· PDF fileSurvey Response General Information - Master's Program Program Description Speech-Language Pathology Are graduate courses for the entry-level graduate program

Survey Response

Institution Description

Institution Information

Please note: Questions under the Institution Description section have been re-aligned under the appropriate sections.

E.g. mission statement of the program has been moved to section 1.2.

CAA (Re) Accreditation Application Confirmation File generated 02/02/2010 11:36:19 Page 1 of 57

Survey Response

General Information - Master's Program

Program Description

Speech-Language Pathology

Are graduate courses for the entry-level graduate program available through distance education?

Yes, less than 50% of the academic credit hours

Yes, 50% or more of the academic credit hours

No

Is this graduate program or a component of the program offered through a satellite or branch campus?

Yes, less than 50% of the academic credit hours

Yes, 50% or more of the academic credit hours

No

P

P

If the program responded “Yes, 50% or more of the academic credit hours” for the entry-level graduate program are

offered at a satellite or branch campus, provide the following information for each satellite or branch campus

General Information - Master's Program

Program Description


Master of Arts (MA)

Is this graduate program offered as part of a consortium?

Yes

NoP


Survey Response

Standard 1.0 Administrative Structure and Governance - Master's Program

Standard 1.1 Regional Accreditation


Western Association of Schools and CollegesName of Regional Accreditor :

Regional Accreditation Cycle Start Date

Regional Accreditation Cycle End Date :

: 6/2009

6/2019


Survey Response


Standard 1.2 Mission, Goals and Objectives


The program’s mission and goals are consistent with CAA standards for entry into professional practice

(3.1A and/or 3.1B) and with the mission of the institution.

Standard 1.2

Provide the mission statement of the institution. If the program is a consortium, include information for all

participating entities.

California State University, Chico is a comprehensive university principally serving Northern California, our state and nation

through excellence in instruction, research, creative activity, and public service. The University is committed to assist students in

their search for knowledge and understanding and to prepare them with the attitudes, skills, and habits of lifelong learning in order

to assume responsibility in a democratic community and to be useful members of a global society.

Provide the mission statement of the college. If the program is a consortium, discuss the mission statement for all

participating entities.

The College of Communication and Education is a student-centered learning community focused on the development of human

potential through disciplinary knowledge and professional practice that meet the needs of diverse clients. We invest in our

collective future through leadership in effective communication, collaborative field experiences, reflective professional practice, and

the scholarship of teaching and learning.

Provide the mission statement of the program(s) seeking (re)accreditation.

The mission of the Communication Sciences and Disorders Program is to provide students with the knowledge and skills needed

to enter the profession of speech-language pathology and instill a commitment to continued learning throughout their careers. The

program is dedicated to academic and clinical excellence and seeks to stimulate a learning environment that facilitates

intellectual curiosity, including a strong desire to integrate research principles in solving clinical problems and to use relevant

research in clinical practice. Further, through mentoring and selected quality experiences, the program strives to facilitate

graduates' commitment to contributing to the profession through their active involvement/participation in local, state, and/or

national organization.

What mechanisms are used by faculty to evaluate regularly the congruence of the program and institutional goals?

(Select all that apply.)

Discuss and review at faculty meetings

Discuss and review at faculty retreat

Compare program goals with institutional goals

Develop program goals based on institutional goals

Discuss program goals with institution administration

Other - specify

P

P

P

What mechanisms are used by faculty to evaluate regularly the extent to which the goals are achieved? (Select all

that apply.)

Establish measurable outcomes for the goals

Monitor achievement of outcomes and progress toward goals



Other - specify

P

P

P


Survey Response


Standard 1.3 Program Strategic Plan


Standard 1.3 The program develops and implements a long-term strategic plan.

The CMSD faculty meet as a whole to discuss the program's strategic plan at least every other year, or if the university's plan

changes or an accrediting report is due for WASC, NCATE, CTC, or CAA- ASHA. The faculty determine the appropriateness of

the current plan, and make suggestions for changes, when needed. Recommendations for change are also generated by our

Advisory Council. Procedures related to implementing the plan are determined and followed. The strategic plan is evaluated

through various forms of feedback: student evaluations, performance, and comments; formal and informal evaluations from intern

supervisors; advisory council meeting discussion, and faculty feedback.

Describe the process for creating, implementing and evaluating the program’s strategic plan.

What methods are used to assure the congruence of the strategic plan with the mission of the institution? (Select all

that apply.)

Develop program strategic plan based on institutional mission

Discuss program strategic plan with institution administration

Involve university administration in the development of the program strategic plan

Obtain approval of program strategic plan from institution administration


Other - specify


Compare program strategic plan with institutional mission

P

P

P

What methods are used to assure the development of the strategic plan has the support of the university

administration and reflects the role of the program within the community? (Select all that apply.)

Involve university administration in the development of the program strategic plan

Discuss program strategic plan with university administration

Obtain approval of program strategic plan from university administration

Discuss and review strategic plan at faculty meetings

Discuss and review strategic plan at faculty retreat

Other - specify

Provide opportunities for community input to the strategic plan

Discuss and review strategic plan at advisory committee meetings

P

P

P The program's strategic plan is developed in response to and compared to the university's mission and

strategic plan; therefore the program's plan is supported by the university administration

Describe how the strategic plan is disseminated to faculty, students, alumni and other interested parties.

We have developed a student handbook that will contain our strategic plan and mission statements; this is in process. We are

developing a new brochure that will also state this information. The website and catalog contain this information.


Survey Response


Standard 1.4 Program Authority and Responsibility

Standard 1.4 The program’s faculty has authority and responsibility for the program.


Does your program have independent departmental status?

P No

Yes

Describe how program faculty and instructional staff have authority and responsibility to initiate, implement and

evaluate substantive decisions affecting all aspects of the professional education program, including the

curriculum.

The CMSD Program Director in conjunction with the faculty as a whole, initiate, implement, and evaluate decisions that affect

all aspects of the program. The faculty have sole authority over the contents and sequence of the curriculum. Decisions that

affect the department as a whole, such as financial resources for hiring part time clinical supervisors, do need to be approved

through the department chair.

Do the program director and faculty have access to higher levels of administration?

P

No

Yes

If No, explain

If your program does not maintain independent departmental status please describe the organizational structure.

The Communication Sciences and Disorders program (CMSD) is housed in the Department of Communication Arts and

Sciences (CMAS). CMAS is a department within the School of Communication, and within the College of Communication and

Education.

Including the accredited program(s), how many programs (i.e., for areas of study other than CSD) are housed within

the same department as the accredited program?

2

Including the accredited program(s), provide a list of the other programs housed in the same department as the

accredited program.

Communication Sciences and Disorders

Communication Studies


Survey Response


Standard 1.4 Program Authority and Responsibility


Master of Arts (MA)

Where is the program administratively housed?

Allied Health; Health Sciences; Health Professions; Public Health

Arts; Sciences; Humanities; Social and Behavioral Sciences

Audiology; Speech-Language Pathology; Communication Disorders

Communication; Fine Arts

Education

Other - specify

Medicine

Professional Programs/Studies

P


Survey Response


Standard 1.5 Program Director

The individual responsible for the program(s) of professional education seeking accreditation holds a

graduate degree with a major emphasis in speech-language pathology; in audiology; or in speech,

language, and hearing science, and holds a full-time appointment in the institution. The individual

effectively leads and administers the program.

Standard 1.5


Program Director Name

Certification Status

:

:

Suzanne B Miller, PhD

CCC-A/SLP

How does the program or institution evaluate the effectiveness of the program director? (Select all that apply.)

Evaluation by the Dean

Evaluation by the Chair

Evaluation by instructional staff

Evaluation by program faculty

Evaluation by performance committee

Other - specify

P

P

Evaluation by students

Evaluation by support personnel P

No evaluation

How often does evaluation of the program director occur?

Annually

More than one time annually

Every 2-5 years

Less frequently than 5 years

Never

P

Other - specify


Survey Response


Standard 1.6 Equitable Treatment

Students, faculty, staff, and persons served in the program’s clinic are treated in a

nondiscriminatory manner - that is, without regard to race, color, religion, sex, national origin,

participation restriction, age, sexual orientation, or status as a parent. The institution and

program comply with all applicable laws, regulations, and executive orders pertaining thereto.

Standard 1.6


How is information regarding equitable treatment communicated to students? (Select all that apply.)

Application materials

Catalog

Student handbook

Student orientation

Web site - internet (must provide URL)

P

P http://www.csuchico.edu/prs/EMs/EM99/em99_24.htm

No mechanism

Other - specify

How is information regarding equitable treatment communicated to faculty and staff? (Select all that apply.)

Departmental/program meetings

Employee handbook

Employee orientation


P

P

P http://www.csuchico.edu/prs/EMs/EM99/em99_24.htm

No mechanism

Other - specifyP mandatory sexual harassment training for faculty and staff in supervisory roles

If your program has a clinic, how is information regarding equitable treatment communicated to clients? (Select all

that apply.)

No Clinic

Brochures

Clinic materials

Posted signage


No mechanism

Other - specify

P


Survey Response


Standard 1.7 Accuracy of Public Information

The program provides information about the program and the institution to students and to the

public that is current, accurate, and readily available. Standard 1.7


When is information about the program and institution updated? (Select all that apply.)

Every academic term

Annually

Every 2 years


P

Other - specifyP as needed (when significant program changes are made)

What is the process for maintaining the currency and accuracy of that information? (Select all that apply.)

Administration reviews for currency and accuracy

Program director reviews for currency and accuracy

Clinic director reviews for currency and accuracy

Graduate coordinator reviews for currency and accuracy

P

P

P

Other - specify

Faculty member(s) reviews for currency and accuracy

Administrative assistant reviews for currency and accuracy

P

Who is responsible for ensuring information is available about the program and the institution to students and to the

public? (Select all that apply.)

Administrative assistant

Clinic director

Faculty members

Graduate coordinator

P

P

P

P

Other - specify

Program director P

How is public information about your program accessed? (Select all that apply.)

Catalogs - printed P

Catalogs - online (must provide URL) P www.csuchico.edu/catalog/cat09/

Clinic Handbook - printed P

Clinic Handbook - online (must provide URL)

Student Handbooks - printed P

Student Handbooks - online (must provide URL)

Program web sites (must provide URL) P www.csuchico.edu/cmas/cmsd/index/php

Printed brochures (specify) P CMSD brochure

Other printed resources (specify)


Survey Response

Other online resources (must provide URL)

Where are the program Praxis pass rates publicly posted? (Select all that apply.)


Brochures

Catalog

Newsletters

Web site (must provide URL) P www.csuchico.edu/cmas/cmsd/overview.php

Other - specify

Where are the program completion rates publicly posted? (Select all that apply.)


Brochures

Catalog

Newsletters


Other - specify

Where are the graduate employment rates publicly posted? (Select all that apply.)


Brochures

Catalog

Newsletters


Other - specify


Survey Response

Standard 2.0 Faculty - Master's Program

Standard 2.1 Faculty Qualifications

All faculty members, including all individuals providing clinical education, are qualified and

competent by virtue of their education, experience, and professional credentials to provide

academic and clinical education assigned by the program.

Standard 2.1


Answer the following question related to requirements for ASHA certification

Describe how the program ensures that all clinical supervision of clock hours counted for ASHA certification

requirements is provided by persons who currently hold the ASHA CCC in the appropriate area.

Two methods were used last year to ensure that clinical supervisors hold ASHA CCC: the Clinic Director requested CCC dates

from each supervisor and this was followed up by internship coordinator and Administrative Support Coordinator (ASC).

Internship site facilities who require CCC'd clinicians were asked to verify this information.

New procedures have been implemented this year that require supervisors to provide copies of CCC and licensure upon

acceptance of the supervisory role. This information is checked by Clinic Director/Internship Coordinator.

Indicate how verification of supervisor certification is completed. (Select all that apply.)

Verify through ASHA

Other - specify P request verbal information from supervisor or facility

Identify who is responsible for verifying that all clinical supervision of clock hours counted for ASHA certification

requirements is provided by persons who currently hold the ASHA CCC in the appropriate area. (Select all that


Clinic director or coordinator

Faculty member

Program director

P

P

Other - specify

Student

When does the program verify ASHA certification status for individuals providing supervision? (Select all that apply.)

Annually

Each semester/quarter

P

P

Other - specify

Prior to each student’s placement

How does the program verify that individuals providing supervision hold credentials consistent with state

requirements? (Select all that apply.)

Obtain copy of state credential

Verify through state agency

P

Other - specifyP

Answer the following question related to requirements for state requirements.

request verbal verification from supervisor or facility


Survey Response

Who is responsible for verifying that credentials for individuals providing supervision are consistent with state

requirements? (Select all that apply.)


Clinic director or coordinator

Faculty member

Program director

P

P

Other - specify

Student

When does the program verify the state credential status for individuals providing supervision? (Select all that apply.)

