have been met, approval of the application is automatic. Individuals educated outside the United States or its territories must submit documentation that course work was completed in an institution of higher education that is regionally accredited or recognized by the appropriate regulatory authority for that country. In addition, applicants outside the United States or its territories must meet each of the standards that follow.
Standard III: Program of Study
The applicant for certification must have completed a program of study (a minimum of 36 semester credit hours at the graduate level) that includes academic course work and supervised clinical experience sufficient in depth and breadth to achieve the specified knowledge and skills outcomes stipulated in Standard IV-A through IV-G and Standard V-A through V-C.
Implementation: The minimum of 36 graduate semester credit hours must have been earned in a program that addresses the knowledge and skills pertinent to the ASHA Scope of Practice in Speech-Language Pathology.
Standard IV: Knowledge Outcomes
Standard IV-A
The applicant must have demonstrated knowledge of the biological sciences, physical sciences, statistics, and the social/behavioral sciences.
Implementation: Acceptable courses in biological sciences should emphasize a content area related to human or animal sciences (e.g., biology, human anatomy and physiology, neuroanatomy and neurophysiology, human genetics, veterinary science). Acceptable courses in physical sciences should include physics or chemistry. Acceptable courses in social/behavioral sciences should include psychology, sociology, anthropology, or public health. A stand-alone course in statistics is required. Research methodology courses in communication sciences and disorders (CSD) may not be used to satisfy the statistics requirement. A course in biological and physical sciences specifically related to CSD may not be applied for certification purposes to this category unless the course fulfills a university requirement in one of these areas.
Standard IV-B
The applicant must have demonstrated knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The applicant must have demonstrated the ability to integrate information pertaining to normal and abnormal human development across the life span.
Standard IV-C
The applicant must have demonstrated knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic,
Last revised 10-10-16 37
psychological, developmental, and linguistic and cultural correlates in the following areas:
A. articulation B. fluency C. voice and resonance, including respiration and phonation D. receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, writing E. hearing, including the impact on speech and language F. swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding, orofacial mycology) G. cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning) H. social aspects of communication (including challenging behavior, ineffective social skills, and lack of
communication opportunities) I. augmentative and alternative communication modalities
Implementation: It is expected that course work addressing the professional knowledge specified in Standard IV-C will occur primarily at the graduate level.
Standard IV-D
For each of the areas specified in Standard IV-C, the applicant must have demonstrated current knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.
Standard IV-E
The applicant must have demonstrated knowledge of standards of ethical conduct.
Implementation: The applicant must have demonstrated knowledge of the principles and rules of the current ASHA Code of Ethics.
Standard IV-F
The applicant must have demonstrated knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice.
Implementation: The applicant must have demonstrated knowledge of the principles of basic and applied research and research design. In addition, the applicant must have demonstrated knowledge of how to access sources of research information and have demonstrated the ability to relate research to clinical practice.
Standard IV-G
The applicant must have demonstrated knowledge of contemporary professional issues.
Implementation: The applicant must have demonstrated knowledge of professional issues that affect speech-language pathology. Issues typically include trends in professional practice, academic program accreditation standards, ASHA practice policies and guidelines, and reimbursement procedures.
Standard IV-H
The applicant must have demonstrated knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to
professional practice.
Standard V: Skills Outcomes
Standard V-A
The applicant must have demonstrated skills in oral and written or other forms of communication sufficient for entry into professional practice.
Implementation: The applicant must have demonstrated communication skills sufficient to achieve effective clinical and professional interaction with clients/patients and relevant others. In addition, the applicant must have demonstrated the ability to write and comprehend technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence.
Standard V-B
The applicant for certification must have completed a program of study that included experiences sufficient in breadth and depth to achieve the following skills outcomes:
A. Evaluation a. Conduct screening and prevention procedures (including prevention activities). b. Collect case history information and integrate information from clients/patients, family, caregivers, teachers,
and relevant others, including other professionals. c. Select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental
procedures. d. Adapt evaluation procedures to meet client/patient needs. e. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for
intervention. f. Complete administrative and reporting functions necessary to support evaluation. g. Refer clients/patients for appropriate services.
