Speech-Language Pathology Program Handbook Language Pathology (CAA) of the American Speech-Language-Hearing

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    School of Health Technology and Management

    Speech-Language Pathology

    Program Handbook

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    CHAPTER 1 - INTRODUCTION 4

    1.1 PROGRAM DESCRIPTION AND CANDIDACY 4

    1.2 MISSION AND VISION 5

    1.3 STUDENT LEARNING OUTCOMES 5

    1.4 STUDENT’S ROLES AND RESPONSIBILITIES 6

    1.5 DIRECTOR OF CLINICAL EDUCATION RESPONSIBILITIES 6

    1.6 RESPONSIBILITIES OF SITE SUPERVISOR’S FOR CLINICALS III, IV, V,

    SCHOOLS CLINICAL OR BILINGUAL CLINICAL 6

    1.7 ACADEMIC STANDARDS 6

    1.8 FACULTY AND STAFF 7

    CHAPTER 2 - CURRICULUM 8

    2.1 CURRICULUM 8

    2.2 CURRICULUM WITH COURSE DESCRIPTIONS 10

    2.3 PLAN OF STUDY FOR TRACK I 18

    2.4 PLAN OF STUDY FOR TRACK II 19

    2.5 PLAN OF STUDY FOR TRACK III 20

    2.6 PROGRAM ADVISEMENT 21

    2.7 CLINICAL ADVISEMENT 21

    2.8 SUPERVISION 21

    2.9 CALIPSO AND MAINTAINING CLOCK HOURS 21

    2.10 CLINICAL CURRICULUM AND SEQUENCING 22

    CHAPTER 3 - ASSESSMENT 24

    3.1 ASSESSMENT OF STUDENT LEARNING 24

    3.2 POLICIES FOR INTERVENTION AND REMEDIATION 25

    3.3 ACADEMIC ASPECTS OF THE PROGRAM 25

    3.4 CLINICAL ASPECTS OF THE PROGRAM 25

    3.5 SUMMATIVE ASSESSMENTS OF THE PROGRAM 26

    CHAPTER 4 – GRADUATION REQUIREMENTS 27

    4.1 GRADUATION REQUIREMENTS 27

    CHAPTER 5 - POLICIES 28

    5.1 ASHA CODE OF ETHICS 28

    5.2 2020 CFCC STANDARDS 28

    5.3 ASHA SCOPE OF PRACTICE 28

    5.4 INFECTION CONTROL POLICY 28

    5.5 BLOODBORNE PATHOGEN EXPOSURES 29

    5.6 TESTS AND MATERIALS CHECKOUT PROCEDURES POLICY 29

    5.7 HIPAA AND CLIENT/PATIENT CONFIDENTIALITY 29

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    5.8 FERPA 29

    5.9 HEALTH CLEARANCE FOR STUDENTS 29

    5.10 POLICY FOR MAINTAINING CONFIDENTIALITY 29

    5.11 OFFICE HOURS POLICY 29

    5.12 GRADUATE STUDENT PROFICIENCY IN ENGLISH SCREENING PROCEDURE 30

    5.13 PROCEDURE TO EXPRESS A COMPLAINT ABOUT THE SPEECH-LANGUAGE PATHOLOGY PROGRAM 30

    5.14 POLICIES FOR ACADEMIC AND CLINICAL INTEGRITY AND CONDUCT AND VIOLATIONS OF CONDUCT 30

    5.15 DIVERSITY AND INCLUSION POLICY 31

    5.16 EQUITABLE TREATMENT 32

    5.17 PROFESSIONAL BEHAVIORS INCLUDING DRESS CODE POLICY 33

    5.18 COMMUNICATION, SOCIAL MEDIA AND CELL PHONE POLICY 34

    5.19 PRINTING POLICY 34

    5.20 POLICY FOR VIEWING/OBTAINING RECORDS AND RETENTION OF FILES 35

    5.21 HEALTH SAFETY POLICY 35

    5.22 WEATHER EMERGENCY POLICY 36

    5.23 CRITICAL INCIDENT MANAGEMENT AND EMERGENCY COMMUNICATIONS 36

    5.24 EVACUATION PROCEDURES 38

    5.25 FIRE ALARM PROCEDURES 39

    APPENDICES - FORMS 40

    A.1 GRADUATE ORIENTATION FORM 41

    A.2 ELIGIBILITY REQUIREMENTS AND ESSENTIAL FUNCTIONS 42

    A.3 ADVISEMENT SHEET 44

    A.4 PROFESSIONAL CREDENTIALS 45

    A.5 TRACKING FORM 46

    A.6 COURSE PLAN OF STUDY-TRACK I 48

    A.7 COURSE PLAN OF STUDY- TRACK II 49

    A.8 COURSE PLAN OF STUDY- TRACK III 50

    A.9 GRADUATE STUDENT PROFICIENCY IN ENGLISH SCREENING PROCEDURE 51

    A.10 EVALUATION OF STUDENT LEARNING OUTCOMES 52

    A.11 REMEDIATION PLAN FOR CFCC STANDARDS 53

    A.12 SHTM-ANNUAL HEALTH ASSESSMENT 54

    A.13 CLINICAL REQUIREMENTS FOR THE PROGRAM 56

    A.14 CLINICAL EXPERIENCE DATA SHEET 57

    A.15 CLINICAL PORTFOLIO SUMMATIVE ASSESSMENT 58

    A.16 RUBRICS FOR SUMMATIVE ASSESSMENT MEASURES 59

    A.17 COMPLETION OF SUMMATIVE ASSESSMENTS OF THE PROGRAM 64

    A.18 GRADUATION REQUIREMENTS 65

    A.19 GRADUATION CHECKLIST 66

    A.20 TESTS/MATERIALS CHECKOUT REQUEST 67

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    Chapter 1 - Introduction

    1.1 Program Description and Candidacy Status

    Program Description

    The Speech-Language Pathology (SLP) program leading to a M.S. degree is housed in the School of Health

    Technology and Management (SHTM), at Stony Brook University’s Southampton location. It is a comprehensive and

    rigorous program which prepares students for positions in a variety of settings including hospitals, rehabilitation

    facilities, long-term care facilities, extended care facilities, schools, agencies, and private practices. Stony Brook

    University (SBU) is affiliated with Stony Brook University Hospital, Long Island State Veterans Home, and

    Southampton Hospital. Students will engage in clinical practice each semester throughout their program. The graduate