Annually

Each semester/quarter

P

P

Other - specify

Prior to each student’s placement


Survey Response


Standard 2.2 Faculty Sufficiency

The number of full-time doctoral-level faculty in speech-language pathology, audiology, and speech,

language, and hearing sciences and other full-and part-time faculty is sufficient to meet the teaching,

research, and service needs of the program and the expectations of the institution. The institution

provides stable support and resources for the program’s faculty.

Standard 2.2


How do the students access faculty? (Select all that apply.)

Appointment

Before and/or after class or clinic

Email

Phone

P

P

P

P

Other - specify

Standing office hours P

How do the students access adjunct faculty? (Select all that apply.)

Appointment

Before and/or after class or clinic

Email

Phone

P

P

P

P

Other - specify

Standing office hours P

Describe the institution’s expectations regarding faculty workloads.

Full Time is based on 15 units: Typically 12 units are expected for instruction and 3 units for service. Professional development

and achievement are also expected for retention, tenure and promotion.

Briefly summarize the institution’s expectations for granting tenure. Provide the URL for the institution’s policy if

available.

Probationary faculty go up for tenure and promotion to Associate Professor in the sixth year of employment. It is expected that

teaching, professional achievement, and service are effective to superior. Teaching performance is based on student evaluations,

peer observations, and teaching materials provided in each faculty dossier. Professional Achievement is typically based on

several peer-reviewed published articles and conference presentations. Service is evaluated by involvement in committees at the

program, department, college, and/or university levels.

URL: http://www.csuchico.edu/vpaa/FA/fppp.shtml

Are the current number and FTE of doctoral and other faculty sufficient to administer the graduate program of study?

Yes

No

Explain

We have 5 full time tenure/tenure track doctoral level faculty (hereafter "faculty"), and 1 FERP doctoral level faculty member in

her third of five fall semesters. There are approximately 3 master's level clinical supervisors each semester, making up

P


Survey Responseapproximately a 1.5 FTE position.

Is the current number of doctoral and other faculty sufficient to offer the breadth and depth of the academic and

clinical curriculum?

Yes

No

Explain

P

The faculty have areas of expertise and interest that allow coverage of all academic and clinical areas, with some overlapping

areas. The overlap allows us some flexibility for assigned time for research, administrative duties, sabbaticals, medical leaves,

etc. Supervision is done by full time faculty and part time supervisors.

Is the current number of doctoral and other faculty sufficient to allow students to meet the expected student

learning outcomes?

Yes

No

Explain

P

The doctoral level faculty teach all the requisite courses, save one, that match the knowledge and skills set forward in the

standards from which our student learning outcomes are devised. Faculty communicate to supervisors appropriate information

related to clinical learning outcomes.

Is the current number of doctoral and other faculty sufficient to advise students?

Yes

No

Explain

P

The 5 full time tenure/tenure track doctoral level faculty share the advising load. The person assigned as the graduate

coordinator advises all graduate students. Undergraduate students are advised by the remaining faculty. Number of students

per advisor generally ranges between 25-40, and all students recieve advising throughout their program.

Is the current number of doctoral and other faculty sufficient to participate in faculty governance?

Yes

No

Explain

P

We are alloted release time for Program Director, Graduate Coordinator, Clinic Director, Internship Coordinator, and

Assessment Coordinator. We are given the opportunity to participate in Academic Senate and other governing bodies at the

university as fits the interests of the individual faculty member.

Is the current number of doctoral and other faculty sufficient to complete scholarly productivity (research)?

Yes

No

Explain

P

Shelley Von Berg received 3 units for Fall and Spring semesters during her first year of employment to establish her research.

The Department endeavors to provide such time to all incoming faculty. The University does not provide release (re-assigned)

time for research. Doug McColl was tenured during the 2008-09 school year having successfully completed an appropriate

number of publications and presentations. All tenure-track faculty are moving through the process and are dedicated to

publication and presentations.


Survey Response

Is the current number of doctoral and other faculty sufficient to support timely student completion of the program?

Yes

No

Explain

P

The majority of students (with CMSD BA's) complete the master's program in two years; those who do not have chosen to

extend their program another semester or year based on personal and family needs. The number of faculty are sufficient to

teach the required courses.

Is the current number of doctoral and other faculty sufficient to maintain the expected faculty workload?

Yes

No

Explain

P

CSU, Chico's typical workload is 12 units of instruction with 3 units of service, and expected professional development and

achievement. The faculty cover all, but one 1-unit course; some faculty have release time for Program Director, Graduate

Coordinator, Clinic Director, Assessment Coordinator, Internship Coordinator.

Is the current number of doctoral and other faculty sufficient to allow faculty to have adequate time for

professional development?

Yes

No

Explain

P

Adequate time for professional development is less about number of faculty and more about university required workload and

lack of funding and support for research.

Is the current number of doctoral and other faculty sufficient for faculty accessibility by students as needed?

Yes

No

Explain

P

Faculty are available to meet with students during 5 required office hours per week. Most faculty are also available by

appointment in addition to those hours. We maintain an open door policy, whereby students can seek information or answers

from any faculty member, not just their advisor.

Is the current number of doctoral and other faculty sufficient to allow faculty to meet tenure expectations?

Yes

No

Explain

P

Doug McColl achieved tenure and promotion during the 08-09 school year on schedule. Two other faculty are on schedule for

tenure and promotion in the near future.

Is the current number of doctoral and other faculty sufficient to allow faculty to participate in other activities

consistent with the institution expectations?

Yes

No

Explain

P

Associate and Full Professors serve on the department and college Retention, Tenure, and Promotion committees. Faculty


Survey Responsealso sit on other committees as needed and based on interest. Three units of the 15 unit faculty load are dedicated to service.

Of the following what are the indicators of institutional commitment to the accredited program? (Select all that apply.)

Support for professional development

New faculty lines

New staff lines

New facilities

P

P

Other - specify

Additional space

New equipmentP

Student support (graduate assistantships, scholarships, etc.)


Survey Response

Does your program collect demographic data on students by their race and ethnicity status?

Yes

NoP

Collected, but not reportable because of institutional policies and/or external policies (e.g., state, regional, legislative)

Does your program collect demographic data on students by their gender status?

Yes

NoP

Collected, but not reportable because of institutional policies and/or external policies (e.g., state, regional, legislative)

Other (non-accredited) CSD Degree Programs

Degree Program Undergraduate System

Total

Residential

Program

Distance Eduction Satellite Program

FT PT FT PT FT PT


Audiology

SLH Sciences

Other - specify

Grand Total

0 0 0 0 0 0

0 0 0 0 0 0

0 0 0 0 0 0

0 0 0 0 0 0

0

0

0

0

0

Provide information to show the number of students enrolled in other CSD degree programs (i.e., those not included

in CAA accreditation). Enter “0” where no students were enrolled.


Survey Response


Degree Program(non-entry level professional degree)

System

Total

Residential

Program


FT PT FT PT FT PT


Audiology

SLH Sciences

Other - specify

Grand Total

Master's

0 0 0 0 0 0

0 0 0 0 0 0

0 0 0 0 00

0 0 0 0 0 0

0

0

0

0

0


Degree Program(non-entry level professional degree)

System

Total

Residential

Program


FT PT FT PT FT PT


Audiology

SLH Sciences

Other - specify

Grand Total

Doctoral

0 0 0 0 0 0

0 0 0 0 0 0

0 0 0 0 0 0

0 0 0 0 0 0

0

0

0

0

0


Standard 2.2 Faculty Sufficiency


Master of Arts (MA)

How many total students were enrolled in the entry-level professional degree program for the most recently completed

academic year (fall through and including summer). Enter “0” where no enrollments occurred for a given category.

Full Time

Part Time

:

:

34

3


Survey Response


Standard 2.3 Faculty members maintain continuing competence.

Standard 2.3 Continuing Competence


Indicate all the areas in which the institution provides support for continuing professional development. (Select all

that apply.)

Institutional faculty development or instructional grants

Institutional research grants

Professional development opportunities on campus

Release time for professional development

Other - specify

Support for professional travel

None


Survey Response

Standard 3.0 Curriculum - Master's Program

Standard 3.1 Overall Curriculum Sufficiency

Standard 3.1


The curriculum (academic and clinical education) is consistent with the mission and goals of the

program and prepares students in the full breadth and depth of scope of practice in

Speech-Language Pathology.

Provide the URL of the Web site link for the official course descriptions/offerings to the graduate program.

http://www.csuchico.edu/catalog/cat09/cmsd/CMSDNONEMA.html

Describe how the curriculum is consistent with the mission and goals of the program.

Prerequisite knowledge attained through two years of sequenced coursework. Courses are sequenced to provide a strong

theoretical and practical framework. Courses are taught with a clinical emphasis; many have clinically focused assignments,

involve clinical problem-solving skills, and some include community service experiences.

Clinical experiences are varied with respect to setting, disorder, and diverse populations.

Students are encouraged to participate in local NSSLHA chapter, CSHA and ASHA.

On campus clinical experiences involve evidence-based practice.

The CMSD program has creative, innovative collaborations with on and off campus allied professionals and clinics, including a

strong K-12 relationship.

How do students entering the graduate program with degrees from other disciplines complete the prerequisite

academic and clinical requirements? (Select all that apply.)

Add term(s) to the student’s graduate program

Completion of prerequisite requirements prior to admission

Program does not admit students with degrees from other disciplines

Proficiency exam

P

P

Other - specify

Take an overload of course work


Survey Response

Indicate the assessments used to ensure students have oral and written communication skills sufficient for

professional practice. (Select all that apply.)

Case studies or research presentations (e.g., roundtable presentations)

Class exam scores/grades

Completion and review of clinical assignments (reports, lesson plans, progress notes)

Completion and defense of research project, thesis, or dissertation

P

P

P

Comprehensive exams (oral and/or written) P

Completion of class assignments (oral and written)P

Grand rounds

Oral communication screenings

Personal interviews by faculty of applicants and/or students

Personal statement on application

P

P

Other - specify

Score on analytical writing section of GRE P

Indicate how graduate students earn graduate credit when a course may be taken for either graduate or

undergraduate credit. (Note: A different grading scale alone would not meet the intent of this standard). (Select all

that apply.)

Courses for both graduate and undergraduate credit are not offered

Additional course requirements (e.g., papers, assignments, labs)

Additional meeting time(s)

Differential grading scale

P

Other - specify

Portfolio essays

Describe the process for verifying the achievement of the minimum clinical experience required for each student in

the graduate program of study.

Hours accrued each semester and appropriate KASA (skills) are signed off by the supervisor. Student turn in their hours to the

Administrative Support Coordinator (ASC). A summary of clock hours is completed by the ASC, and a copy is given to student

for placement in his/her portfolio. Original clock hours forms and KASA signatures are maintained in student files kept by ASC.

Accumulating hours and clinical skills obtained are reviewed annually during each Performance Review. Upon completion of the

program, documentation of all clock hours is completed by student on appropriate forms, and the ASC verifies those hours. The

Program Director also verifies both hours and clinical competencies during the Exit Interview and final portfolio review with the

Program Director and student.

List the ways in which students obtain academic and clinical education pertaining to normal and impaired human

development across the life span.

Coursework:

CMSD 560 Communication & Aging (normal aspects of aging)

CMSD 640 (AR experience at a retirement facility)

CMSD 680 (hearing screenings with children and adults)

PSYC 355 Child/Adolescent Psychology

CMSD 351 Language Development

CMSD 451 Language Disorders

CMSD 682 Diagnostics (variety of ages)

CMSD 684 Treatment of speech and language disorders (variety of ages)


Survey Response

How do students obtain information about the interrelationship of speech, language and hearing and

speech-language pathology and audiology? (Select all that apply.)

Clinical experiences (e.g. hearing screening, speech screening, audiologic (re)habilitation, co-supervision,

multidisciplinary teams)

Co-teaching of course work

Course offerings (e.g. introductory courses in audiology and speech pathology, graduate courses)

Interdisciplinary research

P

P

Other - specifyP several courses taught by dually certified/licensed professor

Describe how contemporary professional issues (such as reimbursement and credentialing regulations) are

presented in the curriculum.

Three courses focus on with contemporary professional issues:

CMSD 632: Seminar in Communication Sciences and Disorders

CMSD 675: Clinical Methods

CMSD 633: Professional Aspects

Describe how the program guides students to assess the effectiveness of their clinical services.

Formally, student clinicians are required to conduct at least one self-evaluation for each client from a taped clinical session.

Also, it is common during meetings with the student's supervisor that students are asked to evaluate their performance.

Additionally, an integrative essay that provides opportunity for self-reflection is written by each student annually, placed in their

portfolio and reviewed by faculty. Clinical evaluations of student's performance and other formative assessments, such as written

feedback from supervisors, help guide students in their ability to evaluate their clinical skills.

When students are assigned in teams for assessment or intervention, describe how the students count the hours and

how this time is verified.

Diagnostics are conducted in teams of two students each. Student teams share the workload equally, from planning, to

interviewing, test administration, interpretation, counseling and report writing, and both are involved in all aspects of the process

and responsible for the entire session. Both students receive equal number of hours for the experience. Time is verified by the

supervisor.

