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The University of Alabama College of Arts and Sciences

Department of Communicative Disorders

Speech and Hearing Center

Policies and Procedures Manual

Revised January 2012

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Department of Communicative Disorders

Academic Program

Bachelor’s and Master’s Degree Communicative Disorders

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TABLE OF CONTENTS—SECTION I: ACADEMIC PROGRAM Forward- - - - - - - - - - 4

UA Severe Weather Protocol - - - - - - - - 4

History of the Department of Communicative Disorders- - - - - 6

Mission Statement - - - - - - - - - 10

National Student Speech-Language-Hearing Association: NSSLHA- - - 11

Facility- - - - - - - - - - - 12

Pre-professional Undergraduate Degree, Bachelor’s Degree- - - - 13

Major in Communicative Disorders- - - - - - 13

Minor in Communicative Disorders- - - - - - 17

Graduate Program in Speech-Language Pathology

Master’s of Science Degree Admission and Program Requirements- - 18

Admission - - - - - - - - - 18

Probation - - - - - - - - - 18

Undergraduate Deficiencies- - - - - - - 19

Advising- - - - - - - - - 19

Hour or Credit Requirements- - - - - - - 19

Program Length- - - - - - - - 19

Admission to Candidacy for Degree- - - - - - 20

Application for Degree - - - - - - - 20

Thesis Requirement for Plan I - - - - - - 20

Thesis Scope - - - - - - - - 20

The Thesis Committee - - - - - - - 21

Thesis Style - - - - - - - - 21

The Thesis - - - - - - - - 21

Comprehensives For Plan II - - - - - - 22

Written Comprehensive Examination - - - - - 22

Supplementary Oral Examination - - - - - 23

Nature of Written of Comprehensive Questions - - - - 23

Description of the Master of Science Degree Program in Speech-Language Pathology 25

Goals - - - - - - - - - 25

General Academic and Clinical Requirements - - - - 26

Specific Course Requirements - - - - - - 26

Duration of Training - - - - - - - 27

Certification and Licensure - - - - - - 28

Graduate Curriculum Sequence - - - - - - 29

Policy Statement- - - - - - - - - 30

Documented Complaint Process - - - - - - 31

Summary- - - - - - - - - - 33

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FOREWORD The University of Alabama’s Department of Communicative Disorders administratively houses the Speech and Hearing Center. The Speech and Hearing Center serves not only as a practicum facility for students enrolled in the department, but also as a service delivery program for Tuscaloosa and the surrounding communities. This Policies and Procedures Manual was developed for use by faculty, staff, and students. It includes materials pertaining to both the academic and clinical programs. It is a requirement that all students enrolled in the program become familiar with its contents.

UA Severe Weather Protocol In the case of a tornado warning (tornado has been sighted or detected by radar,

sirens activated), all university activities are automatically suspended, including all classes and laboratories. If you are in a building, please move immediately to the lowest level and toward the center of the building away from windows (interior classrooms, offices, or corridors) and remain there until the tornado warning has expired. Classes in session when the tornado warning is issued can resume immediately after the warning has expired at the discretion of the instructor. Classes that have not yet begun will resume 30 minutes after the tornado warning has expired provided at least half of the class period remains.

UA is a residential campus with many students living on or near campus. In general classes will remain in session until the National Weather Service issues safety warnings for the city of Tuscaloosa. Clearly, some students and faculty commute from adjacent counties. These counties may experience weather related problems not encountered in Tuscaloosa. Individuals should follow the advice of the National Weather Service for that area taking the necessary precautions to ensure personal safety. Whenever the National Weather Service and the Emergency Management Agency issue a warning, people in the path of the storm (tornado or severe thunderstorm) should take immediate life-saving actions.

When West Alabama is under a severe weather advisory, conditions can change rapidly. It is imperative to get to where you can receive information from the National Weather Service and to follow the instructions provided. Personal safety should dictate the actions that faculty, staff and students take. The Office of Public Relations will disseminate the latest information regarding conditions on campus in the following ways:

• Weather advisory posted on the UA homepage • Weather advisory sent out through Connect-ED--faculty, staff and students (sign

up at myBama) • Weather advisory broadcast over WVUA at 90.7 FM • Weather advisory broadcast over Alabama Public Radio (WUAL) at 91.5 FM • Weather advisories are broadcast via WUOA/WVUA-TV, which can be viewed

across Central Alabama. Also, visit wvuatv.com for up-to-the-minute weather information. A mobile Web site is also available for your convenience.

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Disclaimer: Every effort was made to provide you as a student in this department with the most up-to-date general information; however, there are times when there are changes that may have occurred. It is your responsibility as a student to confer with the department chair and your advisor about any specific questions you may have.

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DEPARTMENT OF COMMUNICATIVE DISORDERS

SPEECH AND HEARING CENTER

A HISTORY In September 1938 T. Earle Johnson, Chairman of the University of Alabama, Department of Speech, began offering undergraduate academic coursework in what has come to be known as the discipline of human communication sciences and disorders. At the same time, he announced the opening of a speech and hearing clinic to serve both the local and the university communities. Thus, since 1938, the University of Alabama Speech and Hearing Center has been serving citizens of Alabama, and the academic program is the oldest continuing program in Alabama. The first graduate-level seminar was begun in September, 1939, with the first master's thesis being completed in 1941. The early program concentration was entirely in "speech therapy." The appointment in 1953 of the Department's first full-time audiologist allowed expansion in that curriculum. With the assistance of a federal grant in 1962, a program for training educators of the hearing impaired at the master's level was initiated. The program continued in the Department until 1989 when it was moved to the College of Education. Throughout the 1970s, 1980s and early 1990s certification programs at the Class B, A, and AA were provided through the Department. Changes in certification in the 1990s resulted in cessation of those programs. Dr. T. Earle Johnson, in addition to being chair of the Department of Speech, served as director of the University of Alabama Speech and Hearing Center until 1953. In all, Dr. Johnson served the university for forty-two years before his retirement in 1970. Dr. Johnson received many honors for his pioneering efforts, not only in communication sciences and disorders, but in theater and speech communication as well. He was awarded the Honors of the Speech and Hearing Association of Alabama in 1977, by then president, Dr. Gerald Culton, at the spring convention in Gulf Shores, Alabama. He was awarded an honorary doctorate from the University in 1991. Theater Tuscaloosa named a rehearsal hall in his honor. The fiftieth anniversary ceremony for the University of Alabama Speech and Hearing Center, which took place in September, 1988, was dedicated to him. The granite and bronze plaque bearing his name with the adjacent oak tree in front of Rowand-Johnson Hall are reminders of that celebration. In the fall of 1989 the Music and Speech Building was renamed Rowand-Johnson Hall in honor of Dr. Johnson and Dr. Wilbur Rowand (long-time chair of the music department which the building housed until the completion of the Moody Fine Arts Building). Dr. Johnson served as chair of the Department of Speech until his retirement in 1970. It was soon after his retirement that the Department of Speech was reorganized into three departments (Communicative Disorders, Speech Communication, and Theater and Dance).

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Dr. Ollie Backus succeeded Dr. Johnson as director of the University of Alabama Speech and Hearing Center in 1953 and served until she left the university in 1960. Dr. Backus was nationally and internationally known for her pioneering work in parent counseling, group therapy, and the use of homogeneous grouping in treating children with various communication disorders. The "Backus and Beasley Text" in speech-language pathology was one of the best known and widely used texts in the field for more than two decades. In the early 1950's Dr. Backus helped design the layout of the space occupied by the department and the center until 2005. Dr. Backus was a dynamic, charismatic teacher who attracted "disciples" to her emphasis on the significance of the client-clinician relationship. She held that an emotionally significant interpersonal relationship between the client and the clinician is the key to establishing clinical milieus that facilitate and enhance the client's communicative skills. Many of today's most prominent techniques used in developing pragmatic language competencies in children are more than reminiscent of Dr. Backus' early work. Dr. Elizabeth J. Webster served as director of the Speech and Hearing Center from 1960 to 1963. Dr. Webster achieved a national reputation for her work with Louise Ward in parent counseling and in pursuing and extending the concepts pioneered by Dr. Backus. Dr. Webster and Mrs. Ward left the university in the late 1960s to teach at Memphis State University until their retirement in the late 1980s. Beginning in 1963, Drs. Thomas G. Giolas and Edwin W. Martin served as co-directors of the Speech and Hearing Center for three years. Dr. Giolas served one additional year as director (1966-67) after Dr. Martin left the university to take a position with the Bureau of Education for the Handicapped in Washington, D.C. Dr. Martin is credited with having significantly and positively influenced the development and passage of federal legislation that has become known as the Individuals with Disabilities Education Act (IDEA). Dr. Giolas, authored a widely known text in audiology. Dr. Eugene B. Cooper came to Alabama in September 1967 to serve as chair of the Communicative Disorders Area in the Department of Speech and as director of the Speech and Hearing Center. Dr. Eugene C. Sheeley joined the faculty at the same time as coordinator of the Audiology Program. Among the individuals who, in addition to the current faculty, have served on the communicative disorders faculty since the late 1960s are Dr. Daniel E. Martin, Dr. Ronald Evelsizer, Dr. Willie P. Cupples, Dr. John Muma, Dr. Richard E. Peach, Dr. Marilyn Newhoff, Ruth E. Walker, Dr. Joseph E. Hannah, Dr. Joan Hannah, Dr. Ronald Goldman, Dr. Arthur J. Dahle, Dr. David A. Daly, Dr. Arthur J. Schwartz, Beth Hardaway, Dr. E. Thayer Curry, Glen Baquet, Dr. Faye McCollister, Dr. Skip Testut, Dr. Elizabeth Blodgett, and Dr. John F. Schmitt, currently Associate Dean of The Graduate School . In 1976 the area of communicative disorders was granted departmental status and Dr. Eugene B. Cooper was appointed chair. Dr. E. Thayer Curry died in 1990. Dr. Eugene C. Sheeley retired in 1994. Following Dr. Sheeley’s retirement Dr. Derrin C. Wester, Dr. Lori Swanson, Dr. Mark Hedrick and Dr. Mary Beth Armstrong served the department before moving on to other positions. Dr. Carmen Taylor, who joined the faculty in 1995 as program director for audiology, is currently Associate Dean for the College of Arts and Sciences.