B. Intervention a. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients’/patients’ needs. Collaborate with clients/patients and relevant others in the planning
process. b. Implement intervention plans (involve clients/patients and relevant others in the
intervention process). c. Select or develop and use appropriate materials and instrumentation for
prevention and intervention. d. Measure and evaluate clients’/patients’ performance and progress.
e. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the
needs of clients/patients. f. Complete administrative and reporting functions necessary to support
intervention. g. Identify and refer clients/patients for services as appropriate.
C. Interaction and Personal Qualities a. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers,
and relevant others. b. Collaborate with other professionals in case management. c. Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers,
and relevant others. d. Adhere to the ASHA Code of Ethics and behave professionally. Implementation: The applicant must have acquired the skills referred to in this standard applicable across the nine major areas listed in Standard IV-C. Skills may be developed and demonstrated by direct client/patient contact in clinical experiences, academic course work, labs, simulations, examinations, and completion of independent projects.
The applicant must have obtained a sufficient variety of supervised clinical experiences in different work settings and with different populations so that he or she can demonstrate skills across the ASHA Scope of Practice in Speech-Language Pathology. Supervised clinical experience is defined as clinical services (i.e., assessment/diagnosis/evaluation, screening, treatment, report writing, family/client consultation, and/or counseling) related to the management of populations that fit within the ASHA Scope of Practice in Speech-Language Pathology.
Supervisors of clinical experiences must hold a current ASHA Certificate of Clinical Competence in the appropriate
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area of practice during the time of supervision. The supervised activities must be within the ASHA Scope of Practice in Speech-Language Pathology to count toward certification.
Standard V-C
The applicant for certification in speech-language pathology must complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology. Twenty-five hours must be spent in clinical observation, and 375 hours must be spent in direct client/patient contact.
Implementation: Guided observation hours generally precede direct contact with clients/patients. The observation and direct client/patient contact hours must be within the ASHA Scope of Practice of Speech-Language Pathology and must be under the supervision of a qualified professional who holds current ASHA certification in the appropriate practice area. Such supervision may occur simultaneously with the student’s observation or afterwards through review and approval of written reports or summaries submitted by the student. Students may use video recordings of client services for observation purposes.
Applicants should be assigned practicum only after they have acquired sufficient knowledge bases to qualify for such experience. Only direct contact with the client or the client’s family in assessment, intervention, and/or counseling can be counted toward practicum. Although several students may observe a clinical session at one time, clinical practicum hours should be assigned only to the student who provides direct services to the client or client’s family. Typically, only one student should be working with a given client at a time in order to count the practicum hours. In rare circumstances, it is possible for several students working as a team to receive credit for the same session, depending on the specific responsibilities each student is assigned. For example, in a diagnostic session, if one student evaluates the client and another interviews the parents, both students may receive credit for the time each spent in providing the service. However, if student A works with the client for 30 minutes and student B works with the client for the next 45 minutes, each student receives credit for only the time he/she actually provided services—that is, 30 minutes for student A and 45 minutes for student B. The applicant must maintain documentation of time spent in supervised practicum, verified by the program in accordance with Standards III and IV.
Standard V-D
At least 325 of the 400 clock hours must be completed while the applicant is engaged in graduate study in a program accredited in speech-language pathology by the Council on Academic Accreditation in Audiology and Speech-Language Pathology.
Implementation: A minimum of 325 clock hours of clinical practicum must be completed at the graduate level. At the discretion of the graduate program, hours obtained at the undergraduate level may be used to satisfy the remainder of the requirement.
Standard V-E
Supervision must be provided by individuals who hold the Certificate of Clinical Competence in the appropriate profession. The amount of direct supervision must be commensurate with the student’s knowledge, skills, and experience, must not be less than 25% of the student’s total contact with each client/patient, and must take place periodically throughout the practicum. Supervision must be sufficient to ensure the welfare of the client/patient.
Implementation: Direct supervision must be in real time. A supervisor must be available to consult with a student providing clinical services to the supervisor’s client. Supervision of clinical practicum is intended to provide guidance and feedback and to facilitate the student’s acquisition of essential clinical skills. The 25% supervision standard is a minimum requirement and should be adjusted upward whenever the student’s level of knowledge, skills, and experience warrants.
Standard V-F
Supervised practicum must include experience with client/patient populations across the life span and from culturally/linguistically diverse backgrounds. Practicum must include experience with client/patient populations with various types and severities of communication and/or related disorders, differences, and disabilities.