At this time, therapy is not conducted in teams.

Does the program offer clinical practicum for undergraduates?

Yes

NoP

If the program offers clinical practicum for undergraduates, provide the following information. (Enter “0”, if none)

Average number of undergraduate students enrolled in clinical practicum per academic year

Average number of clock hours earned per undergraduate student per academic term (semester or

quarter)

Average number of academic terms (semesters or quarters) undergraduates are enrolled in clinical

practicum

0

0

0

How are credit hours offered at the institution?

Quarter

SemesterP

Other - specify


Survey Response


Standard 3.1 Overall Curriculum Sufficiency


Master of Arts (MA)

Based on full-time enrollment, indicate the academic and clinical requirements for the degree, including the

minimum number of graduate semester/quarter credit hours required to earn the degree. If no credits are required

for a particular category, indicate that by providing a “0”.

RequirementsNumber of

credits

Minimum required academic credits

Minimum elective academic credits

Minimum required practicum/clinical

Minimum elective practicum/clinical

Minimum required research (include dissertation, thesis and/or research project credits, if applicable)

Minimum elective research (include dissertation, thesis and/or research project credits, if applicable)

Other - specify

Total

39.00

0.00

12.00

0.00

0.00

6.00

0.00

57.00


Survey Response


Academic and clinical education reflects current knowledge, skills, technology, and scope of practice.

The curriculum is regularly reviewed and updated. The diversity of society is reflected throughout the

curriculum.

Standard 3.2 Clinical Education

Standard 3.2


Describe how the academic and clinical curriculum is reviewed and updated to reflect current knowledge, skills,

technology, and scope of practice.

Each faculty member is responsible for updating courses on an ongoing basis to reflect current practices. Faculty meet

regularly to discuss changes to academic and clinical curricula as needed.

Students may provide feedback to faculty at any time, and primarily during their exit interview, regarding their preparation to

enter the workplace. The Advisory Council, Center and internship supervisors inform faculty as to the current trends, needs of

the profession to assist us in updating academic and clinical curricula. Alumni feedback is given in the form of surveys 1 and 5

years post graduation.

List the ways in which students obtain academic and clinical education necessary for professional practice in a

multicultural society.

On campus practica with diverse populations

Internship experiences with diverse populations in their school and medical placements

Academic courses that include multicultural issues

Describe how clinical practicum is offered and how supervision of practicum is managed, including sequence,

supervision, and coordination of placements with external facilities, diversity of client populations, etc.

The CMSD program at CSU, Chico, houses the Center for Communication Disorders.

Our clientele are fairly diverse in cultural, linguistic and economic status, and provide our students with experience in disorders

of articulation, phonology, language, voice, fluency, ESL, hearing, autism, neurogenics, across the age ranges. We have

collaboration with the Autism Clinic, run by the Kinesiology department, where students gain experience in co-treating. We are

currently entertaining other specialty clinic proposals.

First year graduate students gain their initial clinical experiences at the Center, taking 1 to 2 clients per semester; that is, a

student will have 2 clients one semester and 1 client with Audiology practicum the other semester. In the 08-09 AY, some

supervision was covered by three full time tenure/tenure track faculty, while most was covered four master’s level part time

supervisors who hold CCC and licensure. Supervisors take a maximum of 3 students per therapy hour, which allows them to

supervise at least 25%. Diagnostics are run with a 2-student team and are conducted over a 2-hour time slot, with one

supervisor. Supervision is at least 50%, with 100% supervision initially, reducing commensurately with demonstrated success.

Student teams share the workload equally, from planning, to interviewing, test administration, interpretation, counseling and

report writing, and both are involved in all aspects of the process.

Students in their first year of clinic have had prerequisite courses that are introductory in the study of various disorders:

language, articulation and phonology, voice, fluency, neurologic impairments, auditory impairments: All deal with nature, and

basic assessment and treatment of the disorder. Additionally, students have had courses that detail the clinical process:

Diagnostic Methods, Orientation to Clinic, and Audiology. They have taken courses in normal processes: Phonetics, Language

Development, Acoustics/Psychoacoustics, two developmental psychology courses spanning the age ranges, Anatomy and

Physiology, and American Sign Language; and have had a course that overviews the profession: Survey of Communication

Sciences and Disorders. As they take on their initial clinical practicum they are concurrently enrolled in graduate level courses

that extend their prerequisite knowledge.

Students must demonstrate successful on campus experience of approximately 50 hours over the first year, complete

prerequisite coursework, obtain permission from the Internship Coordinator/Clinic Director, and be advanced to candidacy prior

to participating in off -campus practica. Internships are typically done in the students 1st summer (not required), as well as the

2nd year fall and spring semesters. All are guaranteed at least one school and at least one medical placement. Our internship


Survey Responsesites provide students with experience working with diverse populations, with varied disorders, including swallowing.

The Clinic Director oversees the Center. Our internship coordinator sets up all off campus experiences, participates in the

university-site contract process, and is responsible for internship supervision. The coordinator communicates with the individuals

or the facilities to check that internship supervisors hold appropriate credentials.

We track and evaluate our students’ clinical experiences in a variety of ways. Students are provided feedback through oral

communication during individual or group meetings with their supervisors, and/or through written feedback, and through required

written evaluation by their supervisors on a standard form at semester’s end. Our standard evaluation form allows for evaluation

of skills on the KASA and students are required to do a self-evaluation of their clinical skills.


Survey Response


Standard 3.3 The scientific and research foundations of the profession are evident in the curriculum.

Standard 3.3 Scientific and Research Foundation


How do students obtain knowledge in the basic sciences (e.g. biology, physics, social sciences, and math)? (Select

all that apply.)

Deficiency or prerequisite course work

Graduate course work

Participation in faculty research

Undergraduate course work

P

P

Other - specify

How do students obtain knowledge in the basic communication sciences (e.g. acoustics, physiological and

neurological processes of speech, language, hearing, linguistics)? (Select all that apply.)

Deficiency or prerequisite course work

Graduate course work

Graduate course work in another department

Undergraduate course work in another department

P

P

Other - specify

Participation in faculty research

Research project or dissertation

How does the curriculum reflect the scientific bases of the professions and include research methodology, exposure

to research literature? (Select all that apply.)

Attend research conferences

Complete research literature reviews within courses

Complete research project, dissertation or thesis

Grand rounds

P

P

Other - specify

Incorporate evidence-based practice into the clinic

Other class research projects

P

P

Participate in faculty research

Require research course P


Survey Response

How does the program include opportunities to participate in research? (Select all that apply.)

Capstone project

Dissertation

Independent research project

Interdisciplinary research

P

Other - specify

Participation in externship research projects

Participate in faculty research P

Thesis

Are the research opportunities offered by the program consistent with the specified mission and goals of the

program?

Yes

No

P

Explain

The CMSD program offers a choice of comprehensive examination or thesis. Students who are interested in obtaining a Ph.D. in

their future are encouraged to take the thesis option. Most of our students desire clinical careers and are given appropriate levels

of research incorporated into academic preparation and clinical service. During the 08-09 year, a second year grade student

received a Graduate Equity Scholarship for one year. For this scholarship, the student participated in research with a faculty

member and conducted a small research project of her own. Occasionally students can assist faculty with their research.

Are these research opportunities consistent with the institution’s expectations for this program?

Yes

No

P

Explain

CSU, Chico encourages each of its programs to develop distinct programs that match the culture and expectations of the

students, faculty and clients who are served by the program. Because CSU, Chico, has traditionally served as a teaching

university in rural northern California, the emphasis of CMSD program has been on clinical excellence in the schools and

regional medical centers. However, students are encouraged to conduct informal single subject designs in their clinical

experience (employing peer reviewed and EBP) and a number of students have joined with professors to conduct research that

has resulted in papers at state and national conventions. It is anticipated that as EBP continues to be incorporated into the

curriculum additional research projects will emerge.


Survey Response


Standard 3.4 The academic and clinical curricula reflect an appropriate sequence of learning experiences.

Standard 3.4 Sequence of Learning Experiences


Describe any differences to the expected sequence of courses and clinical experiences that result from different

tracks.

Our program does not have different tracks.

When a student is assigned to a clinical experience before or concurrent with appropriate course work, how does

the program ensure that the student is appropriately prepared for this clinical experience? (Select all that apply.)

Additional time spent with supervisor

Concentrated/accelerated course work

Does not occur in this program

Extra clinical labs

P

P

Other - specify

Extra readings

Observations prior to hands-on experience (live or video)

P

One-to-one tutorial P

If students are assigned to a clinical experience before or concurrent with appropriate course work how does the

program evaluate the adequacy and effectiveness of the activities used to ensure the student is appropriately

prepared for clinical experience?

Supervisor evaluation of student performance, ongoing plus midterm and final

Student self-evaluation of performance

Client evaluation of services: Treatment outcomes form


Survey Response


Clinical supervision is commensurate with the clinical knowledge and skills of each student, and

clinical procedures ensure that the welfare of each person served by students is protected, in accord

with recognized standards of ethical practice and relevant federal and state regulations.

Standard 3.5 Supervision

Standard 3.5


What indicators and/or criteria are used to identify qualified supervisors/preceptors both in and outside the

professions? (Select all that apply.)

Accessibility to students

Appropriate state credentials for clinical practice

Appropriate national credentials for clinical practice

Clinical practice setting

P

P

P

P

Other - specify

Demonstrated abilities in the supervisory processes

Educational experience (including post-graduate continuing education activities)

Mastery and expertise in the clinical area supervised

Previous student evaluations

P

P

P

Previous supervisory experience

Recommendations or referrals from other professionals

Specialized training in supervision

P

P

How does the program determine the appropriate amount of supervision for the development of clinical skills in

individual students? (Select all that apply.)

Establish and monitor reasonable supervision schedules to ensure supervisor availability during diagnostic and

treatment sessions

Evaluate student clinical performance at mid-term

Evaluate student clinical performance at end of term

Maintain records of the amount of time of observations, meetings and conferences

P

P

P

Other - specify

Use student feedback

Use supervisor feedback

P

P


Survey Response

How do students have access to supervisors/preceptors when providing services to clients in on- and off-campus

placements? (Select all that apply.)

During the clinical session

Email

Clinical labs

Phone

P

P

P

Other - specify

Posted office hours

Regularly scheduled meetings/conferences

P

P

Unscheduled meetingsP

How does the program inform students regarding ethics, legal and safety issues and procedures (Select all that

apply.)

Acknowledgement of confidentiality policies (e.g. sign agreements)

Clinical handbook

Clinical labs

Clinical practice

P

P

Course work

HIPAA training

Professional practice course work

P

P


Other - specify

Universal precautions training

University safety training

Student handbookP

Student orientation


Survey Response


Clinical education obtained in external placements is governed by agreements between the program

and the external facility and is monitored by program faculty.

Standard 3.6 External Placements

Standard 3.6


Who is responsible for monitoring agreements with external facilities (Select all that apply.)


Clinic director

Faculty

Higher administration (e.g. dean, provost)

P

P

Other - specify

Legal (contracts) office

Program director

P

P

Student

Who is responsible for coordinating clinical education placements? (Select all that apply.)


Clinic director

Faculty

Intern\externship supervisor

P

Other - specifyP

Program director

Student P

Internship Coordinator

Are there written agreements between all external sites and the program?

Yes

No

P

If No, explain

How does the program monitor clinical education placements (Select all that apply.)

Intern/extern supervisor

Meeting with the externship supervisor

Onsite visits

Phone calls

P

P

P

P

Other - specify

Review of clinical practicum evaluations

Review of externship supervisor evaluation

P

P

Review of student clinical records/files

Written contractual agreementP


Survey Response


The clinical education component of the curriculum provides students with access to a client/patient

base that is sufficient to achieve the program’s stated mission and goals and includes a variety of

clinical settings, client/patient populations, and age groups.

Standard 3.7 Clinical Settings

Standard 3.7


How does the program ensure each student is exposed to a variety of clinical settings, client/patient populations and

age groups?

The programs ensures that each student is exposed to variety of clinical settings, populations, and age groups in several ways.

Students' experiences are managed by the Internship Coordinator and Clinic Director. Once per year the faculty as a whole

conduct a Performance Review for each student to monitor academic and clinical progress. Students record number of hours

spent with culturally, linguistically, and SES diverse populations on a tracking form, and they write a narrative on their experience

with diverse populations for their portfolios.


Survey Response

Standard 4.0 Students - Master's Program

The program criteria for accepting students for graduate study in audiology and/or speech-language

pathology meet or exceed the institutional policy for admission to graduate study.

Standard 4.1 Admission Criteria

Standard 4.1


Of the following, what graduate admission requirements are required by the institution? (Select all that apply.)

Minimum GRE

Minimum GPA

Letters of recommendation

Personal interview

P

Other - specify

Undergraduate major in CSD

Writing sample/essay

Complete the table below to show the grade point average (GPA) admission criteria for the university/college and

for the graduate program. Where no criterion is required, respond by indicating “0” in the appropriate space.