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In 1996, Dr. Eugene B. Cooper retired after 30 years of service. His contributions and service to the profession on both the local and national levels were outstanding. His expertise in the area of stuttering continues to be acknowledged nationally and internationally. Dr. Gerald L. Culton, who joined the faculty in 1972, was appointed chairman of the Department and director of the Center in 1997 and served until 2003. Dr. Wendy Shiau also joined the faculty in 1997 as an assistant professor in audiology and speech and hearing science. She left in 2000. In 1999, Dr. Sandra Laing joined the faculty as an assistant professor in speech-language pathology. In January 2000, Dr. Beth Macauley joined the faculty as an assistant professor in speech-language pathology. In February of 2003, Dr. Karen F. Steckol joined the faculty in Speech-Language Pathology as professor, chair and clinic director. In January of 2004 Dr. Priscilla N. Davis joined the faculty in speech-language pathology as a professor. In the summer, 2006, several changes took place. Dr. Sandra Laing (now Gillam) left the faculty. Laura Moss (A.B.D.) joined the faculty as an instructor. Dr. Chris Gaskill joined the faculty from the University of Tennessee in August, 2006, with specialty in voice disorders. Although the audiology master’s program was phased out in 2003, the audiology clinical continued to be an active part of the department. In 2007, Dr. Craig Formby, whose interests included hearing and balance disorders, joined the faculty as a Distinguished Graduate Researcher. In August 2008 Dr. Marcia Hay-McCutcheon, with an interest in cochlear implants, joined the faculty. Also in 2008, Dr. Laura Moss, whose background is adult neurological disorders, became a full-time faculty member. Dr. Angela Barber joined the faculty in 2008 (with a background in autism). In 2011 Dr. Anthony Buhr and Dr. Rachel Saffo were hired as Assistant Professors. Dr. Buhr’s research interests are in fluency disorders and Dr. Saffo’s is interested in bilingualism and language. The clinical faculty has been a stable and committed asset to the department for many years. Betty Carver joined the clinical faculty in 1976 and served as Coordinator of Speech-Language Services before retiring in 2006 after 30 years of service. Brenda McClellan replaced Betty Carver in March, 2006. Kathy Due replaced Brenda McClellan in June of 2008. Laura Moss replaced Kathy Due in Fall 2010. Debra McCrary has been in charge of the Tuscaloosa County Speech-Language Preschool since 1979. She retired in May 2011. Pat Tulloss started the Tuscaloosa City Speech-Language Preschool in 1987. She retired 2004 and was replaced by Betsy Hope. Glen Baquet was Coordinator of Audiological services followed by Steve Gibbs. In 1986 Rebecca Brooks replaced Mr. Gibbs. Barbara Kucharski joined the clinical faculty in 1987 to oversee the Head Start contracts. The demand for clinical services continued to grow leading to the addition of Linda Lochman in 1996 as a clinical supervisor. Linda Lochman retired in May 2009 and was replaced by Candace Cook. In 2009, Mary Ray-Allen joined the clinical faculty to meet the increasing demands of the adult neurogenic population. In Fall 2010, DeLaine Stricklin joined the clinical faculty. The Center's clinical service programs have undergone extensive changes since 1938. Designed originally to provide services for university students, the Center began operation in 1938 by serving twenty-five students. Inclusion of children as clients followed in 1940. The years during World War II and shortly thereafter saw a temporary

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suspension of clinical services. The initiation of expanded services took place in 1947 through a contract between the University and the Veterans Administration. This agreement continued for fifteen years, providing speech and hearing services for hundreds of veterans throughout the Southeast and resulting in a significant growth in the faculty and staff in communicative disorders. A residential children's speech program was begun in 1950 and was continued until 1970. For several years after 1952, the Center provided classes for children with cerebral palsy. In 1952, a residential Adult Therapy Program, supported through the Alabama Vocational Rehabilitation Service was begun. Both the child and adult residential programs became well known throughout the southeast and attracted regional and national attention to the Alabama "program." The development in the 1970s of service programs in the schools along with the establishment of rehabilitation facilities throughout the state and region led to the termination of these residential programs by the late 1970s. Since that time, The University of Alabama Speech and Hearing Center, through its contracts and grants with various agencies throughout west central Alabama, has maintained its prominence as a major healthcare provider in the area. In the late 1970s, this center became the first university speech and hearing center in the southeast and one of the first in the nation to dispense hearing aids. The cooperative agreements established in the 1970s between the Center and local school systems, industries, and various Head Start agencies became widely known and frequently replicated by other university speech and hearing centers throughout the region and nation. Thus, The University of Alabama Speech and Hearing Center, one of the first such facilities in the southeast, has a tradition for innovation and excellence. The faculty and staff currently associated with the Department of Communicative Disorders and The University of Alabama Speech and Hearing Center are proud of the tradition they strive to maintain. A hallmark event occurred for the program in May, 2005. The Department of Communicative Disorders and the Speech and Hearing Center left the Rowand-Johnson Building after more than fifty years of cramped occupancy in the basement. The program moved to newly renovated space at 700 University Boulevard East, which was formerly Capstone Medical Center. The new space more than adequately met the needs of the program for clinic, teaching, research, and parking, and will continue to be a source of pride for everyone involved in the department. As a representative of a new generation of students embarking on a career in speech-language pathology at The University of Alabama, you are welcomed. You too can be proud of the academic, research and clinical program of which you are now a part. The faculty and staff anticipate that knowing something of its history may help you feel at home at Alabama.

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DEPARTMENT OF COMMUNICATIVE DISORDERS MISSION STATEMENT

The field of communication sciences examines the behavioral, cognitive, and neurological features of communication across the life-span. Communicative Disorders students at The University of Alabama explore all aspects of speech and language development and disorders in individuals. They explore the syntax, semantics, and pragmatics of language, in addition to the articulatory and motor aspects of speech, in typically developing children, children with speech and language impairments, and adults.

We teach and engage in research associated with the principles of speech and language development and disorders, including research skills associated with the evidence-based practice of the Speech-Language Pathology profession. In addition, we provide service to the department, the university, the community, and the profession. The Department is further committed to maintaining national accreditation by the Council on Academic Accreditation through the American Speech-Language-Hearing Association. The purpose of accreditation is to ensure that nationally established standards related to the quality of education and training have been met by academic programs. Accreditation is intended to protect the interests of students, benefit the public, and improve the quality of teaching, learning, research, and professional practice. Standards of excellence have never held greater responsibility as scope of practice has expanded. The Department is committed to preparing professionals to meet the challenges of the future in this dynamic and continuously expanding field of study. The Department of Communicative Disorders embodies the mission of the College of Arts and Sciences and The University of Alabama.

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NATIONAL STUDENT SPEECH-LANGUAGE-HEARING ASSOCIATION (NSSLHA)

The University of Alabama Chapter of the National Student Speech-Language-Hearing Association received its charter in 1972. Membership consists of both undergraduate and graduate students. Officers are elected by student members by a majority vote. Officers are composed of president, vice-president, secretary, treasurer, and social chair. A faculty member, appointed by the department chair, serves as sponsor of the group. NSSLHA’s mission is to promote unity and fellowship among the students in the Department of Communicative Disorders as well as sponsor professional development opportunities for these students. NSSLHA members participate in fund raising activities each year. Every summer the organization sponsors The Cooper Lecture Series in Communicative Disorders, which is a one day continuing education event open to the university and professional community as well as students. During the semester, various workshops are held covering topics of interest to students preparing to enter the profession of speech-language pathology. Students often attend conferences, such as the Annual Convention of the American Speech-Language-Hearing Association. Students involved in NSSLHA have an opportunity to develop leadership skills. The activities sponsored by the organization help students mature professionally. The success of the organization is directly related to the commitment of the membership. All students are strongly encouraged to join.