Implementation: The applicant must demonstrate direct client/patient clinical experiences in both assessment and intervention with both children and adults from the range of disorders and differences named in Standard IV-C.
Standard VI: Assessment
The applicant must have passed the national examination adopted by ASHA for purposes of certification in speech-language pathology.
Standard VII: Speech-Language Pathology Clinical Fellowship
The applicant must successfully complete a Speech-Language Pathology Clinical Fellowship (CF).
Implementation: The Clinical Fellowship may be initiated only after completion of all academic course work and clinical experiences required to meet the knowledge and skills delineated in Standards IV and V. The CF must have been completed under the mentorship of an individual who held the ASHA Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) throughout the duration of the fellowship.
Standard VII-A: Clinical Fellowship Experience
The Clinical Fellowship must have consisted of clinical service activities that foster the continued growth and integration of knowledge, skills, and tasks of clinical practice in speech-language pathology consistent with ASHA’s current Scope of Practice in Speech-Language Pathology. The Clinical Fellowship must have consisted of no less than 36 weeks of full-time professional experience or its part-time equivalent.
Implementation: No less than 80% of the Fellow’s major responsibilities during the CF experience must have been in direct client/patient contact (e.g., assessment, diagnosis, evaluation, screening, treatment, clinical research activities, family/client consultations, recordkeeping, report writing, and/or counseling) related to the management process for individuals who exhibit communication and/or swallowing disabilities.
Full-time professional experience is defined as 35 hours per week, culminating in a minimum of 1,260 hours. Part-time experience of less than 5 hours per week will not meet the CF requirement and may not be counted toward completion of the experience. Similarly, work in excess of the 35 hours per week cannot be used to shorten the CF to less than 36 weeks.
Standard VII-B: Clinical Fellowship Mentorship
The Clinical Fellow must have received ongoing mentoring and formal evaluations by the CF mentor.
Implementation: Mentoring must have included on-site observations and other monitoring activities. These activities may have been executed by correspondence, review of video and/or audio recordings, evaluation of written reports, telephone conferences with the Fellow, and evaluations by professional colleagues with whom the Fellow works. The CF mentor and Clinical Fellow must have participated in regularly scheduled formal evaluations of the Fellow’s progress during the CF experience.
Standard VII-C: Clinical Fellowship Outcomes
The Clinical Fellow must have demonstrated knowledge and skills consistent with the ability to practice independently.
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Implementation: At the completion of the CF experience, the applicant will have acquired and demonstrated the ability to
integrate and apply theoretical knowledge, evaluate his or her strengths and identify his or her limitations, refine clinical skills within the Scope of Practice in Speech-Language Pathology, apply the ASHA Code of Ethics to independent professional practice.
In addition, upon completion of the CF, the applicant must have demonstrated the ability to perform clinical activities accurately, consistently, and independently and to seek guidance as necessary.
Standard VIII: Maintenance of Certification
Certificate holders must demonstrate continued professional development for maintenance of the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP).
Implementation: Individuals who hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) must accumulate 30 certification maintenance hours of professional development during every 3-year maintenance interval. Intervals are continuous and begin January 1 of the year following award of initial certification or reinstatement of certification. A random audit of compliance will be conducted.
Accrual of professional development hours, adherence to the ASHA Code of Ethics, submission of certification maintenance compliance documentation, and payment of annual dues and/or certification fees are required for maintenance of certification
APPENDIX C
The University of Toledo * Speech-Language Pathology Program PROGRAM-LEVEL STUDENT LEARNING OUTCOMES (PROGRAM-SLO)
*See also the corresponding “Course- and Practicum-Level Student Learning Outcomes
The Speech-Language Pathology Graduate Program has adopted the following 2014 Standards for the Certificate of Clinical Competence in Speech-Language
Pathology of the American Speech-Language-Hearing Association as program-level student learning outcomes.