University/College criterion Program criterion

Minimum GPA at the time of admission to the

graduate program

Other GPA in a major area of study

3.00

3.20

3.00

3.20

Does the program use additional GPA requirements for admission (e.g., GPA in the major, GPA in the last 30 hours,

etc.)?

Yes

No

P

If the program uses additional GPA requirements for admission, please describe.

The Graduate School utilizes a combination of the last 30 and last 60 units to calculate GPA. The program uses this GPA

calculation. Applicants admitted conditionally must maintain a GPA of 3.2


Survey Response

Complete the table below to show the Graduate Record Exam (GRE) admissions criteria for the university/college

and for the graduate program. Enter “0” if there are no minimum criteria for a particular score.

University criterion Program criterion

Minimum overall GRE scores

Minimum verbal GRE score

Minimum quantitative GRE score

Minimum writing GRE score

0

0

0

0.0

0

0

0

3.5

Of the following, what graduate admission requirements are required by the program? (Select all that apply.)

Minimum GRE

Minimum GPA

Letters of recommendation

Personal interview

P

P

P

Other - specifyP

Undergraduate major in CSD

Writing sample/essay P

Resume'

Do the program admission requirements differ from that of the institution?

Yes

No

P

Please describe any exceptions to the program’s admissions requirement that are exercised by the program.

The program uses the 3.0 minimum GPA, along with evaluations of the applicants (letters of recommendation from outside

applicants and faculty recommendations for inside applicants) and GRE. Although 3.0 is a minimum GPA, our average GPA for

admissions is approximately 3.6. Applicants admitted conditionally must maintain a GPA of 3.2 for the first semester. The

CMSD program does not institute a particular requirement/score for any of the three criteria, but rank orders applicants based on

their conglomerate score from all three areas.


Survey Response


The program makes reasonable adaptations in curriculum, policies, and procedures to accommodate

differences among individual students.

Standard 4.2 Student Adaptations

Standard 4.2


Describe how the program provides accommodations for individuals with special needs with respect to curriculum,

practicum, policies, and procedures.

Students who require accommodations go through Disability Support Services. Appropriate accommodations, such as extra

time or a non-distracting environment for exams, are determined by the student and DSS and are communicated to faculty.

These students are still expected to adhere to program policies and procedures, and must meet academic and clinical

standards.

If there are academic challenges, students may extend their program through part time status.

How is respect for and understanding of cultural and individual diversity incorporated into the curriculum? Give one

example.

CSU, Chico and the CMSD program are committed to cultural and individual diversity. CSU, Chico fosters an international

academic program, leadership studies, multicultural and gender studies and experiential education studies. The CMSD program

supports cultural diversity throughout the majority of its curricula, including modules on aging and communication (CMSD 560),

the transsexual voice (CMSD 635) and age-influenced vocabularies in augmentative and alternative communication (CMSD 645).

Recently, the Phonology curriculum incorporated the ASHA Phonemic Inventories across Languages module into a project.

Bilingual SPA students were encouraged to review and confirm the inventories of their L1. Currently, a Hmong inventory is being

compiled, as that is one inventory currently missing from the ASHA website.

How do the program’s policies and procedures convey respect for and understanding of cultural and individual

diversity (e.g. admission, internal and external clinical placement and student retention policies and

procedures, proficiency in English)? Give one example.

CSU, Chico and the CMSD program support admission of international students and recent student immigrants into its

programs. CSU, Chico, prides itself on being a leading institution that provides grants and scholarships to students who are

first-time college bound members of their families.

For example, in 2008, a foreign-born CMSD student won a number of scholarships for excellent academic achievement and her

work with the local Mexican community. She subsequently requested, and was awarded, an internship at a world-class

hospital. There, she provided services to both mono- and bilingual patients. These types of students promote linkages between

different disciplines, foster multicultural competence, and facilitate the development of the global perspective.


Survey Response


Students are informed about the program’s policies and procedures, degree requirements,

requirements for professional credentialing, and ethical practice. Students are informed about

documented complaint processes.

Standard 4.3 Student Information

Standard 4.3


How are students informed about program policies and procedures? (Select all that apply.)

Academic advising

Course work

Handouts

Posting on bulletin board

P

P

P

P

Student orientation meetings

Student handbooks

P

P

Web site (provide URL)

Other - specify

How are students informed about degree requirements and requirements for professional credentialing? (Select all

that apply.)

Academic advising

Course work

Handouts


P

P

P


Student handbooks

P

P


Other - specify

How are students informed about ethical practice? (Select all that apply.)

Academic advising

Course work

Handouts


P


Student handbooks P


Other - specifyP Clinical practica


Survey Response

How are students informed about student complaint procedures including contacting the CAA? (Select all that apply.)

Academic advising

Course work

Handouts


P


Student handbooks

P

P


Other - specify

Describe the program’s policies for dealing with student complaints.

Should a problem arise, students meet with the appropriate immediate faculty (professor or supervisor). The Program Director

and/or Clinic Director may be involved at the request of the student and/or professor/supervisor. Complaints that are not able to

be satisfactorily resolved within the program can be directed to the Department Chair, then the Dean. If the issue remains

unresolved at that point, the student may submit a complaint to the Council on Academic Accreditation (CAA).

Explain how student complaints are reviewed to assess their impact on compliance with accreditation standards.

All student complaints, whether formal or informal, are presented to the faculty as a whole by the faculty member who heard the

complaint. The significance is determined and a plan of action is implemented, if appropriate, which likely includes informing the

involved student(s) of the faculty's plan, and may include the Department Chair.

Is the record of student complaints retained?

Yes

No

P

If No, explain

Describe how privacy of student information is protected when handling student complaints.

Student complaints are only discussed during formal or informal faculty meetings. Depending on the nature of the complaint, the

Department Chair may need to be informed. The information about the student does not extend beyond those settings or beyond

the person(s) involved in the complaint.


Survey Response


Students receive advising on a regular basis that pertains to both academic and clinical performance

and progress. Students are also provided information on student support services.

Standard 4.4 Student Advising

Standard 4.4


Describe the program’s advising policies and procedures with respect to academic and clinical instruction, access to

adjunct faculty, and student support services. Provide the Web site URL if available.

Graduate students are expected to meet with the graduate advisor regularly. All tenure/tenure track faculty and adjunct (part

time) faculty are required to hold a number of office commensurate with their level of appointment (eg full time = 5 office hours);

that includes clinical faculty. At CSU, Chico, students may confer with any faculty member if their advisor is not available at that

time, or if another faculty member can offer another level of expertise on the topic of concern. It is required by the university that

all syllabi contain statements regarding disability support services.

During annual performance reviews, students receive feedback and can ask questions from the faculty as a whole on both

academic and clinical areas.

Indicate those individual(s) who serve as academic advisors. (Select all that apply.)

Faculty member

Program Director

Staff

Other - specify

P

P

P Graduate Coordinator

How often do students receive academic advisement?

Once per academic year

Once per termP

More than once per term

Other - specify

Is advisement of clinical performance provided separate from academic advisement?

Yes

No

P

If advisement of clinical performance is provided separate from academic advisement, indicate the

individual(s) who serve as clinical advisors. (Select all that apply.)

Clinical director

Clinical supervisor/preceptor

Faculty member

Program director

P

P

P

P

Other - specifyP

Staff

Graduate Coordinator


Survey Response

How often do students receive clinical advisement?

Once per academic year

Once per term

More than once per term

Other - specify

P

How are students informed about student support services? (Select all that apply.)

Academic advising

Handouts


P

Student handbooks



Other - specifyP on all syllabi


Survey Response

Standard 5.0 Assessment - Master's Program

The program conducts ongoing and systematic formative and summative assessment of the

performance of its current students.

Standard 5.1 Program Assessment of Students

Standard 5.1


Provide three examples of specific graduate student learning outcomes that have been developed by the program

and describe how they are related to the mission of the program.

Graduate Learning Outcome 1

Description Demonstrate knowledge of basic human communication and swallowing

processes, including their biological, neurological, acoustic,

psychological, developmental, and linguistic and cultural bases.

:

How related to the mission of the program The mission of the Communication Sciences and Disorders Program is to

provide students with the knowledge and skills needed to enter the

profession of speech-language pathology and instill a commitment to

continued learning throughout their careers. It is vital that they have strong

base in basic human communication in order to enter the profession.

:


Description : Demonstrate knowledge of the nature of speech, language, hearing, and

communication disorders and differences and swallowing disorders,

including their etiologies, characteristics, anatomical/physiological,

acoustic, psychological, developmental, and linguistic and cultural

correlates.

How related to the mission of the program : The mission of the Communication Sciences and Disorders Program is to



continued learning throughout their careers. It is vital that they have strong

base in disorders related to communication in order to enter the

profession.


Description : Possess 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 of the

disorders.

How related to the mission of the program : The mission of the Communication Sciences and Disorders Program is to



continued learning throughout their careers. This learning outcome is

directed to the development of clinical excellence.

Describe the process used by the program to develop, validate, and assess student learning outcomes for the

knowledge and skills required for entry into professional practice.

During meetings the faculty as a whole develop student learning outcomes (SLO) based on the KASA.

The program's Assessment Coordinator collects and organizes the data. The faculty as a whole assess SLO's through

integrative questions on the comprehensive examination, through examination of evaluations of clinical performance for

on-campus practica and internships, through the KASA skills form, and through Performance Reviews.


Survey Response

Provide examples of how the program evaluates students' academic and clinical progress using formative and

summative assessments.

Academic - Formative Assessment Example : Performance on individual class assignments and examinations

Academic advising

Academic - Summative Assessment Example : Performance on comprehensive examination

Praxis examination

Academic section of Performance Review (Portfolio)

Advancement to candidacy

Clinical - Formative Assessment Example : Supervisor evaluations of clinical Performance

Self- analysis

Clinical advising

Clinical - Summative Assessment Example : Clinical section of the Portfolio Performance Review

Advancement to candidacy

Is student progress evaluated by a range of program faculty and supervisors or preceptors?

Yes

No

P

If No, explain

Describe the process and activities employed by the program to provide and document regular feedback to students

regarding their progress in achieving the expected knowledge and skills in all academic and clinical (including all

off-site experiences) components of the program.

Regular feedback is provided in each class via grading of student work. Feedback is also provided through academic and clinical

advising. Faculty meet regularly (at least once a semester) to discuss students demonstrating clinical and/or academic

difficulties. If students are having academic difficulty, the graduate school may place them on probation. A letter is sent by the

graduate school informing them of this status; the graduate coordinator meets with the students to discuss the implications of

the probation and develops a plan for the student to be successful. Performance Reviews with portfolios and interviews are

conducted during the 2nd and 3rd semesters. Written and/or verbal feedback regarding the student's performance is provided. If

students are having difficulties, individual meetings will be held. Internship supervisors report to Internship Coordinator if there are

problems with performance.

Describe how the program documents guidelines for remediation, provides that information to students, and

implements remediation opportunities consistently.

If a student is having difficulty in a specific class, the instructor will discuss a specific remediation plan with the student. If the

student is struggling overall and is put on probation by the graduate school, a letter is sent to the student. Information on

probationary status and comprehensive examination remediation is provided in the Student Handbook. Supervisor's bring to the

attention of the faculty any student who is consistently struggling in clinic. Faculty meet regularly to discuss any academic or

clinical problems and determine plans of action. The graduate coordinator meets with the student to discuss a remediation plan.

Students also receive evaluation of academic and clinical performance, and a remediation plan if necessary, during Performance

Reviews.

Describe how the program ensures that all feedback mechanisms for remediation are applied consistently.

The faculty as a whole discuss each student exhibiting problems and agree on a solution. Procedures are in place for academic

probation, remediation in clinic, remediation for comprehensive examinations. While we understand the importance of

consistency and have procedures in place for students with challenges, the faculty take into consideration each student's

situation.


Survey Response


The program documents student progress toward completion of the graduate degree and professional

credentialing requirements and makes this information available to assist students in qualifying for

certification and licensure.

Standard 5.2 Student Progress Documentation

Standard 5.2


Are the required records for each student’s planned course of study maintained by the program?

Yes

No

P

If No, explain

Describe how the program ensures that records for the planned course of study are kept accurate, complete and

current throughout each student’s graduate program.

Graduate Coordinator advises students regularly. Students are responsible for updating their records in their portolios.

Portfolios are reviewed by the faculty as a whole once per year during student Performance Reviews. A master student file

is maintained by the Administrative Support Coordinator.

Indicate the individual(s) responsible for maintaining the records for each student’s planned course of study. (Select

all that apply.)

Administrative/support staff

Academic advisor

Clinical advisor

Program director

P

P

Other - specify

Student P

Indicate the schedule or timeline for updating records for each student’s planned course of study. (Select all that

apply.)

At least once every semester/quarter

At least annually

Immediately prior to graduation

Throughout the semester/quarter

P

Other - specify

No set schedule

Are the required records for progress toward each student’s completion of degree requirements maintained by the

program?