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FACILITY The Department of Communicative Disorders and the Speech and Hearing Center are located at 700 University Boulevard East. The Speech and Hearing Center is open from 8:00 a.m. to 4:45 p.m. Monday through Friday. The Center is closed on university holidays. Students are asked to park in the areas designated by their parking permit. The bus system runs to and from the Speech and Hearing Center during operating hours. Academic faculty offices are housed in the building outside the rear door down Hallway D. Clinical faculty offices are housed in the main building down Hallway B-1. The Student Workroom (Room 169) is open to students at anytime the Center is open. Students are responsible for the general appearance of the room. Purses and other valuables should never be left unattended in the workroom. A refrigerator and microwave are available for student use across from the workroom. Students needing access to the workroom after hours should see the office staff to check out an outdoor key and get the punch code for access to the Student Workroom. A $100.00 fee is charged for any key that is lost or not returned to the office. Other parts of the building are off limits after hours. Student mailboxes are housed in Hallway 2-B. Mailbox assignments will be updated each semester. Students are expected to check their mailboxes regularly. Lockers are in the Student Workroom and are available on a first come basis. The majority of graduate classes are taught in the Room 178 in the Speech and Hearing Center. Undergraduate classes are taught in buildings in the center of campus as designated in the class schedule guide for each semester.

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The Department of Communicative Disorders The Department of Communicative Disorders offers a bachelorof arts (BA) degree and a minor in communicative disorders (speech-language pathology). Students majoring in communicative disorders are expected to matriculate to graduate study in speech-language pathology or audiology.

Communicative Disorders Major (BA) Degree requirements Students earning the bachelor of arts degree (BA) with a major in communicative disorders must complete all University, college, and departmental degree requirements. These include the general education requirements, the following major requirements, all requirements for an approved minor, and other sufficient credits to total a minimum of 120 applicable semester hours. Admission into the major Sophomore standing and a cumulative GPA of at least 2.50 are required to enroll in any 200- 300- and 400- level CD course. Completion of all 200-level CD courses (except CD 277 Preprofess Lab Experience) is required for enrollment in 300- and 400-level CD courses. To be considered for clinical practicum (CD 377 Clin Practicum I Speech), students must have a minimum cumulative GPA of at 3.30 and at least a 3.00 major GPA based on the following courses: CD 225 Intro Comm Disorders, CD 226 Lang & Speech Develop, CD 244 Phonetics, CD 275 Anat Physio Sech Hear Mechanism, and CD 308 Speech Disorders I. Students are expected to formally declare a major no later than the fourth semester of full-time enrollment (or at 61 semester hours for transfer students). With the assistance of an advisor in the major department, students should complete the "Declaration of Major" form online. Grade point average A 2.00 grade point average in the major is required for completion of the degree. The major GPA is calculated based on all courses applicable to the major that the student has attempted at UA. Minimum GPA standards are required for clinical practicum and continuance in the major. See "Admission into the major" and "Admission to Clinical Practicum." Major courses The major in communicative disorders requires the successful completion of the following 34 semester hours:

Hours CD 225 Intro Comm Disorders 3 CD 226 Lang & Speech Develop 3 CD 244 Phonetics 3 CD 275 Anat Physio Sech Hear Mechanism 3 CD 277 Preprofessional Lab Experience 1

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Hours CD 308 Speech Disorders I 3 CD 309 Speech Disorders II 3 CD 351 Hearing Science 3 CD 411 Speech Science 3 CD 416 Multicultural Issues 3 CD 443 Basic Audiology 3 CD 444 Aural Rehabilitation 3 Total Hours 34 Students may choose to take elective CD courses:

Hours CD 377 Clin Practicum I Speech 3 CD 445 Audiology Lab Experience 1-3 CD 454 Fluency Disorders 3 CD 455 Voice Disorders 3 Upper-level residency A minimum of 12 hours of 300- and 400-level courses in the major must be earned on this campus. Ancillary courses Grades in ancillary courses are not computed into the major GPA. The major in communicative disorders requires the successful completion of the following courses outside the major. Many of these courses can be used to satisfy general education requirements.

Hours PY 101 Intro To Psychology 3 BSC 1 4 Physical Science 2 4 Select one of the following: 3 BER 345 Educational Statistics PY 211 Elem Statistical Methods ST 260 Statistical Data Analysis CJ 381 Statistics Total Hours 14 ¹ BSC course must be chosen from the following: BSC 108 Intro Biology Non Maj I 4 BSC 109 Intro Biology Non Maj II 4 BSC 114 Principles Of Biology I 4

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& BSC 115 and Laboratory Biology I BSC 116 & BSC 117

Principles Biology II and Biology II Laboratory 4

BSC 118 Honors General Biology I 4 BSC 120 Honors Gen Biology II 4 ² Physical science course must be chosen from the following: AY 101 & AY 102

Intro To Astronomy and Intro Astronomy Lab 4

CH 101 General Chemistry 4 CH 102 General Chemistry 4 CH 104 Introductory Chemistry 4 CH 105 Introductory Org Chem 4 CH 117 Honors General Chemistry 4 CH 118 Honors General Chemistry 4 GEO 101 The Dynamic Earth 4 GEO 102 The Earth Through Time 4 GEO 105 Sustainable Earth 4 GY 101 Atmospheric Proc & Patterns 4 GY 102 Earth Surface Processes 4 PH 101 General Physics I 4 PH 102 General Physics II 4 PH 105 General Physics W/Calc I 4 PH 106 Generl Physics W/Calc II 4 PH 125 Honors Gen Ph W/Calculus 4 PH 126 Honors Gen Ph W/Calculus 4 Required minor This major requires the completion of a minor. Additional major requirements Students are advised that the communicative disorders major is considered to be pre-professional. A master's degree or the equivalent is necessary for membership in and certification by the national professional organizations and for licensure by the state of Alabama and most other states. The Department of Communicative Disorders offers a program leading to the master of science degree in speech-language pathology (see UA graduate catalog). Students are responsible for ensuring that they have met all University, college, major, and minor requirements. However, each student must meet with an advisor in the major department for academic planning and to be cleared for registration each semester. College advisors are also available for additional assistance with minor, college, and

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University requirements. Students majoring in communicative disorders who wish to participate in clinical practicum or audiology practicum must apply for admission into CD 377 Clin Practicum I Speech or CD 445 Audiology Lab Experience Admission into clinical practicum Admission requirements include the following:

• Minimum cumulative GPA of 3.30. • Completion and minimum 3.00 GPA in all of the following:

Hours CD 225 Intro Comm Disorders 3 CD 226 Lang & Speech Develop 3 CD 244 Phonetics 3 CD 275 Anat Physio Sech Hear Mechanism 3 CD 277 Preprofess Lab Experience 1 CD 308 Speech Disorders I 3

• Overall performance review and favorable evaluation by two graduate faculty

members. • Satisfactory performance on a departmental speech and language proficiency

test and hearing screening as determined by the Evaluation Committee. Failure of the speech and language test requires enrollment in speech-language therapy and retesting to determine if admission to the clinical practicum is possible. Appropriate follow-up steps recommended by the Evaluation Committee must be taken if a student fails the hearing screening.

Special opportunities The Department of Communicative Disorders provides students an opportunity to participate in research with a departmental faculty member. Students are also encouraged to become active in the local and national chapters of the National Student Speech-Language-Hearing Association. Junior- and senior-level scholarship awards are available for students majoring in communicative disorders. For eligible students, the department also offers clinical practicums for hands-on experience in speech-language pathology and audiology

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Communicative Disorders Minor

Admission into the minor A cumulative GPA of at least 2.50 and sophomore standing are required for entry into 200-level CD courses. Completion of 200-level CD courses is required for enrollment in 300- and 400-level CD courses. Students are expected to formally declare a minor. With the assistance of an advisor in the minor department, students should complete the "Declaration of Minor" form online before or during the third year of full-time enrollment. Grade point average A 2.00 grade point average in the minor is required. The minor GPA is calculated based on all courses applicable to the minor that the student has attempted at UA. Minor GPA standards are required for continuance in the minor. See "Admission into the minor." Minor courses The minor in communicative disorders requires the successful completion of the following 18 semester hours:

Hours CD 225 Intro Comm Disorders 3 CD 226 Lang & Speech Develop 3 CD 275 Anat Physio Sech Hear Mechansm 3 CD 308 Speech Disorders I 3 CD 309 Speech Disorders II 3 CD 443 Basic Audiology 3 Total Hours 18 Upper-level residency A minimum of 6 hours of 300- and 400-level courses in the minor must be earned on this campus. Ancillary courses This minor does not require ancillary courses. Additional minor requirements Students are responsible for ensuring that they have met all University, college, major, and minor requirements. However, each student must meet with an advisor in the major department for academic planning and to be cleared for registration each semester. College advisors are also available for additional assistance with minor, college, and University requirements.