Program-Level Outcome
ASHA-CCC 2014 Standard
1.0 The student must demonstrate knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas:
A. articulation B. fluency C. voice and resonance, including respiration and phonation receptive and expressive language (phonology, morphology, syntax, semantics,
pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, writing D. hearing, including the impact on speech and language swallowing (oral, pharyngeal, esophageal, and related functions, including oral
function for feeding) E. cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning) F. social aspects of communication (including challenging behavior, ineffective social skills, and communication opportunities) G. augmentative and alternative communication modalities
Standard IV-C A-G
2.0 The student must demonstrate current knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates in the following areas:
A. articulation B. fluency C. voice and resonance, including respiration and phonation receptive and expressive language (phonology, morphology, syntax, semantics,
pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, writing D. hearing, including the impact on speech and language swallowing (oral, pharyngeal, esophageal, and related functions, including oral
function for feeding) E. cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning) F. social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities) G. augmentative and alternative communication modalities
Standard IV-D A-G
3.0 The student must demonstrate knowledge of standards of ethical conduct. Standard IV-E
4.0 The student must demonstrate knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice.
Standard IV-F
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5.0 The student must demonstrate knowledge of contemporary professional issues. Standard IV-G
6.0 The student must demonstrate knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to professional practice.
Standard IV-H
7.0 The student must demonstrate skills in oral and written or other forms of communication sufficient for entry into professional practice. Standard V-A
8.0 The student must demonstrate the following evaluation skills outcomes:
A. Conduct screening and prevention procedures (including prevention activities). B. Collect case history information and integrate information from clients/patients, family, caregivers, teachers, and relevant others, including
other professionals. C. Select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and
instrumental procedures. D. Adapt evaluation procedures to meet client/patient needs. E. Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention. F. Complete administrative and reporting functions necessary to support evaluation. G. Refer clients/patients for appropriate services.
Standard V-B (A-G)
9.0 The student must demonstrate the following intervention skills outcomes:
A. Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients’/patients’ needs. B. Collaborate with clients/patients and relevant others in the planning process. C. Implement intervention plans (involve clients/patients and relevant others in the intervention process). D. Select or develop and use appropriate materials and instrumentation for prevention and intervention. Measure and evaluate
clients’/patients’ performance and progress. E. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients. F. Complete administrative and reporting functions necessary to support intervention. G. Identify and refer clients/patients for services as appropriate.
Standard V-B A-G
10.0 The student must demonstrate the following interaction and personal qualities outcomes:
A. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others.
B. Collaborate with other professionals in case management. C. Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others. D. Adhere to the ASHA Code of Ethics and behave professionally.
Standard V-B A-G
11.0 The student must complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology that meets the following criteria:
a. 25 hours must be spent in clinical observation b. 375 hours must be spent in direct client/patient contact. c. At least 325 of the 400 clock hours must be completed while the applicant is engaged in graduate study at the University of Toledo.
Standard V-C A-F
d. The experiences are with client/patient populations across the life span and from culturally/linguistically diverse backgrounds as well as with various types and severities of communication and/or related disorders, differences, and disabilities
APPENDIX C CONTD.
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.
Course
Priority Outcomes
()
Course Outcomes Upon completion
of the course, students
will have developed:
Indicators Related
Assessment 2005
Standards
2014
Revised Standards
SLP 6000
SLP
60
00
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 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 for each
client and completion of Evaluation of
Student Performance at
midterm and final conference
III-A, B,C, D E,
V-A, B,C, D E,
The skills necessary to write an intervention
Uses appropriate measures/behavioral probes to obtain baseline information & identify current needs of the client
Written reports which may
III – F,G V – F,G
Last revised 10-10-16 45
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
Develops appropriate long term goals that address the clients speech-language-communication needs for the treatment that is to be provided Develops measurable short term goals/objectives for the semester based on the client’s speech-language-communication needs, long term goals and current level of performance. Writes logical rationale for treatment based on diagnostic information, previous treatment program and evidence based treatment approaches Demonstrates proficient professional writing skills including: cogent and succinct presentation 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
include an Initial Treatment Plan, Final Treatment
Plan and/or Discharge Summary
and completion of Evaluation of
Student Performance at
midterm and final conference
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
Weekly lesson plans/S.O.A.P.