Yes

No

P

If No, explain


Survey Response

Describe how the program ensures that records for progress toward completion of degree requirements are kept

accurate, complete and current throughout each student’s graduate program.

Same as above

Indicate the individual(s) responsible for maintaining records toward each student’s completion of degree

requirements. (Select all that apply.)


Academic advisor

Clinical advisor

Program director

P

P

Other - specifyP

Student P

Faculty as a whole during Performance Reviews

Indicate the schedule or timeline for updating records toward each student’s completion of degree requirements.

(Select all that apply.)


At least annually



P

Other - specify

No set schedule

Are the required records for each student’s progress toward completion of ASHA CCC requirements maintained by

the program?

Yes

No

P

If No, explain

Describe how the program ensures that records for each student’s progress toward the completion of ASHA CCC

requirements are kept accurate, complete, and current throughout each student’s graduate program.

Same as above

Indicate the individual(s) responsible for maintaining records toward each student’s progress toward the completion

of ASHA CCC requirements. (Select all that apply.)


Academic advisor

Clinical advisor

Program director

P

Other - specifyP

Student P



Survey Response

Indicate the schedule or timeline for updating records toward each student’s progress toward the completion of

ASHA CCC requirements. (Select all that apply.)


At least annually



P

Other - specify

No set schedule

Are the required records for progress toward each student’s progress toward completion of state licensure

maintained by the program?

Yes

No

P

If No, explain

Describe how the program ensures that records for each student’s progress toward completion of state licensure are

kept accurate, complete and current throughout each student’s graduate program.

Same as above

Indicate the individual(s) responsible for maintaining the records for each student’s progress toward completion of

state licensure. (Select all that apply.)


Academic advisor

Clinical advisor

Program director

P

Other - specifyP

Student P


Indicate the schedule or timeline for updating records for each student’s progress toward completion of state

licensure. (Select all that apply.)


At least annually



P

Other - specify

No set schedule

Are the required records for progress toward each student’s completion of state teacher certification and/or other

program certifications maintained by the program?

Yes

No

P

If No, explain


Survey Response

Describe how the program ensures that records for each student’s progress toward completion of state teacher

certification and/or other program certifications are kept accurate, complete and current throughout each student’s

graduate program.

Same as above

Indicate the individual(s) responsible for maintaining the records for each student’s progress toward completion of

state teacher certification and/or other program certification. (Select all that apply.)


Academic advisor

Clinical advisor

Program director

P

Other - specifyP

Student P


Indicate the schedule or timeline for updating records for each student’s progress toward completion of state teacher

certification and/or other program certifications. (Select all that apply.)


At least annually



P

Other - specify

No set schedule

Describe how the program makes records readily available to students and graduates in accordance with the

institution’s and program’s policies for retention of student information. Provide the Web site URL if available.

Students should have all their necessary information, at least in condensed form, in their portfolios, which they are responsible

for maintaining, updating. Students and graduates may request access to their student file from the Administrative Support

Coordinator, which contains more specific data on clinical hours. Academic records are available to students online.


Survey Response


The program conducts regular and ongoing assessments of program effectiveness and uses the

results for continuous improvement.

Standard 5.3 Program Effectiveness

Standard 5.3


Indicate the procedures used by students to assess the quality, currency, and effectiveness of the graduate

program’s academic and clinical education.

Type of

Student

Assessment

Evaluations of clinical sites

More

often than

Annually

Annually Every

2

years

Every

3

years

Every

4

years

Greater than

every 4

years

No

Assessment

Course evaluations

Evaluations of clinical supervisors

Student advisory group review

Student surveys

Other - specify

P

P

P

P

P

If Other, select

Indicate the procedures completed by graduates to assess the quality, currency, and effectiveness of the graduate


Type of

Graduate

Assessment

More

often than

Annually

Annually Every

2

years

Every

3

years

Every

4

years

Greater than

every 4

years

No

Assessment

Alumni/graduate surveys

Exit interviews

Other - specify

P

P

If Other, select


Survey Response

Indicate the procedures used by the program to assess the quality, currency, and effectiveness of the graduate


Type of

Program

Assessment

Employer surveys

More

often than

Annually

Annually Every

2

years

Every

3

years

Every

4

years

Greater than

every 4

years

No

Assessment

Advisory committee review

Curriculum review committee

Supervisor/preceptor evaluations

Program Annual Reports

Program staff/faculty meetings and

retreats

P

P

P

P

P

P

University reviews

Other - specify

P

NCATE accreditation review; CCTC accreditation review

If Other, select P

Provide two recent examples of how the results of the evaluations described above are used to plan and implement

accredited graduate program improvements.

Example #1 Communication Disorders I was split into two courses, Articulation and Phonology and Voice and Fluency, to

provide students with greater depth and breadth of knowledge in the prerequisite courses.

:

Example #2 : We have implemented a required meeting each semester with Center clinical supervisors to discuss clinical

standards, requirements, expectations, policies and procedures in order to provide greater consistency across

clinical experiences.


Survey Response

Beginning with the most recently completed academic year (fall through and including summer), provide data for

the last three years on the number and percentage of your program’s graduates who have been employed in the

profession within one year of graduation. Include graduates who are either employed or are pursuing further

education in the profession. Provide data for graduates who were previously enrolled in the residential program.

Academic Year Employment Rate in Profession

Number of graduates (#) Percent of graduates (%)

2008/2009

2007/2008

2006/2007

21 100

16 100

20 100

3 year average 100

Is the three-year employment average below 80%?

Yes

NoP

If Yes, explain

Beginning with the most recently completed academic year (fall through and including summer) provide Praxis

Examination pass rate data for the previous three periods/testing-cycles for graduates of the program. Provide data

for graduates previously enrolled in the residential program.

Period Number of students taking the exam Number of students passed

2008/2009

2007/2008

2006/2007

3 year average

Method for reporting praxis examination pass rate data: P ETS Data Institutional Data

Pass rate

18 17 0.94

18 18 1.00

21 16 0.76

0.90

What is the program’s published expectation for length of time (stated in semesters/quarters) for students to

complete the degree?

With a CSD undergraduate major P 4-semesters/quarters:

Without a CSD undergraduate majorP 8-semesters/quarters:


Survey Response

Beginning with the most recently completed academic year (fall through and including summer), provide the

average program completion rates for the graduation cohorts in the last 3 years (based on enrollment data), within

the program’s published expectation for length of time for students to complete the degree. Provide data for

graduates previously enrolled in the residential program.

Period Number completed

program within

expected time frame

Number completed

later than expected

time frame

2008/2009

2007/2008

2006/2007

3 year average

Number not

completing

19 2 1

15 3 0

20 0 0

18 1 0

Did the program completion rate for any year fall below 80%?

Yes

NoP

If the program completion rate fell below 80% for any year, describe the activities in which the program has engaged

to improve the completion rate, and resulting progress from these activities.

Percentage

completing

95

100

100

98


Survey Response


The program regularly evaluates all faculty members and faculty uses the results for continuous

improvement.

Standard 5.4 Evaluation of Faculty Members

Standard 5.4


Describe the institutional policy and guideline for regular evaluation of the faculty by program leadership.

The faculty are regularly evaluated under the guidelines of the university's Retention, Tenure, and Promotion process. Faculty

have probational status in their first through sixth years. They are reviewed annually by department RTP committee, which

includes student evaluation of faculty, peer evaluations, submission of dossier/teaching materials, and interview. An RTP

committee recommendation is submitted and the Department Chair writes an independent evaluation. The information is then

reviewed by College RTP committee, CME Dean, Provost, then President. Tenure and promotion to Associate Professor is

determined in the sixth year. Fifth year review is conducted every five years following tenure. Promotion to full professor is

typically in the tenth year. There are some provisions for early tenure and promotion; this does not occur frequently.

Describe how the program’s policies regarding the academic and clinical teaching and scholarship competence and

other professional expectations of faculty are in accordance with the institution’s policies.

The CMSD program institutes the same policies regarding academic and clinical teaching, scholarship competence, and

professional expectations of faculty as the University. We do require that all faculty and supervisors, full time and part time, hold

the CCC and state license.

Describe how students have opportunity to evaluate the academic and clinical faculty on an ongoing and regular

basis. (Select all that apply.)

Course evaluations

Supervisor evaluations

Exit interviews

Informal feedback provided in classes

P

P

P

P

Other - specify

Informal feedback provided in clinical experiences P

Indicate the mechanisms used by the program to evaluate the academic and clinical teaching and scholarship

competence and other professional expectations of faculty and the frequency with which they are used. (Select all

that apply.)

Review by personnel committee

Review by department chair

Review of professional development activities

Review of manuscripts and research proposals

P

P

P

P

Peer evaluations P

Review of publications P

Student evaluations

Teaching evaluations

Promotion and tenure review

Post-tenure review

P

P

P

Maintenance of state credentials

Maintenance of ASHA certification

Annually

Annually

Annually

Annually

Annually

Annually

Annually

Annually

3-5 years


Survey Response

Other - specify

No mechanism used

Describe how the results of faculty evaluations are communicated to the faculty and used to improve performance.

Student evaluations of faculty are made available to faculty in the following semester.

Our institution has a specific Retention, Tenure, and Promotion (RTP) process: Faculty member under review interviews with the

department RTP committee following the committees evaluation of dossier Results are provided to the faculty member through a

committee generated report. The Department Chair generates her own report. Then the reports and dossier are reviewed by the

college RTP committee, dean of the college, and university levels.


Survey Response

Standard 6.0 Program Resources - Master's Program

The institution provides adequate financial support to the program so that the program can achieve its

stated mission and goals.

Standard 6.1 Institutional Financial Support

Standard 6.1


Report the main sources and amounts of financial support for the program for the most recently completed

academic year. Enter “0” where none.

Source of support Amount in $

Institutional Support

Faculty and staff salaries

Supplies and expenses (all non-capital and non-salary expenditures)

Capital equipment

(Institutional Support) Sub-Total

Grants and contracts

Other sources

548,289

104,682

1,149

654,120

10,000

664,120Total Amount

Is the financial support provided by the institution adequate for the program?

Yes

No

P

Explain

Given the state of financial affairs in California, we were satisfied with the budgetary situation in which we had to work for the

08-09 academic year. We were able to continue to provide the same quality and quantity of academic and clinical instruction as

in previous years.


Survey Response


The program has adequate physical facilities (classrooms, offices, clinical space, and research

laboratories) that are accessible, appropriate, safe, and sufficient to achieve the program’s mission

and goals.

Standard 6.2 Physical Facilities

Standard 6.2


Are all physical facilities adequate to achieve the program’s mission and goals?

Yes

No

P

Explain

"Smart Classrooms" are available which include a variety of computer assisted technologies for instruction.

In our clinic we have 6 therapy rooms/observation rooms with one-way glass mirrors, a student prep room and materials room,

supervisor room with closed circuit monitoring of therapy rooms, an audiometric suite, student computer lab with 2 macs and 3

PCs and internet access, and Speech Science Lab. We have 3 parking spaces dedicated to clinic and in close proximity.

The Clinic office has work areas for Administrative Support Coordinator and assistants, room for copier and faculty boxes, files,

student accessible faculty boxes, and client reception and waiting area.

Each full time faculty member his/her own office; part time lecturers share between two offices- all have computers, printers, and

internet access, phones.

We are located in an old building and adequate cleaning has been a continuing issue. We will be receiving new carpeting in

summer 2010. Currently we are working the the dean on relocating the program to a more updated building.

Are all physical facilities appropriate, safe and reasonably accessible to persons with disabilities?

Yes

No

P

Explain

The clinic has Key card access only for therapy rooms and signage for both therapy and observation rooms. All buildings are

accessible to individuals with disabilities (ADA compliance). A handicap parking space is available next to our clinic.


Survey Response


The program’s equipment and educational/clinical materials are appropriate and sufficient to achieve

the program’s mission and goals.

Standard 6.3 Program Equipment and Educational/Clinical Materials

Standard 6.3


Are the program’s equipment and educational/clinical materials appropriate and sufficient to achieve the program’s

mission and goals?

Yes

No

P

Explain

Educational materials are updated according to faculty needs. A request is for purchase is made by the faculty and the

appropriate fund from which to pay for the items is determined. Clinical materials are updated as needed: faculty and students

have input and make their requests to Clinic Director and Administrative Support Coordinator. Equipment is purchased as

needed and includes CSL and audiometers and tympanometers.

Indicate the individual(s) responsible to ensure proper equipment calibration. (Select all that apply.)


Clinic director

Clinic coordinator

Faculty member

P

Other - specifyP

Program director

Student

Director of Audiology

Indicate how often equipment is calibrated.

Annually

Semi-Annually

P

Other - specify

Indicate the individual(s) responsible for maintaining written records that equipment is calibrated in accordance with

manufacturer standards, American National Standards Institute (ANSI), or other appropriate agencies. (Select all that

apply.)