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THE UNIVERSITY OF ALABAMA

COLLEGE OF ARTS AND SCIENCES

DEPARTMENT OF COMMUNICATIVE DISORDERS MASTER OF SCIENCE ADMISSION AND PROGRAM REQUIREMENTS

I. Master of Science Admission and Program Requirements General Requirements for the Master of Science Degree: See the Graduate School Catalog that is in effect at the time of admission or graduation, and see the Description of the degree program in speech-language pathology. A. Admission

Graduate students in the Department of Communicative Disorders must meet the Undergraduate GPA of the Graduate School regulations governing admission. The minimum requirement is that the applicants meet the Graduate School's unconditional admission standard of a 3.0 overall undergraduate GPA on a 4.0 scale. A 3.0 on a 4.0 scale for the last 60 hours of Undergraduate may be considered in unusual circumstances.

Following unconditional admission by the Graduate School, the student must be accepted by the graduate faculty of the Department. In addition to the 3.0 GPA standard, the GRE or MAT score, letters of recommendation, oral and written communication skills, the statement of purpose, potential for success and attitude may also be considered for admission.

B. Probation 1. Academic GPA

A graduate student with unconditional standing who drops below a B average in grades at any time after earning 6 semester hours will be placed on probation and will not be permitted to apply for admission to candidacy for the master's degree. Probationary status must be removed by raising the overall average to a B or better during the next 12 hours of graduate work following the period in which the probation was incurred. Failure to do so will result in dismissal from the Graduate School. Any student whose overall average drops below a B during the last 12 hours of prescribed course work will be dropped from the graduate program in communicative disorders.

2. Clinic Grades

A “Fail” grade in clinic will place you on probation. A remediation plan will be instituted. If a “fail” grade is earned after implementation of the remediation plan

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the student will be dismissed from the program. A student will not be allowed to graduate with a “Fail” grade in clinic in their last semester.

C. Deficiencies

Undergraduate course deficiencies must be removed as soon as possible, but such courses may be taken concurrently with ones for graduate credit.

In unusual cases certain requirements or procedures may be modified or waived by the Graduate Faculty of the Department.

D. Advising

1. After being admitted to the Graduate School, a student will be assigned an academic advisor.

2. A student must meet with an advisor in order to plan a course of study. A student’s course of study must meet the minimum requirements of the Graduate School, the Department, and the American Speech-Language-Hearing Association requirements for the certification of clinical competence.

E. Hour or Credit Requirement

1. The Graduate School requires a minimum of 30 graduate semester hours of academic course work*, six hours of which may be for writing a thesis. Requirements of a Master’s degree in speech-language pathology vary but generally average 36-39 hours over 5 semesters of study.

2. Subject to the approval of the student's advisory committee and the dean of the Graduate School, up to one-half of the required course work may be transferred from another institution. These hours must be in communicative disorders, or in a closely allied subject, and must contribute to the educational objectives of the student.

*Graduate courses that do not count as academic course work are CD 517, Advanced Clinical Practicum, Speech; CD 542, Public School Internship,

Speech-Language Pathology; and CD 518, Externship. F. Program Length

The MINIMUM length of the program for the master's degree is the equivalent of five semesters for a student with an undergraduate background in communicative disorders, or seven semesters for a student without such a background. The Graduate School requires that the degree be completed within six years.

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G. Admission to Candidacy for the Degree

1. Admission to the Graduate School to pursue the master's degree does not mean that the student has been admitted to candidacy for the degree. Admission to candidacy is a separate act and application cannot be filed until 12 semester hours of graduate credit have been earned at The University of Alabama. (Application forms are obtained at the office of the Graduate School, or can be obtained online at www.ua.edu).

2. Each graduate student will apply to the chair of the Department for admission to candidacy. The chair will certify that the candidate has fulfilled the graduate requirements and that undergraduate deficiencies have been, or are in the process of being removed.

3. Approval of admission to candidacy must be secured by the time of registration for the semester in which the requirements for the degree are completed.

H. Application for the Degree Each candidate for a master's degree must apply for graduation through the Graduate School no later than the registration period of the semester, or of the first term of the summer session, in which the requirements for the degree are completed. Candidates should note that application is made for a Master of Science degree with a major in speech-language pathology. II. Thesis Requirement for Plan I The Department encourages the writing of theses by talented and capable students pursuing the Master of Science degree. A graduate student who wishes to write a thesis must secure the approval of a member of the graduate faculty to direct the study. Approval for a thesis that uses human subjects must be secured from the Institutional Review Board. Forms for the thesis option are at: http://web.as.ua.edu/cd/wp-content/uploads/2009/07/Thesis-Option-Forms.pdf A. Thesis Scope The scope of the thesis will be carefully considered and then limited according to the following:

1. Normally a student will take six hours of CD 599, Thesis Research--hence the effort required by the thesis problem should be comparable to the work expected from a superior student for two seminar courses. A student must be enrolled in CD 599 continuously once work on a thesis has begun and during the semester that the Graduate School approves the thesis.

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2. The scope of the problem must permit the student to complete the thesis within five months.

B. The Thesis Committee

1. The Thesis Committee is composed of graduate faculty members and is appointed by the dean of the Graduate School. It includes two members of the Department of Communicative Disorders, thesis advisor and one other member from outside the Department all holding current graduate faculty status. An additional member may be included if the nature of the study justifies it.

2. A typed prospectus will be presented to each committee member at least one week prior to the first meeting. At the initial meeting the committee may approve the prospectus as it is or instruct a student to make alterations in the proposal. At this meeting it will be decided whether the committee will convene again prior to the final meeting.

3. If there is no interim meeting, individual members of the Thesis Committee must be consulted during the study as needed. A meeting of the entire committee will be called by the chair to consider any major changes.

4. After the chair of the Thesis Committee approves a draft of the thesis, a copy will be prepared for each committee member. A copy along with a list of corrections will be submitted to each member of the Thesis Committee one week prior to its final meeting. 5. At the final meeting, the student will orally present the thesis to the committee. Also, the committee may approve the thesis, approve it with minor changes, recommend major changes with another meeting to consider the revision, or disapprove the thesis. The committee may also supply additional corrections. The thesis may be accepted if a majority of the Thesis Committee approves it.

C. Thesis Style A copy of an online Manual for Students Preparing Theses and Dissertations should be obtained from the web, http://graduate.ua.edu/etd/index.html except when it conflicts with the Graduate Schools, online manual. The Publication Manual of the American Psychological Association (latest edition) will be followed. Copies are sold at the University Supply Store. D. The Thesis

1. After the final meeting of the Thesis Committee any typographical errors should be corrected and recommended revisions should be made.

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2. Consult the on-line Manual of the Graduate School for what constitutes acceptable paper and reproduction process for copies.

3. A student will need at least four bound copies of the thesis: two for the Graduate School, one for the Department, and one for the chair of the Thesis Committee.

4. A student should consult the Graduate Office about any question of form that cannot be answered by the two publications listed above.

5. Students choosing the thesis option will not be required to take comprehensive exams. They will, however, be required to complete a KASA form that will be reviewed by the chair of the department at an exit interview upon graduation.

III. Comprehensives for Plan II A. Written Comprehensive Examination 1. Students will take a written comprehensive examination during the semester in

which they expect to complete the requirements for the master’s degree. The examination will be administered during a two-day period, with four hours of writing time scheduled for each day.

2. Students taking the examination will be relieved of all academic and clinical duties

on the examination days. The time and place will be set and announced by the Chair of the Department, but will take place in a campus computer lab with internet access disabled, unless announced otherwise.

3. All answers will be typed and the student’s answers will be assigned a code,

ensuring anonymity for grading purposes. The student may bring only paper and pen or pencil to the examination in order to draft answers before typing, if desired.

4. The examination is designed to reveal the knowledge of the candidates in multiple

content areas, and their ability to express that knowledge in acceptable form. Therefore, in addition to content, clarity and grammar will be assessed.