notes and written reports and completion of Evaluation of
Student Performance at
midterm and final conference
III-A, B, C, D, E. F, G
V-A, B, C, D, E. F, G
Spends appropriate amount of time on therapy activities (identifying both client fatigue and ability to continue)
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 and completion of Evaluation of
Student Performance at
midterm and final conference
III-D
V-D
The ability to locate and discriminate
appropriate evidence based practice for
clients based on their individual needs
Development of a therapy plan for each session, showing logical rationale and planning Proficient use of treatment techniques and procedures based on evidence based treatment approaches
Evidence Based Practice article
summary assignment for
each client and completion of Evaluation of
Student Performance at
midterm and final conference
III-A, B, C
V-A,B,C
Professional interpersonal skills which enable the
student to efficiently and effectively
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)
Initial and Final conferences to
review treatment plans,
post therapy
III-A,B,C,D
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communicate client progress to the
client/caregiver/other professionals
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
review sessions and telephone communication
as applicable and completion of Evaluation of
Student Performance at
midterm and final conference
V-A, B, C, D
SLP 6010
SLP
60
10
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 and completion of Evaluation of
Student Performance at
midterm and final conference
III-A,B,C,D, F, G
V-A,B,C,D, F, G
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
Interview client and/or pertinent family members and completion of Evaluation of
Student
III-A,B,C,D, F, G
V-A,B,C,D, F, G
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
Performance at midterm and
final conference
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 and completion of Evaluation of
Student Performance at
midterm and final conference
III-A,B,C,D, F, G
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 and completion of Evaluation of
Student Performance at
midterm and final conference
III-A,B,C,D, F, G
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 and
completion of Evaluation of
Student Performance at
midterm and final conference
III-A, B, C
V-A, B, C
APPENDIX D
Complaint Procedures
The faculty and staff of the Speech-Language Pathology Program welcome your feedback about your experiences in the program, including concerns you may have, and/or suggestions for how the program may accomplish its mission in a better way. We have provided a “Suggestion Box” in the clinic and encourage students to use this. Following the procedure below is recommended. This policy is also posted on the program website. Students are expected to share concerns related to a specific supervisor or faculty member directly with that person and to make every effort to resolve the issue(s) with the individual involved. If after following efforts to resolve the concern, the student feels that the problem has not been satisfactorily resolved, he/she may submit a formal complaint in writing to the Program Director. The Program Director will meet with the student and offer to serve as a consultant to both the student and the supervisor/faculty member. If the problem is not resolved satisfactorily at this level, the student’s written complaint and a record of efforts to resolve the problem will be forwarded to the Chair of the 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. For complaints or concerns regarding the program’s compliance with standards for accreditation or appeals related certification, students are expected to adhere to the following procedures (ASHA, 2006):
Procedures for Complaints Against Graduate Education Programs
A complaint about any accredited program or program in Candidacy status may be submitted by any student, instructional staff member, speech-language pathologist, audiologist, and/or member of the public.
Criteria for Complaints Against Graduate Education Programs
For a complaint to be considered by the CAA, it must: a. be against an accredited education program or program in Candidacy status in speech-language pathology
and/or audiology, b. relate to the Standards for Accreditation of Graduate Education Programs in Audiology and Speech-
Language Pathology, and specify where possible the relevant standards, include verification and documentation (e.g., copies of grievance processes,
c. communications verifying completion of processes, etc.) if the complaint is from a student or faculty/instructional staff member at that institution, that the complainant exhausted all relevant institutional grievance and review mechanisms before submitting a complaint to the CAA, if relevant to the complaint.
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The complaint must clearly describe the specific nature of the complaint and the relationship of the complaint to the accreditation standards, and provide supporting data for the charge. The burden of proof rests with the complainant. All written testimony must include the complainant's name, address, and telephone contact information and the complainant's relationship to the program in order for the Accreditation Office to verify and communicate with the source of the complaint. All complaints must be signed and submitted in writing following the guidelines provided by ASHA (http://www.asha.org/Practice/ethics/Filing-a-Complaint-of-Alleged-Violation/ ).
Mail the completed complaint form, written statement of complaint, and any additional documentation in an envelope marked CONFIDENTIAL to: Chair, Council on Academic Accreditation in Audiology and Speech-Language Pathology American Speech-Language-Hearing Association, 2200 Research Boulevard, #310 Rockville, MD 20850 - See more at: For more information: http://www.asha.org/academic/accreditation/accredmanual/section8.htm#sthash.1XTQiWj0.dpuf Complaints will not be accepted by email or facsimile.