Clinical director or coordinator

Faculty member

Other - specifyP

Program director

Student

Director of Audiology


Survey Response


The program has access to clerical and technical staff, support services, and library and

technology resources that are appropriate and sufficient to achieve the program’s mission and

goals.

Standard 6.4 Program Support Services and Resources

Standard 6.4


Is the clerical and technical staff adequate and sufficient to meet the program’s mission and goals?

Yes

No

P

Explain

The CMSD faculty would describe the adequacy and sufficiency of clerical staff as just minimally acceptable. At the start of fall

2008, we had one full time Administrative Support Coordinator (ASC) and one full time Administrative Support Assistant (ASA)

dedicated to our program. Our ASA was relocated to a different program January 2009, due to needs within our college. The

assistant's duties were taken over by two student workers in late January/early February, making up for approximately 30 hours

a week. However, the students were limited in the tasks they were able to perform, time was taken away from our ASC's typical

duties in order to supervise, and the students did not make up the work of a full time employee or the 11 month position that the

ASA had; therefore, the ASC is overextended.

Are the support services adequate and sufficient to meet the program’s mission and goals?

Yes

No

P

Explain

The CSU Chico campus has a variety of support services:

- disability support services

- tutoring programs

- writing laboratory

- teaching, learning and technology services

Are the library resources adequate and sufficient to meet the program’s mission and goals?

Yes

No

P

Explain

A librarian is assigned to our program to assist faculty and staff for any on-campus and inter-library loan needs, to remind faculty

to make book requests, and to update us on databases that may be appropriate for our field. Our library is minimally acceptable,

but since most of our students access their information online, this does not appear to be an issue.

Are the computer and internet resources adequate and sufficient to meet the program’s mission and goals?

Yes

No

P

Explain

Faculty computers are updated every two to four years. All faculty/staff offices have internet access. CMSD students have a

computer room with internet access. There is Wifi available in most classrooms for students; there are many "smart"

classrooms that allow professors to access computer and internet for teaching purposes. User Services provide prompt answers

to all computing and internet programs, including faculty home computers. Training programs are available through the

Technology and Learning Program.


Survey Response

Describe how the adequacy of resources is addressed in the program’s strategic plan.

Adequacy of resources have not been specifically addressed in our strategic plan, but have been implied. The goals of the

program cannot be met without adequate resources.

We are currently revising our strategic plan and will address adequacy of resources.

Describe how the program evaluates the adequacy of resources.

Requests are made to the Department Chair for items requiring budgetary action, most commonly in the hiring of part time

supervisors. It is not common for our reasonable requests to be denied. There are funds generated by our clinic that we are now

planning to tap into to provide us some freedom in the hiring of part time supervisors in these very poor economic times.

How frequently does the program evaluate the adequacy of resources?

Every academic term

Annually

P

Every 2 years


Other - specify


Course Sequence

Course Number Residential

Program

Distance

Education

Satellite /

Branch

Combined Residential

with Other Mode of

Instructional Delivery

Year 1, Term 1

CMSD 220 P

CMSD 256 P

CMSD 290 P

CMSD 362 P

Year 1, Term 2

CMSD 331 P

CMSD 351 P

CMSD 363 P

CMSD 635 P

CMSD 636 P

CMSD 642 P

Year 1, Term 3

Year 1, Term 4

Year 2, Term 1

CMSD 431 P

CMSD 440 P

CMSD 451 P

CMSD 630 P

Year 2, Term 2

CMSD 435 P

CMSD 441 P

CMSD 470 P

CMSD 560 P

CMSD 633 P

Year 2, Term 3

Year 2, Term 4


Course Sequence


Program

Distance

Education

Satellite /

Branch


with Other Mode of


Year 3, Term 1

CMSD 610 P

CMSD 620 P

CMSD 631 P

CMSD 632 P

CMSD 640 P

CMSD 680 P

CMSD 684 P

Year 3, Term 2

Year 3, Term 3

Year 3, Term 4

Year 4, Term 1

CMSD 652 P

CMSD 675 P

CMSD 682 P

Year 4, Term 2

Year 4, Term 3

Year 4, Term 4

Year 5, Term 1

Year 5, Term 2

Year 5, Term 3


Course Sequence


Program

Distance

Education

Satellite /

Branch


with Other Mode of


Year 5, Term 4

29 0 0 0Total

Our program does not have different tracks.

For the residential program, description of any difference(s) in the expected sequence of courses and clinical

experiences that result from different tracks.

For the distance education program, description of any differences in the expected sequence of courses and clinical

experiences.

For the satellite program, description of any differences in the expected sequence of courses and clinical

experiences.


Faculty Summary

Faculty Detail Total FTE Break out of FTE contribution to grad program

Residential Distance Satellite Combined

Full Time Faculty

Name

Designation

Rank

Title

CCC Status

:

:

:

:

McCaffrey Patrick

PhD

Full Professor

Prof; Grad Coord

CCC-SLP

0.60 0.00 0.00 0.00 .60

:

Name

Designation

Rank

Title

CCC Status

:

:

:

:

McColl Douglas A

Associate Professor

Associate Prof

CCC-SLP

0.50 0.00 0.00 0.00 .50

:

Name

Designation

Rank

Title

CCC Status

:

:

:

:

Miller Suzanne B

PhD

Associate Professor

Assoc Professor & Program Coordinator

CCC-A/SLP

0.57 0.00 0.00 0.00 .57

:

Name

Designation

Rank

Title

CCC Status

:

:

:

:

Steffani Susan A

Assistant Professor

Assistant Professor

CCC-SLP

0.40 0.00 0.00 0.00 .40

:

Name

Designation

Rank

Title

CCC Status

:

:

:

:

Von Berg Shelley L

Assistant Professor

assistant Professor

CCC-SLP

1.00 0.00 0.00 0.00 1.00

:

Part Time Faculty


Faculty Summary



Name

Designation

Rank

Title

CCC Status

:

:

:

:

Bonavito Sally A

OD

Lecturer

Clinical Supervisor

CCC-SLP

0.10 0.00 0.00 0.00 .10

:

Name

Designation

Rank

Title

CCC Status

:

:

:

:

Brasseur Judith A

PhD

Emeritus

Professor

CCC-SLP

0.30 0.00 0.00 0.00 .30

:

Name

Designation

Rank

Title

CCC Status

:

:

:

:

Kokal Paula J

Lecturer

Internship Supervisor and Clinical Supervisor

CCC-SLP

0.71 0.00 0.00 0.70 1.41

:

Name

Designation

Rank

Title

CCC Status

:

:

:

:

Lee Amy S

Lecturer

Clinical Supervisor

CCC-SLP

0.30 0.00 0.00 0.00 .30

:

Name

Designation

Rank

Title

CCC Status

:

:

:

:

Samorano Rebecca K

Lecturer

Instructor

CCC-SLP

0.00 0.00 0.00 0.00 .00

:


Faculty Summary



Name

Designation

Rank

Title

CCC Status

:

:

:

:

Touchette Deborah Ann

AuD

Lecturer

Part Time Lecturer; Clinical Supervisor

CCC-A

0.07 0.00 0.00 0.00 .07

:

5.25Grand Total


Course Title Course Number How

OfferedMode of

Delivery

Number of

Students

Enrolled

Instructor(s)Terms Offered

Course Summary

Academic

Acoustics/Psychoa

coustics of Speech

CMSD 363 42RY1-T2 McColl Douglas ACU/GR

Anatomy and

Physiology of

Speech and Hearing

Mechanisms


Assessment and

Management of

Auditory Disorders

CMSD 640 18RY3-T2 Miller Suzanne BGR

Audiology CMSD 440 40RY2-T1 Touchette Deborah

Ann

CU/GR

Aural Rehabilitation CMSD 441 42RY2-T2 Miller Suzanne BCU/GR

Clinical Methods CMSD 675 17RY4-T1, Y4-T2 Kokal Paula J, Kokal

Paula J

GR

Communication and

Aging

CMSD 560 15RY1-T2, Y2-T2, Y3-T2 Miller Suzanne BCU/GR

Communication

Disorders 1


Diagnostic Methods CMSD 435 38RY2-T2 Steffani Susan ACU/GR

Disorders of

Fluency

CMSD 631 18RY3-T1 McColl Douglas AGR

Disorders of

Language

CMSD 451 40RY2-T1 McCaffrey PatrickCU/GR

Introduction to Clinic CMSD 470 38RY2-T2 Steffani Susan ACU/GR

Language

Development


Neuroanatomy CMSD 620 20RY1-T1, Y3-T1 McCaffrey PatrickGR

Neuropathologies of

Language and

Cognition

CMSD 636 20RY3-T1 McCaffrey PatrickGR

Neuropathologies of

Swallowing and

Speech

CMSD 642 3RY1-T2, Y3-T2 McCaffrey PatrickGR

Organic and

Neurogenic

Disorders


Phonetics CMSD 290 43RY1-T1 Steffani Susan ACU/GR

GE = Graduate elective

GR = Graduate requirement

CU/GE = Combined undergraduate/graduate elective

CU/GR = Combined undergraduate/graduate requirement

Y = Year

T1 = Term 1

T2 = Term 2

T3 = Term 3

T4 = Term 4

R = Residential program only

DE = Distance Education only

S = Satellite location only

C = Combined residential with other mode of

instructional delivery


Course Title Course Number How

OfferedMode of

Delivery

Number of

Students

Enrolled

Instructor(s)Terms Offered

Course Summary

Professional

Aspects

CMSD 633 20RY2-T2 Von Berg Shelley LGR

Research Methods CMSD 610 20RY3-T1 Brasseur Judith AGR

Seminar in

Communication

Disorder and

Sciences

CMSD 632 18RY3-T1, Y3-T2 Brasseur Judith A,

Miller Suzanne B

GR

Seminar in

Language Disorders

CMSD 652 17RY4-T1 Steffani Susan AGR

Survey of

Communication

Disorders


Voice and

Resonance

Disorders

CMSD 635 44RY1-T2, Y2-T2 Von Berg Shelley LGR

Practicum

Clinical Practicum CMSD 684 20RY3-T1, Y3-T2 Kokal Paula J,

Bonavito Sally A, Lee

Amy S

GR

Practicum in

Audiology

CMSD 680 10RY3-T1, Y3-T2 Touchette Deborah

Ann , Miller Suzanne

B

GR

Practicum in

Speech-Language

Pathology

Diagnostics

CMSD 682 10RY4-T1, Y4-T2 Kokal Paula J,

Bonavito Sally A, Lee

Amy S

GR

Lab

Disorders of

Articulation and

Phonology

CMSD 630 20RY2-T1 Von Berg Shelley LGR

Others

American Sign

Language

CMSD 256 27RY1-T1, Y2-T1 Samorano Rebecca KCU/GR

GE = Graduate elective

GR = Graduate requirement

CU/GE = Combined undergraduate/graduate elective

CU/GR = Combined undergraduate/graduate requirement

Y = Year

T1 = Term 1

T2 = Term 2

T3 = Term 3

T4 = Term 4

R = Residential program only

DE = Distance Education only

S = Satellite location only

C = Combined residential with other mode of

instructional delivery


Individual Course Detail

Acoustics/Psychoacoustics of Speech

CMSD 363

McColl Douglas A

42

3.00

Course Title

Course Number

Instructor(s)

Number of Students Enrolled

Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:

Residential program only

Combined undergraduate/graduate requirement

Y1-T2

Knowledge & Skills:

Basic Communication and Swallowing Processes

biological, neurological, acoustic, psychological, developmental, and linguistic and cultural basis

Speech, Language, Hearing, Communication, and Swallowing Disorders and Differences

Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,

linguistic, and cultural correlates)

Hearing, including the impact on speech and language (including etiologies, characteristics, and anatomical/physiological,

acoustic, psychological, developmental, linguistic, and cultural correlates)

Voice and resonance, including respiration and phonation (including etiologies, characteristics, and anatomical/Physiological,


Principles and Methods of Prevention

Interaction and interdependence of speech, language, and hearing in the discipline of human communication sciences and

disorders

Clinical Skills and Processes

Oral and written or other forms of communication


Y = Year T1 = Term 1 T2 = Term 2 T3 = Term 3 T4 = Term 4


American Sign Language

CMSD 256

Samorano Rebecca K

27

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T1, Y2-T1

Knowledge & Skills:


Communication modalities (e.g., oral, manual, and augmentative and alternative communication techniques and assistive

technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental,




Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening,

reading, writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic,

psychological, developmental, linguistic, and cultural correlates)

Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies,

characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)






Anatomy and Physiology of Speech and Hearing Mechanisms

CMSD 362

McColl Douglas A

44

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T1

Knowledge & Skills:












disorders


Application of the principles of evidence-based practice


Prevention, evaluation, and intervention of communication disorders and swallowing disorders




Assessment and Management of Auditory Disorders

CMSD 640

Miller Suzanne B

18

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:


Graduate requirement

Y3-T2

Knowledge & Skills:


Cognitive aspects of communication (e.g., attention, memory, sequencing, problem solfing, executive functioning) (including

etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural

correlates)