5. Each answer will be rated by at least 2 members of the graduate faculty on a 4.00

point scale: 3.60-4.00 (commendation), 2.80-3.59 (pass), 2.00-2.79 (poor), or 1.00-1.99 (fail). The ratings of each faculty member will be averaged to determine the score for each question. Two fail (1.00-1.99) scores on one question will result in a mandatory re-write on that knowledge area. Otherwise:

a. A mean rating of 3.60 to 4.00 means the student passed the

comprehensive examination with a commendation from the faculty.

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b. A mean rating of 2.80 to 3.59 means the student passed the comprehensive examination.

c. A mean rating of 2.00 to 2.79 means the student will take an oral

examination to help the faculty make a pass/fail decision. The written and oral examinations are considered together in giving a pass/fail grade for the question. If the student chooses not to take an oral examination, the student is considered to have failed that question, and must re-write the answer (see below).

d. A mean rating of 1.00 to 1.99 means the student failed that question and

must re-write the answer. The re-write question may or may not be the same question originally asked. This second (and last) attempt may be taken at anytime but no later than the end of the semester. Depending on the score for the re-write, an oral exam may still be necessary (see 3c).

e. A passing score (either written or oral) must be earned for every question

for the student to pass the comprehensive examination. B. Supplementary Oral Examination

The purpose of this examination is to give a student, whose mean rating was 2.0 to 2.79 for one or more comprehensive examination questions, an opportunity to demonstrate knowledge in that content area. The supplementary oral examination shall be given by an Examination Committee comprised of two graduate faculty members and one clinical supervisor. The oral examination will not exceed one hour. The Examination Committee may ask the student anything relevant to that content area during the oral examination in order to determine the student’s knowledge. C. Nature of Written of Comprehensive Questions

The student will answer four questions each day, with a suggested time for completion for each question of 30 to 60 minutes. As this is a comprehensive examination, the topics of the questions may overlap across course lines, requiring the student to integrate information from more than one content area. Since the eight questions will be chosen to reflect the content areas represented on the ASHA Praxis exam for speech-language pathology, all areas must be studied in preparation for the comprehensive examination. Not all areas will be necessarily included in the test questions. The twelve content areas from which questions will be drawn are:

• Child language development • Child language disorders • Phonological/articulation disorders • Fluency disorders • Motor speech disorders • Voice disorders • Neurogenic language disorders

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• Dysphagia • Multicultural issues • Audiology • Research methods • Professional issues

Examples of the type and scope of comprehensive questions: Attached you will find a completed Goldman-Fristoe. Compute the age and review the results. Explain what you think might be the diagnosis, any articulation or phonological disorders you might suspect, etc. When you graduate one of the ways you will continue learning is by reading articles and turning the information into clinical use. Critique the attached article. In addition to outlining what you have learned from the article, evaluate the strengths and weaknesses of the study regarding methodology, sample size, analysis, etc. Describe the speech and language development implications for a 3 year old diagnosed with a moderate bilateral conductive hearing loss, and discuss the various treatment options to rehabilitate/habilitate both hearing and verbal communication. Using the information given from this cranial nerve and speech, language and swallowing evaluation, describe the most likely nature of this neurologic damage, including lesion site, potential communication issues, and rehabilitation options. Revised January 2012

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THE UNIVERSITY OF ALABAMA COLLEGE OF ARTS AND SCIENCES

DEPARTMENT OF COMMUNICATIVE DISORDERS

DESCRIPTION OF THE MASTER OF SCIENCE DEGREE PROGRAM IN SPEECH-LANGUAGE PATHOLOGY

GOALS The University of Alabama Master of Science degree program in speech-language pathology is designed to prepare speech-language pathologists to contribute to the prevention, assessment, and treatment of communicative disorders. Through formal academic coursework, clinical experience, and exposure to research, students enrolled in the program acquire knowledge of the literature in human communication sciences and disorders, skill in the administration and interpretation of speech, language and hearing measures, the ability to apply therapy techniques, an appreciation of related behavior, physical and biological sciences, an awareness of, and an appreciation for, the multicultural nature of our society, and insight into their own professional strengths and limitations. Students completing the requirements for the Master of Science degree at The University of Alabama meet the academic and clinical practicum requirements for the American Speech-Language-Hearing Association's Certificate of Clinical Competence in speech-language pathology and for state licensure in Alabama. The Master of Science degree program in Speech-Language Pathology provides the following: 1. A prescribed sequence of courses in human communication sciences and disorders and related disciplines. 2. Opportunities to observe, discuss, and participate in the assessment and treatment of individuals of all ages with a wide range of communication disabilities at The University of Alabama Speech and Hearing Center and various off-campus facilities. 3. Experience in the assessment and treatment of individuals with speech, language and hearing disorders. 4. Opportunities for research experiences which may include the writing of a thesis.

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GENERAL ACADEMIC AND CLINICAL REQUIREMENTS After completing requirements for the Master of Science degree in speech-language pathology at The University of Alabama, a student will have had academic and/or clinical experience in the following areas at the graduate or undergraduate level. 1. Language development 2. Phonetics 3. Speech and hearing science 4. Anatomy and physiology of the speech and hearing mechanism 5. Hearing problems and basic hearing testing 6. Principles of aural rehabilitation 7. Fluency disorders 8. Phonological and articulation disorders 9. Diagnostic procedures in speech and language 10. Language disorders and intervention 11. Orofacial and resonance disorders 12. Adult neurogenic disorders 13. Voice disorders 14. Augmentative communication systems 15. Dysphagia and motor speech disorders 16. Multicultural factors 17. Research methods, including experimental design 18. Four hundred plus hours of practicum with clients of all ages who

present a variety of disorders of communication 19. Study in related areas such as:

a. Education of the deaf and hard-of-hearing b. Child development c. Learning disabilities d. Counseling e. Psychological tests and measurements f. Multiple disabilities g. Intellectual Disabilities h. Geriatrics i. Cognitive disorders j. Autism SPECIFIC COURSE REQUIREMENTS Students without an undergraduate emphasis in communicative disorders must complete the following courses (31 Hours):

CD 226: Language and Speech Development CD 244: Phonetics CD 275: Anatomy and Physiology of the Speech/Hearing Mechanism

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CD 277: Pre-Professional Lab (1hr) CD 308: Speech Disorders I CD 309: Speech Disorders II CD 351: Hearing Science CD 411/511: Speech Science

CD 416/516: Multicultural Issues CD 443/543: Basic Audiology CD 444/544: Aural Rehabilitation

Graduate students at the master's level majoring in speech-language pathology are required to complete the following courses: CD 501: Introduction to Research Methods CD 507: Technical Writing

CD 509: Language Disorders CD 512: Language Development CD 515: Professional Issues

CD 516: Multicultural Issues or an elective* CD 517: Clinical Practicum (5 semesters)

CD 529: Diagnostics CD 551: Articulation and Phonology CD 552: Neuro I

CD 553: Neuro 2 CD 556: Motor Speech Disorders CD 576: Dysphagia-Adults CD 544: Aural Rehab or an elective* CD 554: Fluency Disorders or an elective* CD 555: Seminar in Voice Disorders or an elective*

*Electives may be taken outside the CD Department with prior approval from the chair of the department.

DURATION OF TRAINING Students with a typical pre-professional undergraduate background in communicative disorders generally can complete the above requirements in five continuous semesters beginning either in the Summer or Fall Semester (S, F, Sp, S, F or F, SP, S, F, Sp). Students with no undergraduate background in communicative disorders typically are able to complete the above requirements in seven continuous semesters beginning only in Fall Semesters (F, Sp, S, F, Sp, S, F).

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CERTIFICATION AND LICENSURE In addition to having completed all the academic and clinical requirements for the American Speech-Language-Hearing Association's Certificate of Clinical Competence in Speech-Language Pathology, students completing this program will be eligible to apply for a state license granted by the Alabama Board of Examiners in Speech Pathology and Audiology. Graduates may also become employed in the public schools of Alabama on a provisional basis prior to becoming licensed, and on a permanent tenure earning basis after obtaining licensure and receiving a Class A teacher’s certificate from the State Department of Education.