    students in this program will engage in clinical simulations and interprofessional practice experiences with students

    from other health-related programs. The degree program is offered in a traditional weekday format and there is a

    cohort model which fosters camaraderie among students. Students are required to complete pre-requisite coursework

    prior to their admission into the program. During a student’s didactic coursework, the student will have opportunities

    to observe and interact with patients diagnosed with several different diseases/disorders including Amyotrophic

    Lateral Sclerosis, Multiple Sclerosis, Parkinson’s Disease, Aphasia, Cleft Palate, Autism, and Alzheimer’s Disease.

    Upon completion of the program, students will be eligible for their American Speech-Language-Hearing Association

    (ASHA) certification and New York State (NYS) licensure. Optional tracks will prepare students for initial teaching

    certification and bilingual extension certification (in Spanish) in the schools.

    Candidacy Status

    The Masters of Science program in Speech-Language Pathology at Stony Brook University of the State University of

    New York is an Applicant for Candidacy by the Council on Academic Accreditation in Audiology and Speech-

    Language Pathology (CAA) of the American Speech-Language-Hearing Association, 2200 Research Boulevard,

    #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700.

    1.2 Mission and Vision

    Mission

    The mission of the Master’s in Speech-Language Pathology program is to develop exceptional speech-language

    pathologists dedicated to positively impacting their communities through service, ethical and evidence-based

    practices, and advocacy and scholarship. In order to achieve this, we are committed to educate our students to become

    clinical practitioners, teachers and researchers in communication and swallowing disorders. The students will engage

    in team-based and problem-based learning experiences and provide services to individuals with communication

    disorders under expert faculty supervision while learning about integrating theory into clinical practice in a variety of

    medical and educational settings. Graduates from the program will be known for their commitment to lifelong

    learning, high standards of professional behavior, collaborative practices, sensitivity to human diversity, and their

    ability and willingness to use their knowledge and skills to enrich the lives of others.

    Vision

    The Master’s Program in Speech-Language Pathology is dedicated to produce licensed and certified speech-language

    pathologists who will service persons with communication and swallowing disorders. The program provides a

    commitment for academic excellence by incorporating evidence-based practice, critical thinking, scholarly activity,

    innovative clinical training methods, and interprofessional education and practice. The program prepares qualified and

    compassionate individuals for careers in the field of communication and swallowing.

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    1.3 Student Learning Outcomes (SLOs)

    The Student Learning Outcomes (SLOs) of the program are:

    1. Students will recognize and diagnose the basic human communication and swallowing disorders and differences,

    including the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental

    and linguistic and cultural correlates in the following areas:

     Speech sound production, to encompass articulation, motor planning and execution, phonology, and

    accent modification

     Fluency and fluency disorders

     Voice and resonance, including respiration and phonation

     Receptive and expressive language, including phonology, morphology, syntax, semantics, pragmatics

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

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

    writing

     Hearing, including the impact on speech and language

     Swallowing/feeding, including (a) structure and function of orofacial myology and (b) oral, pharyngeal,

    laryngeal, pulmonary, esophageal, gastrointestinal, and related functions across the life span

     Cognitive aspects of communication, including attention, memory, sequencing, problem solving, and

    executive functioning

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

    communication opportunities

     Augmentative and alternative communication modalities. Standards IV-C and IV-D.

    2. Students will apply learned principles and methods of prevention, assessment and intervention for people with

    commun