Contemporary Professional Issues

Standards of ethical conduct



disorders

Principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders

across the life span, including consideration of anatomical/physiological, psychological, developmental, linguistic, and cultural

correlates of the disorders


Effective interaction with patients, families, professionals, and other individuals, as appropriate

Interaction and personal qualities, including counseling, collaboration, ethical practice, and professional behavior






Audiology

CMSD 440

Touchette Deborah Ann

40

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T1

Knowledge & Skills:








disorders







Aural Rehabilitation

CMSD 441

Miller Suzanne B

42

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T2

Knowledge & Skills:








Contemporary professional issues




disorders










Clinical Methods

CMSD 675

Kokal Paula J, Kokal Paula J

17

1.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y4-T1, Y4-T2

Knowledge & Skills:


Certification, specialty recognition, licensure, and other relevant professional credentials



Research

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



disorders









Clinical Practicum

CMSD 684

Kokal Paula J, Bonavito Sally A, Lee Amy S

20

2.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y3-T1, Y3-T2

Knowledge & Skills:






Delivery of services to culturally and linguistically diverse populations





Self-evaluation of effectiveness of practice




Communication and Aging

CMSD 560

Miller Suzanne B

15

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T2, Y2-T2, Y3-T2

Knowledge & Skills:




correlates)



Research




disorders









Communication Disorders 1

CMSD 331

McColl Douglas A

42

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T2

Knowledge & Skills:








correlates)




Fluency (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,

and cultural correlates)















disorders















Diagnostic Methods

CMSD 435

Steffani Susan A

38

0.30

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T2

Knowledge & Skills:














Disorders of Articulation and Phonology

CMSD 630

Von Berg Shelley L

20

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T1

Knowledge & Skills:






correlates)















Research




disorders

















Disorders of Fluency

CMSD 631

McColl Douglas A

18

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y3-T1

Knowledge & Skills:











Research













Disorders of Language

CMSD 451

McCaffrey Patrick

40

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T1

Knowledge & Skills:









disorders












Introduction to Clinic

CMSD 470

Steffani Susan A

38

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T2

Knowledge & Skills:















Language Development

CMSD 351

McCaffrey Patrick

40

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T2

Knowledge & Skills:











disorders




Neuroanatomy

CMSD 620

McCaffrey Patrick

20

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T1, Y3-T1

Knowledge & Skills:






correlates)

Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunction)

(including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and

cultural correlates)




Neuropathologies of Language and Cognition

CMSD 636

McCaffrey Patrick

20

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y3-T1

Knowledge & Skills:






correlates)
















Neuropathologies of Swallowing and Speech

CMSD 642

McCaffrey Patrick

3

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T2, Y3-T2

Knowledge & Skills:




















Organic and Neurogenic Disorders

CMSD 431

McCaffrey Patrick

3

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T1

Knowledge & Skills:








correlates)











Research




disorders











Phonetics

CMSD 290

Steffani Susan A

43

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T1

Knowledge & Skills:











Practicum in Audiology

CMSD 680

Touchette Deborah Ann , Miller Suzanne B

10

1.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y3-T1, Y3-T2

Knowledge & Skills:











Practicum in Speech-Language Pathology Diagnostics

CMSD 682

Kokal Paula J, Bonavito Sally A, Lee Amy S

10

1.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y4-T1, Y4-T2

Knowledge & Skills:















Professional Aspects

CMSD 633

Von Berg Shelley L

20

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y2-T2

Knowledge & Skills:








correlates)






















disorders


















Research Methods

CMSD 610

Brasseur Judith A

20

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y3-T1

Knowledge & Skills:

Research











Seminar in Communication Disorder and Sciences

CMSD 632

Brasseur Judith A, Miller Suzanne B

18

2.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y3-T1, Y3-T2

Knowledge & Skills:






correlates)














disorders







Seminar in Language Disorders

CMSD 652

Steffani Susan A

17

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y4-T1

Knowledge & Skills:




correlates)
















Survey of Communication Disorders

CMSD 220

McColl Douglas A

50

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T1

Knowledge & Skills:





























Voice and Resonance Disorders

CMSD 635

Von Berg Shelley L

44

3.00

Course Title

Course Number

Instructor(s)


Mode of Delivery

Number of Credits

How Offered

Term(s) Offered

:

:

:

:

:

:

:

:



Y1-T2, Y2-T2

Knowledge & Skills:








Research




disorders














Summary of Master's - SLP Knowledge & Skills within the

Curriculum

Course Number Academic Practicum Lab Research Other



CMSD 220 P

CMSD 290 P

CMSD 331 P

CMSD 351 P

CMSD 362 P

CMSD 363 P

CMSD 431 P

CMSD 435 P

CMSD 440 P

CMSD 470 P

CMSD 620 P

CMSD 631 P

CMSD 633 P

CMSD 636 P

CMSD 642 P


Articulation (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,


CMSD 220 P

CMSD 290 P

CMSD 331 P

CMSD 351 P

CMSD 362 P

CMSD 363 P

CMSD 431 P

CMSD 630 P

CMSD 632 P

CMSD 633 P

CMSD 642 P



CMSD 220 P

CMSD 331 P

CMSD 631 P

CMSD 633 P



Curriculum




CMSD 220 P

CMSD 331 P

CMSD 362 P

CMSD 363 P

CMSD 431 P

CMSD 635 P

Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening, reading,

writing, and manual modalities (including etiologies, characteristics, and anatomical/physiological, acoustic, psychological,

developmental, linguistic, and cultural correlates)

CMSD 220 P

CMSD 256 P

CMSD 331 P

CMSD 351 P

CMSD 451 P

CMSD 630 P

CMSD 632 P

CMSD 633 P

CMSD 636 P

CMSD 652 P



CMSD 220 P

CMSD 256 P

CMSD 331 P

CMSD 362 P

CMSD 363 P

CMSD 440 P

CMSD 441 P

CMSD 630 P

CMSD 632 P

CMSD 633 P

CMSD 640 P


(including etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, linguistic, and cultural

correlates)



Curriculum


CMSD 431 P

CMSD 620 P

CMSD 633 P

CMSD 642 P



correlates)

CMSD 331 P

CMSD 431 P

CMSD 560 P

CMSD 620 P

CMSD 630 P

CMSD 632 P

CMSD 633 P

CMSD 636 P

CMSD 640 P

CMSD 652 P

Social aspects of communication (e.g., behavioral and social skills affecting communication) (including etiologies, characteristics,

and anatomical/Physiological, acoustic, psychological, developmental, linguistic, and cultural correlates)

CMSD 220 P

CMSD 256 P

CMSD 331 P

CMSD 431 P

CMSD 451 P

CMSD 560 P

CMSD 630 P

CMSD 631 P

CMSD 632 P

CMSD 633 P

CMSD 636 P

CMSD 652 P


technology) (including etiologies, characteristics, and anatomical/Physiological, acoustic, psychological, developmental, linguistic,




Curriculum


CMSD 256 P

CMSD 331 P

CMSD 431 P

CMSD 441 P

CMSD 630 P

CMSD 633 P

CMSD 640 P



CMSD 220 P

CMSD 331 P

CMSD 441 P

CMSD 630 P

CMSD 631 P

CMSD 632 P

CMSD 633 P

CMSD 635 P

CMSD 640 P

CMSD 675 P

CMSD 680 P

CMSD 682 P

CMSD 684 P


CMSD 441 P

CMSD 630 P

CMSD 631 P

CMSD 632 P

CMSD 633 P

CMSD 635 P

CMSD 675 P

CMSD 682 P

CMSD 684 P




Curriculum


CMSD 220 P

CMSD 331 P

CMSD 630 P

CMSD 632 P

CMSD 633 P

CMSD 635 P

CMSD 675 P

Research


CMSD 431 P

CMSD 560 P

CMSD 610 P

CMSD 630 P

CMSD 631 P

CMSD 635 P

CMSD 675 P







Curriculum


CMSD 220 P

CMSD 331 P

CMSD 431 P

CMSD 435 P

CMSD 440 P

CMSD 441 P

CMSD 451 P

CMSD 470 P

CMSD 560 P

CMSD 610 P

CMSD 630 P

CMSD 631 P

CMSD 632 P

CMSD 633 P

CMSD 635 P

CMSD 636 P

CMSD 640 P

CMSD 642 P

CMSD 652 P

CMSD 675 P


disorders

CMSD 331 P

CMSD 351 P

CMSD 362 P

CMSD 363 P

CMSD 431 P

CMSD 440 P

CMSD 441 P

CMSD 451 P

CMSD 560 P

CMSD 630 P

CMSD 632 P

CMSD 633 P

CMSD 635 P

CMSD 640 P

CMSD 675 P




Curriculum



CMSD 256 P

CMSD 331 P

CMSD 362 P

CMSD 363 P

CMSD 435 P

CMSD 441 P

CMSD 451 P

CMSD 470 P

CMSD 560 P

CMSD 610 P

CMSD 630 P

CMSD 631 P

CMSD 633 P

CMSD 635 P

CMSD 640 P

CMSD 642 P

CMSD 652 P

CMSD 675 P

CMSD 682 P

CMSD 684 P




Curriculum


CMSD 220 P

CMSD 290 P

CMSD 331 P

CMSD 362 P

CMSD 431 P

CMSD 435 P

CMSD 441 P

CMSD 451 P

CMSD 470 P

CMSD 630 P

CMSD 631 P

CMSD 633 P

CMSD 635 P

CMSD 636 P

CMSD 640 P

CMSD 642 P

CMSD 652 P

CMSD 680 P

CMSD 682 P

CMSD 684 P


CMSD 431 P

CMSD 630 P

CMSD 633 P

CMSD 635 P

CMSD 640 P

CMSD 680 P

CMSD 682 P

CMSD 684 P




Curriculum


CMSD 331 P

CMSD 435 P

CMSD 470 P

CMSD 630 P

CMSD 631 P

CMSD 633 P

CMSD 635 P

CMSD 636 P

CMSD 640 P

CMSD 680 P

CMSD 682 P

CMSD 684 P


CMSD 331 P

CMSD 451 P

CMSD 470 P

CMSD 630 P

CMSD 633 P

CMSD 635 P

CMSD 680 P

CMSD 682 P

CMSD 684 P


CMSD 362 P

CMSD 431 P

CMSD 451 P

CMSD 630 P

CMSD 633 P

CMSD 635 P

CMSD 642 P

CMSD 682 P

CMSD 684 P




Curriculum


CMSD 633 P

CMSD 635 P

CMSD 682 P

CMSD 684 P


Miles from

the Program

Name of Site

Demographic Summary of Clinical Sites

Mode of Delivery Number of

Students per

Supervisor

per

Academic

Term

Number

of Terms

Used

Average

Number of

Clients per

Academic

Term

Average

Number of

Hours Spent

per

Academic

Term

Hospital

California Park Rehabilitation 1-10 miles Residential Program 1 2 128

Enloe Medical Center 1-10 miles Residential Program 1 2 195

Enloe Outpatient 1-10 miles Residential Program 1 1 195

Feather River Hospital 21-30 miles Residential Program 1 3 130

Kaiser Permanente 400 Residential Program 1 1 196

Mercy Medical Center 90 Residential Program 1 1 132

Oakland Children's Hospital 200 Residential Program 1 1 110

Rancho Los Amigos

Rehabilitation Center

500 Residential Program 1 1 177

Rideout Hospital 41-50 miles Residential Program 2 1 153

School

Chapman Elementary Shcool 1-10 miles Residential Program 1 2 139

Early Childhood Language

Center


Hamilton Unified School District 11-20 miles Residential Program 1 2 182

Little Chico Creek Elementary

School

1-10 miles Residential Program 1 1 146

Loma Vista Elementary School 1-10 miles Residential Program 1 3 166

Marigold Elementary School 1-10 miles Residential Program 1 2 120

McMannis Elementary School 1-10 miles Residential Program 1 1 152

Mesa Vista Elementary School 21-30 miles Residential Program 1 1 54

Orland School District 21-30 miles Residential Program 2 2 144

Ponderosa Elementary School 11-20 miles Residential Program 1 1 101

Sonoma County Office of

Education


Stanford Avenue Elementary

School


Sycamore Middle School 21-30 miles Residential Program 1 1 10

Private practice

Chico Speech and Language

Center


Lee Speech and Language

Center



Miles from

the Program

Name of Site

Demographic Summary of Clinical Sites

Mode of Delivery Number of

Students per

Supervisor

per

Academic

Term

Number

of Terms

Used

Average

Number of

Clients per

Academic

Term

Average

Number of

Hours Spent

per

Academic

Term

Speech Language and Learning 1-10 miles Residential Program 1 1 3

Speech Therapy Center 90 Residential Program 1 2 132

College/university

Center for Communication

Disorders


Residential healthcare facility

Enloe Inpatient Rehabilitation

Center


Twin Oaks Health and

Rehabilitation Center


Windsor Chico Creek Care and

Rehabilitaiton



Summary of Master's - SLP Clinical Population

Average Number of Clients Average Number of Clock Hours

Children Adults Children Adults

ARTICULATION

Evaluation 0 0 165 76

Intervention 0 0 532 160

VOICE & RESONANCE



FLUENCY



LANGUAGE DISORDERS (Receptive & Expressive)



SWALLOWING DISORDERS



COGNITIVE ASPECTS OF COMMUNICATION

Evaluation 0 0 0 0


SOCIAL ASPECTS OF COMMUNICATION

Evaluation 0 0 0 0


COMMUNICATION MODALITIES

Evaluation 0 0 0 0


HEARING




Clinical Site Detail

California Park Rehabilitation

Hospital

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355

CMSD 560 or Psych 354

Psych 456 or 457

Prerequisite(s)

Typical Number of Students per Supervisor per Academic Term

1

Type of Student Activities

Speech and language evaluation

Patient care conferences

Speech and language treatment

Swallow assessment/studies

Swallowing treatment

Report writing and progress notes

Number of terms your program has used this facility in the past year.