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RA

DU

ATE C

UR

RIC

ULU

M C

OU

RSE SEQ

UEN

CE

SUM

MER

FA

LL SPR

ING

SU

MM

ER

FALL

Technical W

riting (2)

Diagnostics (3)

Neuro I (3)

Neuro II (3)

Professional Issues (1)

Elective* (3)

Research D

esign (3) Language (3)

Language (3) E

lective* (3-6) M

otor Speech (3)

Elective* (3-6)

Artic/phon (3)

Dysphagia (3)

Audiology P

racticum

(1) C

linic (3) C

linic (2) C

linic (2) C

linic (3) C

linic (3)

FA

LL SPR

ING

SU

MM

ER

FALL

SPRIN

G

Diagnostics (3)

Tech Writing (2)

N

euro I (3) N

euro II (3) R

esearch Design (3)

E

lective* (3) Language (3)

Language (3) C

linic (3) E

lective* (3-6) C

linic (3)

Artic/phon (3)

Dysphagia (3)

Professional Issues

(1) M

otor Speech (3)

Audiology

Practicum

(1) C

linic (2) C

linic (2) E

lective* (3-6) C

linic (3)

*12 hours of electives are required; one or m

ore can be taken in any semester

If any of the following courses have not been taken, then they m

ust be taken in lieu of an elective: C

D 416/516: M

ulticultural Issues (Fall Course)

CD

444/544: Aural R

ehab (Spring C

ourse)

C

D 454/554: Fluency D

isorders (Fall Course)

CD

455/555: Voice D

isorders (Fall Course, som

e Sum

mer)

5/2011

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THE UNIVERSITY OF ALABAMA DEPARTMENT OF COMMUNICATIVE DISORDERS

SPEECH AND HEARING CENTER

POLICY STATEMENT

The ASHA requirements for clinical practicum and minimum supervision are specified below. Each supervisor is asked to maintain a record of therapy sessions and evaluations supervised. 1. Students must observe a minimum of 25 clock hours of evaluations and management of disorders with a variety of clients prior to being assigned clients for clock-hour credit. This requirement is achieved by each student’s completion of CD 277: Preprofessional Laboratory Experience, a 1 credit hour pass-fail course. 2. The student’s first 25 clock hours of practicum must be supervised by a member of the staff or faculty. 3. Students must complete a minimum of 50 supervised clock hours in the area of their major (speech-language pathology) in each of 3 distinctly different settings. 4. In all practicum sites, at least 50% of each evaluation session must be directly observed by the clinical supervisor. 5. In all practicum sites, at least 25% of each student’s total contact time in clinical treatment must be directly observed by the clinical supervisor. 6. In all practicum sites, students earn clock hours only for the portion of the time spent in direct provision of services to the client or client’s family. 7. In all practicum sites, major decisions made by the student clinician regarding evaluation and treatment of a client are implemented or communicated to the client only after approval by the clinical supervisor. 8. At least 325 of the required 400 clock hours must be earned at the graduate level.

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Documented Complaint Process – University Student Handbook (http://www.studenthandbook.ua.edu/studappellandgrievpolicies.html)

A student against a faculty member, administrator, or staff member at the University may file academic grievances. Written complaints should be filed as soon as possible after the alleged action took place and should be submitted to the department chairperson in the division where the action took place. Copies of the University Academic Grievance procedures are available in the Dean's Office of each college and school.

Procedures for Complaints Against Graduate Education Programs Council on Academic Accreditation

(http://www.asha.org/academic/accreditation/accredmanual/section8/)

A complaint about any accredited program or program in candidacy status may be submitted by any student, instructional staff member, speech-language pathologist, audiologist, and/or member of the public.

Criteria for Complaints Complaints about programs must meet the following criteria: a) be against an accredited graduate education program or program in candidacy status in audiology and/or speech language pathology, b) relate to the Standards for Accreditation of Entry-Level Graduate Education Programs in Audiology and Speech Language Pathology, c) clearly describe the specific nature of the conduct being complained about, which must have occurred at least in part within 5 years of the date the complaint is filed, the relationship of the complaint to the accreditation standards, and provide supporting data for the charge. Complaints must meet the following submission requirements: a) include verification, if the complaint is from a student or faculty/instructional staff member, that the complainant exhausted all pertinent institutional grievance and review mechanisms before submitting a complaint to the CAA, b) include the complainant's name, address and telephone contact information and the complainant's relationship to the program in order for the Accreditation Office staff to verify the source of the information, c) be signed and submitted in writing via U.S. mail, overnight courier, or hand delivery to the following address:

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Chair, Council on Academic Accreditation in Audiology and Speech-Language Pathology American Speech-Language-Hearing Association, 2200 Research Boulevard, #310 Rockville, MD 20850 d) will not be accepted by email or facsimile. The complainant's burden of proof is a preponderance, or greater weight, of the evidence. Complaints against a program may be submitted even if separate action is pending against the program by another body except as outlined above.

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SUMMARY

The Department of Communicative Disorders is dedicated to providing excellence in undergraduate and graduate training in the study of human communication sciences and disorders. In support of the educational mission of the program, the Speech and Hearing Center is committed to providing quality clinical services to persons with communicative disorders while preparing students to meet the challenges of this dynamic profession. Students who enter the Department of Communicative Disorders will be held to the highest academic and clinical standards. The Department strives to mentor each student in an environment that is both positive and challenging.

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Department of Communicative Disorders Department Manual

Speech-Language Pathology Clinical Program

Revised May 2011

30

TABLE OF CONTENTS—Section II: Clinical Training

Note to Graduate Students - - - - - - - 32

Program Credentials - - - - - - - - 33

Overview - - - - - - - - - 33

Vaccinations/CPR - - - - - - - - 34

Clinic Coordinator and Clinical Supervisors - - - - - 34

Obtaining Clinical Experience - - - - - - 34

Pre-Professional Observation - - - - - 34

In-House Practicum - - - - - - 35

Off-Campus Practicum - - - - - - 35

Time Commitment for Clinical Experience - - - - - 36

Supervision of Clinical Practicum

The Student-Clinical Supervisor Relationship - - - 36

Grading and Expectations - - - - - - - 37

Professional and Ethical Conduct - - - - - 37

Attendance - - - - - - - - 37

Grades/Remediation - - - - - - - 37

Evaluation of Clinical Performance - - - - - 38

Non-Academic Expectations - - - - - 39

Clinical Process: How to Get Started in Clinic - - - - 40

File Audit - - - - - - - - 41

Diagnostic Procedures - - - - - - 41

Intervention/Therapy Procedures - - - - - 43

Summary of Paperwork Required for Therapy - - - 45

General Instructions for Report Writing - - - - 46

Computer Rules and Instructions - - - - - 47

Report Reminders - - - - - - - 48

Dates and Deadlines - - - - - - - 48

Clinic Clock Hours - - - - - - - 49

Billing - - - - - - - - - 49

Safety - - - - - - - - - 50

Waiting Room - - - - - - - 50

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Observation of Clinic - - - - - - - 50

Resource Room/Materials - - - - - - 50

Equipment - - - - - - - - 51

Summary - - - - - - - - - 51

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Note to Graduate Students

Questions regarding any portion of this manual should be discussed with the department chair, clinic coordinator, or your clinical supervisor.

Each graduate student should be familiar with the manual contents and is expected to abide by the policies and procedures therein.

Disclaimer: Every effort was made to provide you as a student in this department with the most up-to-date general information; however, there are times when there are changes that may have occurred. It is your responsibility as a student to confer with the department chair and your advisor about any specific questions you may have.

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SPEECH-LANGUAGE PATHOLOGY CLINICAL PROGRAM

Program Credentials The Department of Communicative Disorders is accredited by the Council on Academic Accreditation (CAA) of the American Speech-Language-Hearing Association (ASHA). Professionals practicing in the field are certified by ASHA and state licensed. Students enrolled in the graduate program must meet the academic and clinical competencies specified by CAA in order to be certified by ASHA after graduation. Academic and clinical competencies required by CAA are specified on the Knowledge and Skills Assessment Form (KASA). Required competencies span a spectrum of disorders across the life span. Each student will be given a copy of the KASA form when entering the graduate program. Overview The University of Alabama Speech and Hearing Center, as part of the Department of Communicative Disorders, strives to provide quality services to individuals with speech, language, or hearing disorders in the Tuscaloosa community and surrounding counties. Clients of all ages are served through the Speech and Hearing Center and have a variety of speech, language, or hearing problems. Since the Speech and Hearing Center is a clinical training program, services are provided by students enrolled in one of the clinical practicum courses under the supervision of a state licensed and nationally certified clinical supervisors. There are a variety of ways for clients to receive services at the Speech and Hearing Center. Since the Center is open to the public, self referral, referral from a physician, or referral from another community agency is common. In addition to these referrals, children ranging from three years to five years of age are served at the Center through the Preschool Speech and Language Program. Although this program is housed at the Speech and Hearing Center, it is made possible through cooperative agreements between the Speech and Hearing Center and the Tuscaloosa County School System and the Tuscaloosa City School System. Additional clinical experience is available to students at a variety of off-campus practicum sites in Tuscaloosa, Birmingham, and the surrounding area. Students will be assigned on-campus clinical practicum before being placed at off-campus sites.