Determination of Jurisdiction
Within 15 days of receipt of the complaint, Accreditation Office staff will acknowledge receipt of the complaint and will forward a redacted copy of the complaint to the Executive Committee of the CAA. The original letter of complaint is placed in an Accreditation Office file separate from the program's accreditation file. The Executive Committee determines whether the complaint meets the above-specified criteria. Staff, because of the need to redact the complaint, verifies the accreditation status of the program against which the complaint is filed, and communicates this information to the Executive Committee with the redacted complaint. Although complainants are encouraged to specify the accreditation standards as the basis for the complaint, the Executive Committee will verify the relevant standards related to the complaint as part of its jurisdiction review. An affirmative vote by two-thirds of the voting members of the Executive Committee, exclusive of the chair, is required to proceed with an investigation of a complaint. If the Executive Committee of the CAA makes the determination that the complaint does not meet the above-listed criteria, the complainant is informed within 30 days of the letter transmitting the complaint to the EC that the CAA will not review the complaint.
Evaluation of Complaint
If the Executive Committee of the CAA determines that the complaint satisfies the above-listed criteria, the CAA will evaluate the complaint. The chair of the CAA informs the complainant within 30 days of the letter transmitting the complaint to the chair that the Council will proceed with an evaluation, including the specification of the standards upon which
the investigation will be based. Because it may be necessary to reveal the identity of the complainant to the affected program or to other potential sources of relevant information, the complainant will be required to sign a waiver of confidentiality within 30 days of the letter indicating that the CAA will proceed with its evaluation. The complainant is given the opportunity to withdraw the complaint during that time. If the complainant does not wish to pursue the matter, the investigation is concluded. If the complainant does not wish to withdraw the complaint, the complainant is asked to keep the initiation of an investigation confidential. Within 15 days of receipt of the waiver of confidentiality, the chair of the CAA notifies the program director and the institution's president or president's designee by certified return receipt mail that a complaint has been registered against the program, including the specification of the standards upon which the investigation will be based. The notification includes a redacted copy of the complaint without revealing the identity of the complainant. The program's director and the institution's president or president's designee are requested to provide complete responsive information and supporting documentation that they consider relevant to the complaint within 45 days of the date of the notification letter. Within 15 days of receipt of the program's response to the complaint, the chair of the CAA forwards the complaint and the program's response to the complaint to the CAA. The materials are redacted and the identity of the complainant and the program under investigation is not revealed to the members of the CAA or to recipients of requests for information, unless a majority of CAA members consider such disclosure necessary for the proper investigation of the complaint. If the majority of Council members conclude that individuals other than the complainant, the program director, and the institution's president or president's designee may have information relevant to the complaint, the chair of the CAA requests such information. After reviewing all relevant information, the CAA determines the course of action within 30 days. Such actions include, but are not limited to the following:
A. Dismissal of the complaint;
Recommending changes in the program within a specified period of time and as they relate to standards (except for those areas that are solely within the purview of the institution);
Continuing the investigation through an on site visit to the program; B. Placing the program on probation; C. Withholding/withdrawing accreditation.
If the CAA determines that a site visit is necessary, the program director and the institution's president or president's designee are notified, and a date for the site visit is expeditiously scheduled. The program is responsible for expenses of the site visit. The site visit team is selected from the current roster of CAA site visitors. During the site visit, emphasis is given only to those standards with which the program is allegedly not in compliance. The site visit team submits a written report to the CAA no later than 30 days following the site visit. As with all other site visits, only the observations of the site visitors are reported; site visitors do not make accreditation recommendations. The CAA forwards the report to the program director and the institution's president or president's designee within 15 days. The program or institution should provide a written response to the chair of the CAA within 30 days of the date on which the report is postmarked to the program director and the president or president's designee. The purpose of the response is to verify the accuracy of the site visit report. The CAA reviews all evidence before it, including the site visit report and the program's response to the report, and takes one of the following actions within 21 days:
Dismisses the complaint;
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Recommends modifications of the program within a specified period of time (except for those areas that are solely within the purview of the institution);
Places the program on probation;
Withholds/withdraws accreditation. If the CAA withholds/withdraws accreditation, the program director and the institution's president or president's designee are informed within 15 days of the CAA decision that accreditation has been withheld/withdrawn. Notification also includes justification for the decision, and informs the program of its option to request Further Consideration. Further consideration is the mechanism whereby the program can present documentary evidence of compliance with the appropriate standards and ask the CAA to reevaluate its decision to withhold/withdraw accreditation. If the program does not exercise its Further Consideration option, the CAA's decision to withhold/withdraw accreditation is final and no further appeal may be taken. If accreditation is withheld/withdrawn, the chair of the CAA notifies the Secretary of the U.S. Department of Education at the same time that it notifies the program of the decision. If the program chooses to request Further Consideration, the CAA must receive the request within 30 days from the date of the notification letter. With the request for Further Consideration, the program must submit additional written documentation to justify why accreditation should not be withheld/withdrawn. A hearing with the CAA is not provided for Further Consideration requests. The CAA will evaluate the request for Further Consideration and take one of the following actions within 30 days:
Recommends modifications of the program within a specified period of time (except for those areas that are solely within the purview of the institution);
Places the program on probation;
Withholds/withdraws accreditation.