2

Is a written contract or agreement on file?

Yes

No

P

What is the age range for adults?

18-100

What is the age range for children?

0

List the culturally and linguistically diverse populations served.

Asian, Hispanic, Arabic, African American



Clinical Population Data:

Average number of clock hoursMethod of Reporting Clinical Population Data:

TotalAdultsChildrenCategory

ARTICULATION

Evaluation 0 2 2

Intervention 0 3 3

VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 24 24

Intervention 0 27 27


Evaluation 0 26 26



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 8 8


128Sub Total:



Center for Communication Disorders

College/university

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470

Psych 355


Psych 456 or 457

Prerequisite(s)


6





Conferences with supervisor


2


Yes

NoP


18-100


2-17


Hispanic, African American, Asian, Ethiopian






ARTICULATION

Evaluation 3 3 6


VOICE & RESONANCE

Evaluation 1 1 2

Intervention 0 2 2

FLUENCY

Evaluation 5 2 7



Evaluation 4 3 7



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 7 7 14

Intervention 0 0 0

110Sub Total:



Chapman Elementary Shcool

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1



IEPs

Speech and language treatment; group therapy



2


Yes

No

P


N/A


3-13








ARTICULATION

Evaluation 13 0 13


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 4 0 4

FLUENCY

Evaluation 0 0 0

Intervention 5 0 5


Evaluation 19 0 19



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 1 1

139Sub Total:



Chico Speech and Language Center

Private practice

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1


Diagnosis and remediation of speech and language disorders including articulation, apraxia, fluency, aural rehabilitation, voice,

aphasia, traumatic brain injury, autism, dysphagia, augmentative devices. Report writing and progress notes.


3


Yes

No

P


18-100


18 months to 18 years


Hmong, Hispanic, Arabic, African Americcan, Chinese






ARTICULATION

Evaluation 5 19 24


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 1 1 2

Intervention 0 0 0


Evaluation 14 8 22



Evaluation 1 0 1

Intervention 4 1 5


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 1 1 2

Intervention 7 0 7

171Sub Total:



Early Childhood Language Center

School

400

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1


Speech and language evaluation and treatment



1


Yes

No

P


N/A


3+


Hispanic, African American, Asian, Arabic






ARTICULATION

Evaluation 0 0 0


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

109Sub Total:



Enloe Inpatient Rehabilitation Center


1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


2









3


Yes

No

P


18-100


0








ARTICULATION

Evaluation 0 8 8


VOICE & RESONANCE

Evaluation 0 4 4


FLUENCY

Evaluation 0 8 8

Intervention 0 4 4


Evaluation 0 25 25



Evaluation 0 14 14



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 1 1


221Sub Total:



Enloe Medical Center

Hospital

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1









2


Yes

No

P


18-100


0








ARTICULATION

Evaluation 0 12 12


VOICE & RESONANCE

Evaluation 0 2 2

Intervention 0 2 2

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 33 33



Evaluation 0 40 40



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 7 7

Intervention 0 6 6

195Sub Total:



Enloe Outpatient

Hospital

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1









1


Yes

No

P


18+


N/A








ARTICULATION

Evaluation 0 2 2


VOICE & RESONANCE

Evaluation 0 1 1

Intervention 0 7 7

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 8 8



Evaluation 0 9 9



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 2 2

Intervention 0 8 8

195Sub Total:



Feather River Hospital

Hospital

21-30 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1









3


Yes

No

P


18-100


2-17








ARTICULATION

Evaluation 4 1 5


VOICE & RESONANCE

Evaluation 0 2 2

Intervention 0 9 9

FLUENCY

Evaluation 0 1 1



Evaluation 3 10 13



Evaluation 0 14 14



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 1 1

Intervention 0 6 6

130Sub Total:



Hamilton Unified School District

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1



IEPs




2


Yes

No

P


N/A


3-18








ARTICULATION

Evaluation 18 0 18


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 8 0 8

FLUENCY

Evaluation 0 0 0

Intervention 6 0 6


Evaluation 20 0 20



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 4 0 4


182Sub Total:



Kaiser Permanente

Hospital

400

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1









1


Yes

No

P


18-100


2-17








ARTICULATION

Evaluation 12 1 13

Intervention 1 4 5

VOICE & RESONANCE

Evaluation 1 6 7

Intervention 0 6 6

FLUENCY

Evaluation 3 0 3

Intervention 0 1 1


Evaluation 17 7 24



Evaluation 1 51 52



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

196Sub Total:



Lee Speech and Language Center

Private practice

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1








IEPs


1


Yes

No

P


18-100


2-17








ARTICULATION

Evaluation 4 3 7

Intervention 6 8 14

VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 1 0 1

Intervention 3 0 3


Evaluation 5 10 15



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 6 3 9

81Sub Total:



Little Chico Creek Elementary School

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1



IEPs




1


Yes

No

P


N/A


3-13








ARTICULATION

Evaluation 19 0 19


VOICE & RESONANCE

Evaluation 1 0 1

Intervention 2 0 2

FLUENCY

Evaluation 1 0 1

Intervention 3 0 3


Evaluation 16 0 16



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 7 0 7


146Sub Total:



Loma Vista Elementary School

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1


Diagnosis and remediation of speech and language disorders including articulation, language, fluency, voice, auditory processing

disorder, autism, augmentative communication and dysphagia. Report writing and progress notes.

IEP meetings.


3


Yes

No

P


18-22


3-17


Hispanic, African American, Asian, Arabic






ARTICULATION

Evaluation 17 0 17


VOICE & RESONANCE

Evaluation 5 0 5


FLUENCY

Evaluation 5 0 5

Intervention 5 0 5


Evaluation 15 0 15



Evaluation 8 0 8

Intervention 9 0 9


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 7 0 7

Intervention 9 0 9

166Sub Total:



Marigold Elementary School

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1



IEPs




2


Yes

No

P


N/A


3-17








ARTICULATION

Evaluation 12 0 12


VOICE & RESONANCE

Evaluation 1 0 1

Intervention 2 0 2

FLUENCY

Evaluation 1 0 1

Intervention 3 0 3


Evaluation 11 0 11



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 1 0 1

Intervention 5 0 5

120Sub Total:



McMannis Elementary School

School

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1



IEPs




1


Yes

No

P


N/A


3-13








ARTICULATION

Evaluation 13 0 13


VOICE & RESONANCE

Evaluation 2 0 2

Intervention 2 0 2

FLUENCY

Evaluation 3 0 3

Intervention 3 0 3


Evaluation 23 0 23



Evaluation 1 0 1

Intervention 2 0 2


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 2 0 2


152Sub Total:



Mercy Medical Center

Hospital

90

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1









1


Yes

No

P


18-100


0








ARTICULATION

Evaluation 0 1 1


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 9 9

Intervention 0 8 8


Evaluation 0 20 20



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

132Sub Total:



Mesa Vista Elementary School

School

21-30 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1



IEPs




1


Yes

No

P


N/A


3-13








ARTICULATION

Evaluation 0 1 1

Intervention 9 0 9

VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0


54Sub Total:



Oakland Children's Hospital

Hospital

200

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1









1


Yes

No

P


N/A


2-18








ARTICULATION

Evaluation 3 0 3


VOICE & RESONANCE

Evaluation 1 0 1

Intervention 0 0 0

FLUENCY

Evaluation 2 0 2

Intervention 1 0 1


Evaluation 25 0 25



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

110Sub Total:



Orland School District

School

21-30 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


2



IEPs




2


Yes

No

P


N/A


3-18








ARTICULATION

Evaluation 15 0 15

Intervention 6 0 6

VOICE & RESONANCE

Evaluation 1 0 1

Intervention 2 0 2

FLUENCY

Evaluation 2 0 2



Evaluation 23 0 23



Evaluation 0 0 0



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 4 0 4


144Sub Total:



Ponderosa Elementary School

School

11-20 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1



IEPs




1


Yes

No

P


N/A


3-18








ARTICULATION

Evaluation 4 0 4


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 2 0 2

Intervention 7 0 7


Evaluation 15 0 15



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 2 0 2

Intervention 9 0 9

101Sub Total:



Rancho Los Amigos Rehabilitation Center

Hospital

500

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1


Diagnosis and remediation of speech and language disorders including articulation, language, voice, fluency, dysphagia,

dysarthria, TBI, apraxia, central auditory processing







1


Yes

No

P


25-75


10-20


Middle Eastern, hispanic, African American, Asian, Korean, Chinese, Pacific Islander, Filipino, Samoan






ARTICULATION

Evaluation 0 0 0


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 4 23 27



Evaluation 2 12 14



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

177Sub Total:



Rideout Hospital

Hospital

41-50 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


2









1


Yes

No

P


18-100


2-17








ARTICULATION

Evaluation 3 17 20


VOICE & RESONANCE

Evaluation 0 1 1

Intervention 0 8 8

FLUENCY

Evaluation 0 1 1

Intervention 0 5 5


Evaluation 9 11 20



Evaluation 2 25 27



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 3 3

Intervention 0 8 8

153Sub Total:



Sonoma County Office of Education

School

152

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1


Speech and language evaluation and treatment: articulation, language, autism, voice, fluency, and AAC

IEPs



1


Yes

No

P


0


3-12


Spanish






ARTICULATION

Evaluation 0 0 0


VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

97Sub Total:



Speech Language and Learning

Private practice

1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1


Speech assessment


1


Yes

No

P


18-100


0-17


None.






ARTICULATION

Evaluation 3 0 3

Intervention 0 0 0

VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 0 0

3Sub Total:



Speech Therapy Center

Private practice

90

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1








IEPs


2


Yes

No

P


18-100


2-17








ARTICULATION

Evaluation 5 4 9


VOICE & RESONANCE

Evaluation 1 2 3

Intervention 0 5 5

FLUENCY

Evaluation 1 0 1

Intervention 0 0 0


Evaluation 4 1 5



Evaluation 0 1 1

Intervention 0 2 2


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 4 0 4

Intervention 5 0 5

132Sub Total:



Stanford Avenue Elementary School

School

21-30 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 520; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1



IEPs




1


Yes

No

P


0


5-18


Hispanic, Asian, Arabic, African American






ARTICULATION

Evaluation 7 0 7


VOICE & RESONANCE

Evaluation 1 0 1

Intervention 1 0 1

FLUENCY

Evaluation 2 0 2

Intervention 5 0 5


Evaluation 14 0 14



Evaluation 0 0 0

Intervention 2 0 2


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 1 0 1


103Sub Total:



Sycamore Middle School

School

21-30 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1



IEPs




1


Yes

No

P


N/A


11-14


Hispanic, Asian, African American, Arabic






ARTICULATION

Evaluation 5 0 5

Intervention 0 0 0

VOICE & RESONANCE

Evaluation 0 0 0

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 2 0 2

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 3 0 3

Intervention 0 0 0

10Sub Total:



Twin Oaks Health and Rehabilitation Center


1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1









2


Yes

No

P


18-100


N/A








ARTICULATION

Evaluation 0 2 2

Intervention 0 3 3

VOICE & RESONANCE

Evaluation 0 3 3

Intervention 0 2 2

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 15 15



Evaluation 0 7 7



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 0 0

Intervention 0 4 4

89Sub Total:



Windsor Chico Creek Care and Rehabilitaiton


1-10 miles

Residential Program

Clinical Site Name

Type

Miles

Mode of Delivery :

:

:

:

CMSD 220; 256; 290; 331; 351; 362; 363; 431; 435; 440; 441; 451; 470; 610; 620; 631; 632; 636; 640; 642; 645; 680; 684

Psych 355


Psych 456 or 457

Prerequisite(s)


1









2


Yes

No

P


18-100


N/A








ARTICULATION

Evaluation 0 0 0

Intervention 0 0 0

VOICE & RESONANCE

Evaluation 0 3 3

Intervention 0 0 0

FLUENCY

Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 20 20



Evaluation 0 6 6



Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0


Evaluation 0 0 0

Intervention 0 0 0

HEARING

Evaluation 0 3 3

Intervention 0 4 4

81Sub Total:


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