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Vaccinations and CPR Training Requirements Graduate students are required to have a TB test when entering the program or before going to off-campus practicum. Documentation of the test results should be turned into the Clinic Coordinator before clinic begins. Graduate students also must be certified in CPR, or cardio-pulmonary resuscitation. CPR training will be offered by the department at the end of the Fall semester. Any student who does not attend training offered by the department must arrange training at his/her expense. It is strongly recommended that students have the Hepatitis B vaccination. Clinic Coordinator and Clinical Supervisors The Coordinator of Speech-Language Services, or Clinic Coordinator, is responsible for the operation of in-house clinic. The clinic coordinator is also responsible for assigning off-campus practicum and serves as the liaison between the Speech and Hearing Center and the off-campus sites. Clinical supervisors are responsible for mentoring students during the clinical education process. The student clinician and clinical supervisor work together very closely during this process. The record keeping necessary to plan and implement a program, document progress and procedures, record the clinician’s clock hour experience, and evaluate student performance are part of the teaching/learning process. The student, under the tutelage of the clinical supervisor, is expected to become increasingly independent with each semester of experience. Obtaining Clinical Experience Step 1: Pre-Professional Observations Each student majoring in speech-language pathology is required to complete 25 clock hours of observation or participation in appropriate clinical activities prior to enrollment in the first practicum course. Some observations will be completed via video tape while other observations will be of live therapy. Undergraduate students typically gain this experience while enrolled in CD 277: Pre-professional Laboratory Experience. During this course the student completes a minimum of 25 hours of observation of diagnostic and/or intervention activities with individuals representing a variety of age groups and types of speech, language, and hearing problems. Students will complete the Observation Hour Form as a log of the observations completed. These hours will be verified by the instructor at the end of the course. The student must turn in the form to the course instructor before a grade will be posted. The student should keep a copy of the form for his/her records.

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Students must adhere to HIPAA policies regarding the confidentiality and security of protected health information, or client information, when engaged in clinical observation. See the HIPAA section of this manual, Appendix III. Students are also expected to follow the Dress Code for clinic when completing live observations. See the Dress Code section of this manual, Appendix I. Students who enter the program from another university must provide written documentation of observation hours before receiving any clinical assignments. Students who have not completed 25 hours of observation must do so before participating in clinical practicum. Step 2: In-House Clinical Practicum Undergraduate students participate in in-house clinical practicum and public school practicum through enrollment in CD 377 and CD 378. Undergraduate students are not assigned to a public school practicum. Graduate students participate in a minimum of 1 in-house practicum and a minimum of 1 public school practicum through enrollment in CD 517 and CD 542. Client age will range from infants to geriatrics with a wide variety of speech, language, and hearing problems often complicated by additional problems such as autism, traumatic brain injury, or learning challenges. Clients from diverse multicultural backgrounds are common in all clinical settings. Step 3: Off-Campus Clinical Practicum Undergraduate students are not assigned to off-campus practicum. All graduate students, however, are expected to complete practicum at sites outside the Speech and Hearing Center. Once graduate clinicians have demonstrated acceptable clinical progress, they will be assigned to off-campus practicum sites. A variety of settings are available. The student’s preference for a particular site will be accommodated when possible as long as it is compatible with the knowledge and skills requirements that are appropriate for the student during that particular semester. Off-campus sites could include but are not limited to hospitals, early intervention centers, rehabilitation centers, specialty pediatric clinics and nursing homes. The decision regarding off-campus clinic will be made on a student-by-student basis by the Coordinator of Speech-Language Services with input from the clinical supervisors. Students must abide by the terms for placement agreed upon by the site and the Speech and Hearing Center. Students who do not progress at the expected rate receive an “I”, or incomplete, in clinic. They will be assigned a remediation plan and will not be eligible for off-campus placement until the terms of the remediation plan have been met. Also

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students under review for misconduct will not be assigned to an off-campus site, or might be pulled from the site. Time Commitment for Clinical Experience Graduate students must be enrolled in clinical practicum each semester they are enrolled in the graduate program. They must complete a minimum of 400 clock hours of clinical practice prior to graduation. Adequate time must be available in the student’s schedule for practicum assignments. Students who have jobs or are involved in activities outside the department must be prepared to schedule those time commitments around clinic assignments. Clinic assignments typically cannot be modified to accommodate the student’s outside schedule. Any modification in clinical assignments, when possible, can potentially delay the student’s graduation date. Supervision of Clinical Practicum The Student-Clinical Supervisor Relationship Student clinicians are assigned a clinical supervisor for each semester of practicum. All clinical supervisors hold CCC-SLP (Certificate of Clinical Competence, Speech-Language Pathology, ASHA) and an Alabama State License. The responsibility of the supervisor is two-fold: (1) to meet the diagnostic and intervention needs of the client and (2) to meet the teaching/learning needs of the student clinician. The clinical supervisor serves as a teacher and mentor to his/her student clinicians while ensuring that all clients receive appropriate services. The clinical supervisor will assign cases, assist the student in planning and execution of services, and evaluate the student’s performance. The supervisor will use a clinical performance evaluation form to rate the student’s performance, document progress, and identify weaknesses. Individual sessions will be observed and written or verbal feedback provided to the student. The clinical supervisor will have a mid-term and end-of-term conference with the student to evaluate and discuss the student’s strengths and weaknesses and to establish goals for continued development of competencies. The student is expected to meet with the clinical supervisor regularly during the semester to discuss lesson plans and monitor client progress. The student is expected to meet all deadlines for submission of lesson plans, reports, and other paperwork required for clinic. The clinical supervisor will expect the student to plan thoroughly and be well prepared and prompt for each clinical session and meeting.

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Grading and Expectations Professional and Ethical Conduct Clinical practicum is a significant responsibility for the student clinician. At all times the best interest of the client must be placed above all other considerations. Students must abide by the Code of Ethics adopted by the American-Speech-Language-Hearing Association (ASHA). The privacy and security of protected health information, or client records, must be respected at all times as required by the Health Information Portability and Accountability Act (HIPAA). See the ASHA Code of Ethics at www.asha.org. See the HIPAA section of this manual, Appendix III. Since clinical practicum is a course, the University of Alabama Code of Conduct and policies regarding academic misconduct apply to practicum students. See the University of Alabama web page to review these regulations, www.ua.edu . A violation of the Code of Conduct, Code of Ethics, or HIPAA policies is considered an egregious event and is subject to disciplinary action, which could include dismissal from the program. Written documentation of any incidents of misconduct will be placed in the student’s permanent record. Professional conduct is expected at all times. Examples of the professional behavior include:

• being well prepared for each clinical session and meeting with the clinical supervisor,

• adhering to the dress code, • beginning and ending clinical sessions on time, • following rules for use of clinical materials, • meeting timelines for paper work, • being respectful of others.

Attendance Absenteeism from clinic is acceptable only in case of an emergency or when pre-approved by the clinical supervisor.

• The clinical supervisor must approve and excuse any non-emergency absences by the student.

• In the event of an emergency absence, the student should contact the clinical supervisor as soon as possible. In-house clinicians should also contact the office staff.

• There may be instances when the student will be expected to make-up a missed session or find a substitute clinician.

• When absent from an off-campus site, the student must obtain permission from the off-campus clinical supervisor and offer to make up missed days.

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Grades and Remediation At the undergraduate level grades for clinical practicum are assigned based on a 4 point grading system using the +/- system required by the University of Alabama. Graduate clinical practicum is graded Pass/Fail/Incomplete. If a student does not meet the expected competency levels, or if there are other extenuating circumstance, the student will be awarded an “I” or Incomplete in clinic. A remediation plan will be developed for the student if KASA competencies are not being met. The remediation plan will be developed by a remediation committee and will include:

• The KASA standard(s) appropriate for the subject of the remediation plan • A description of the problem or area of concern • Plan/process for remediation • Explanation of how outcome/success will be measured/determined • Timeline for completion:

o By the end of the semester (if remediation started by midterm) o By the end of the following semester (if remediation started after

midterm) The remediation committee will include the department chair, at least one clinical supervisor, the clinic coordinator, and one faculty member with expertise in the area of concern. If the student successfully meets the terms of the remediation plan within the timeline specified, the “I” is changed to “P” or Pass. If the student does not successfully complete the remediation process, the “I” converts to “F” or Fail. A maximum of 2 remediation plans may be implemented for a student during their graduate program. If after a second remediation plan the deficits in performance are not successfully resolved as determined by the remediation committee, the student will be dismissed from the graduate program. Evaluation of Clinical Performance Clinical supervisors will observe treatment (therapy) a minimum of 25% of the time and each diagnostic session a minimum of 50% of the time. Observation, however, is not the only factor in determining competency. The student will also be evaluated on quality of written work, professionalism, as well as other pertinent indicators of professional development. Clinical supervisors will consider a variety of factors when evaluating clinical performance. Some of these factors are objective while others are of a more subjective nature. Although evaluation forms will be used as the primary tool for evaluating clinic, the clinical supervisor’s subjective opinion of student performance will be considered when determining the student’s grade.