Within 15 days of its decision the CAA notifies the program and the complainant of its decision. If the CAA decision after Further Consideration is to withhold/withdraw accreditation, the program may appeal the decision in accord with the Appeal Procedures described in Chapter VI of this manual.
Summary of Time Lines
The following summarizes the time lines in the complaint process, beginning from the date a complaint is received.
Complaint is acknowledged within 15 days of receipt and forwarded to CAA Executive Committee (EC)
If EC determines that complaint does not meet criteria for complaints, complainant is informed within 30 days that CAA will not review
If EC determines that complaint meets criteria, complainant is informed within 30 days of the determination that CAA will proceed with evaluation
Complainant is given 30 days to sign waiver of confidentiality or withdraw the complaint
Within 15 days of receipt of waiver of confidentiality, the complaint is sent to the program for response within 45 days
Within 15 days of receipt of program's response, Chair forwards complaint and program response to CAA for review
Within 30 days, CAA determines course of action
If CAA determines that a site visit is necessary, it is scheduled and site visit team submits report to CAA within 30 days of visit
Site visit report is forwarded to program for response within 30 days
CAA takes action within 21 days of program response
If CAA withholds or withdraws accreditation, program is notified within 15 days of CAA decision
If program does not request Further Consideration, decision is final and CAA notifies Secretary of U.S. Department of Education; if program requests Further Consideration, CAA must receive within 30 days from notification and takes action within thirty 30 days
CAA informs program and complainant within 15 days of decision
Procedures for Complaints Against the Council on Academic Accreditation
Criteria for Complaints Against CAA
Complaints against the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) must relate to the accreditation process, decisions, or actions or activities of the council. Complaints may be filed by any student, instructional staff member, speech-language pathologist, audiologist, and/or member of the public. All complaints must be signed and in writing to the vice president for academic affairs (vice president), American Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville MD 20850. The burden of proof rests with the complainant. Complaints will not be accepted by email or facsimile.
Determination of Jurisdiction
Receipt of a complaint is acknowledged by the ASHA Accreditation Office staff and forwarded to the vice president within 15 days of receipt of the complaint. The original letter of complaint is filed in the ASHA Accreditation Office. The vice president determines whether the complaint meets the above-specified criteria. If the vice president makes the determination that the 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
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documentation that it considers relevant to the complaint within 45 days of the date of the notification letter.
3. Within 30 days of receipt of the complainant's waiver of confidentiality, the vice president shall appoint a Review Committee to review the complaint against the Council. To assure that the committee is thoroughly familiar with accreditation standards and Council policies and procedures, the Committee shall consist of three past members of the CAA who have served during the preceding 5 years, none of whom shall have any relationship or conflict of interest with the complainant. Within 15 days of receipt of the CAA's response to the complaint, the vice-president forwards the complaint and the CAA response to the complaint to the Review Committee.
4. After reviewing all relevant information, the Review Committee shall determine the course of action within 60 days from the date material related to the complaint is mailed to the Review Committee. Such recommendations may include, but are not limited to:
Dismissal of the complaint;
Recommended changes in Council policies and procedures within a specified time period;
Other recommendations. 5. Within 15 days of the conclusion of its evaluation of the complaint, the Review Committee will forward
its recommendations to the vice president. Such recommendations will be disseminated to the CAA for its review. A full discussion of the recommendations of the Review Committee shall be placed on the agenda for the next regularly scheduled meeting of the CAA and for consideration of appropriate Council action. In the event that more immediate action is required, the CAA may have a conference call for discussion and consideration of appropriate Council action.
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
APPENDIX E
Examples of Review Materials for the Praxis Examination(s)
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 Praxis II Speech-Language Pathology Exam Secrets Study Guide: Praxis II Test Review – Subject Assessments 2013. Mometrix Media LLC. ISBN 10: 1610727606
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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
APPENDIX F
STUDENTS WITH DISABILITIES: ACCOMMODATIONS & ACCESSIBILITY
The University of Toledo abides by the Americans with Disabilities Act (equal and timely access) and Section 504 of the Rehabilitation Act of 1973 (non-discrimination on the basis of disability). If you have a disability and are in need of academic accommodations but have not yet registered with the Office of Accessibility, please contact the office as soon as possible for more information and/or to initiate the process for accessing academic accommodations. The Program also encourages students with disabilities receiving accommodations through OA to discuss these with each instructor and supervisor to better inform them how to assist you during the semester. 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.” 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 [email protected] 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.
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APPENDIX G
STATE LICENSURE AND CERTIFICATION RESOURCES
ASHA
ASHA Requirements & Information for Certification
http://www.asha.org/certification/
State Requirements & Information: http://www.asha.org/advocacy/state/
State of Ohio
Ohio Board of Speech-Language Pathology http://slpaud.ohio.gov
Application Forms: http://slpaud.ohio.gov/application.stm
State of Michigan
Michigan Board of Speech-Language Pathology
http://www.michigan.gov/lara/0,4601,7-154-35299_63294_27529_53664-216641--,00.html
Licensure Information, Forms, and Frequently Asked Questions
http://www.michigan.gov/lara/0,4601,7-154-35299_63294_27529_53664---,00.html
APPENDIX H
GUIDE TO PROFESSIONAL BEHAVIOR: (ASHA CODE OF ETHICS & THE SLP PROGRAM CORE VALUES)
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CORE VALUES
ASHA’S CORE VALUES
SOURCE: http://www.asha.org/About/Strategic-Pathway/
Excellence Integrity Diversity Commitment Responsive Member-centric
Research-based THE SPEECH-LANGUAGE PATHOLOGY PROGRAM
Professionalism in Speech-Language Pathology There are many important values as part of professionalism in speech-language pathology, however not all are determined to be core (essential) of professionalism. The seven values identified below are of sufficient breadth and depth to incorporate the many values and attributes that are part of the speech-language pathology program and professionalism. It is the intention of the program that each student/alumni resonate with each value and clearly understand the value as provided by the accompanying definition and indicators. For each core value listed, the information that follows explicates these values by providing a core value definition and sample indicators (not exhaustive) that describe what the speech-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. 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. 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.
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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.
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.
APPENDIX I
FUNCTIONS OF THE SPEECH-LANGUAGE PATHOLOGIST AND THE SLP PROGRAM
Speech-Language Pathology: Overview of the Profession and Employment Considerations Speech-Language Pathologists are therapists who evaluate and treat speech, language, voice, swallowing, cognitive-communication, and fluency disorders. Audiologists are therapists who assess and treat hearing disorders. Both treat children and adults with communication disorders. The two specialties are so interrelated that in order to be competent in one, it is necessary to be familiar with the other.
ESSENTIAL JOB DUTIES
Speech-Language Pathologists may:
Identify speech, language, voice, swallowing, cognitive-communication, and fluency disorders, and evaluate causative factors
Plan, direct, or conduct therapy for impairments such as aphasia, stuttering, and problems of articulation caused by organic and non organic factors
Provide guidance and counsel to patients and their families
Consult with other professionals concerned with the patient's welfare such as physicians, 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
You Should Be Able to Use/Operate Machines, Equipment, and Work Aids Including:
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Recording devices Voice protheses Electro larynxes Graphs & charts Sound level meters Hearing aids, cochlear implants, and related devices Computerize & other augmentative communication systems Books, pictures & games Biofeedback instruments Acoustic impedance bridges (measure middle ear function) Respirometers (measure breathing) Audiometers (measure hearing ability) Electronic & computer equipment for analyzing speech & voice signals Computers, i-Pads, and related devices for report writing, data management, clinical service delivery, research, etc.
You Should Prefer:
Activities of a scientific and technical nature Activities which provide satisfaction from seeing the results of work Activities involving direct contact to help people
You Should Be Able To Communicate Well in Speech and Writing
Work cooperatively and effectively with others Evaluate information from tests/physical exams/medical histories Know the meanings/relationships of words/medical/technical language Work patiently toward long-range goals See detail in objects or drawings Recognize slight differences in shapes or shadings
Helpful Attributes
Desire to help others Interest in scientific work Patience to work with people whose injuries heal slowly