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Students will be given verbal and written feedback periodically during the semester as an evaluation of performance in a given clinical session. The student is expected to review this feedback and discuss it with the clinical supervisor if he/she has any questions or requires additional help. The student is also expected to incorporate the feedback when planning and executing future clinical sessions. The clinical supervisor will have a mid-term and end-of-term conference with each student to discuss overall clinical progress and, if needed, concerns. The Evaluation of Clinical Competency form will have been completed by the clinical supervisor and serve as a reference point for these conferences. The clinical supervisor is responsible for informing the student during these meetings if there are concerns about the student’s competencies. Again, the student is expected to incorporate the feedback provided by the clinical supervisor in future clinical sessions/experiences. Additionally, if the clinical supervisor has concerns regarding non-academic traits exhibited by the students which could adversely affect success in the field of speech-language pathology, they will be addressed in the midterm and/or end of term meeting. Non-academic traits necessary for professional success are discussed in the next section of this manual. Also, Appendices IV and V. With each semester of experience, the student clinician should become increasingly independent, improve in his/her ability to solve problems and make decisions, and apply critical thinking skills to the clinical process in an increasingly sophisticated manner. Clinical success involves a range of abilities including (1) integration of academic knowledge into the planning and execution of clinical service (2) application of evidence-based clinical procedures and strategies (3) the ability to establish an appropriate and successful relationship with clients and their families (4) the professional persona necessary for counseling and multidisciplinary case management and (5) the organizational skills necessary for accountability and effective time management. The successful clinician therefore must be able to combine academic knowledge, clinical expertise, and appropriate personal/professional traits. Non-Academic Expectations Speech-language pathology is a dynamic and rigorous field of study. The expectations for students planning to pursue speech-language pathology as a profession are high. The ability to communicate is critical to quality of life. When working with individuals whose communication skills are compromised, the clinician must be a model of communication skills and clinical effectiveness. It is possible for a student to be in good standing academically, but not possess the non-academic traits or abilities that are the underpinning of clinical effectiveness. These traits and abilities are important to the student’s standing in

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the program and will be considered during the admission process as well as throughout academic and clinical training. Once admitted to the graduate program the KASA Form will be used as the primary instrument to evaluate students during the course of clinical training. It must be understood; however, that evaluation of non-academic traits will involve a degree of subjectivity. When concerns arise regarding an individual student, final assessment will be based on the results of a remediation plan. When concerns arise regarding the non-academic traits and abilities that provide the foundation for clinical success, the student will be brought up for non-academic review by a remediation committee consisting of the Department Chair, Coordinator of Speech-Language Services, at least one clinical supervisor, and at least one faculty member. When appropriate, a remediation plan will be presented to the student with a timeline required for demonstration of an acceptable level of improvement. The Department of Communicative Disorders welcomes applications to the graduate program from students with disabilities and from diverse backgrounds. Each student will be considered on an individual basis. Accommodations where needed and appropriate will be provided. Students in need of accommodations must register with the University of Alabama Office of Disability Services. If the accommodations requested are (1) incompatible with acquisition of core competencies required for certification (KASA) or (2) become intrusive to the clinical process to the point that the client’s interests cannot be placed above all other considerations, a review of the student’s status by a remediation committee will take place. The student will be advised according to the outcome of that review. An overview of the non-academic traits that provide the foundation for clinical success is discussed in detail in the Non-Academic Expectations section of this manual, Appendix IV. The Clinical Process: How to Get Started In Clinic Although the specific procedures applied to clinical practice will vary depending on the age and specific needs of the client, the general framework is constant. The clinical process:

1. The client is seen for an initial evaluation/diagnostic session. 2. If the results of the diagnostic indicate intervention is warranted, an

intervention/treatment program is planned and implemented. 3. Intervention continues until adequate progress is made to dismiss the

client from services, or other considerations indicate that the client should be discharged.

4. Referral for additional services is made as is appropriate.

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Client Files Client files are housed in the Speech and Hearing Center office and can be checked out by student clinicians and clinical supervisors. The information contained in those files is confidential. Client files are never to be taken out of the building. All files must be turned back in to the front office daily by 4:00p.m. See the HIPAA section of this manual, Appendix III. Diagnostic Procedures Graduate student clinicians must complete a minimum of 5 diagnostics in-house prior to graduation. The In-Center Diagnostics Tracking Form should be completed and turned in prior to graduation with the clock hour forms. The student is responsible for:

• preparation, • conducting the initial interview, • completion of the testing, • counseling the client/family regarding the test results, • writing a comprehensive diagnostic report • making recommendations • meeting deadlines.

The student must meet with the clinical supervisor in advance of the evaluation to allow time for adequate planning. A meeting will be held early in the semester to familiarize students with specific diagnostic procedures. The diagnostic process typically includes the following steps:

• A meeting between the student and clinical supervisor will be scheduled to

begin planning the session at least 48 hours prior to the diagnostic appointment.

• The student will have the room, materials, and tests ready before the

client arrives. ! Materials and tests should be placed in the diagnostic room

at least 10 minutes before the appointment time. Any other necessary preparations should be made.

! Preparation for the session is the student’s, not the clinical supervisor’s, responsibility.

• The student and clinical supervisor will introduce themselves to the client

in the waiting room and proceed to the diagnostic room.

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! They will check to be sure the necessary paperwork, such as HIPAA forms, is complete.

! Parents are often allowed to remain with the child during a pediatric evaluation. A family member or caregiver might stay with an adult during an evaluation but most often will wait in the waiting room.

• The client interview will be completed.

! The student should record any pertinent information not in the case history form.

• A comprehensive test battery will be completed.

! In addition to appropriate speech-language testing, hearing screening should always be completed using otoacoustic emissions or pure tone screening. Tympanometry should be completed on all pediatric clients.

• The clinical supervisor and student clinician will excuse themselves to

confer about the test results, their observations, and appropriate recommendations.

• Their impressions and recommendations will then be discussed with the

client or the client’s parents/caregiver.

• After the family leaves, the clinical supervisor will provide the student clinician with verbal or written feedback about the session.

• The student will write a rough draft of the diagnostic report

! The rough draft is due within 48 hours of the test date. ! Reports should be written using the Speech and Hearing

Center report format. ! It should be a well written and well thought out report. ! The rough draft is attached to the front of the client file and

turned in to the clinical supervisor; place the file in the supervisor’s box in the main office.

! All test forms, interview notes, etc. should be included ! Forms should be complete ! The supervisor will edit the report and return it to the student

for corrections " If the quality of the report is poor or deadlines are not

met, the clinical supervisor can withhold credit for the diagnostic.

• The clinical supervisor will return the corrected rough draft to the student

for final revisions.

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! The final draft should be printed with the first page on Department of Communicative Disorders letterhead paper. Subsequent pages should be printed on regular paper.

! The final draft and rough draft should be attached to the front of the client file and returned to the clinical supervisor.

• Reports will be mailed to the client or other agencies by the Speech and

Hearing Center office staff. NOTE: Detailed diagnostic procedures, which students are expected to follow, can be found in the clinic manual given to each student during the clinic-wide meeting held prior to starting clinic every semester. NOTE: The student must satisfactorily complete all aspects of the diagnostic, including the report, and meet deadlines before another diagnostic will be assigned. In cases of poor performance, the clinical supervisor can deny credit for the diagnostic. Five in-house diagnostics must be successfully completed before graduation. Intervention/Therapy Procedures Clients enrolled in treatment/therapy will have a clinic file and a working file. Both files contain protected health information. The student is responsible for the privacy and security of these files. See the HIPAA section of this manual, Appendix III. The clinic file is the permanent record. It contains all diagnostic and treatment reports, case history information, test forms, etc. Clinic files are kept in the Speech and Hearing Center office when not in use and may not be taken out of the building under any circumstance. The student clinician will also keep a working file for each client. The working file is used by the student for lesson plans, attendance records, session notes, etc. during the semester. The student is responsible for the privacy and security of contents of the working file. The student keeps the working file until the end of clinic for that semester. The file is then turned in to the clinical supervisor. The treatment/therapy process usually involves the following steps:

• During the first days of the semester clinic meetings will be held to prepare students for the upcoming semester. Attendance is expected.

• Students will submit a copy of their semester schedule at the beginning of

each semester.

• The student will be assigned a clinical supervisor who will assign the student’s case load for that semester. Students with a busy class and

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work schedule must allow adequate time for clinical assignments, or drop the course.

• Student clinicians will meet with the clinical supervisor to receive their

client list.

• The student will review the client files and meet with the clinical supervisor as soon as possible to plan the treatment program for that semester.

• Client files can be checked out from the Speech and Hearing Center office. The file must remain in the building and must be returned by 4:00p.m. the same day it was checked out.

• The activities that take place during the first week of therapy usually

include ! Collection of baseline data ! Pre-testing

• Semester objectives are due to the clinical supervisor by the beginning of the second week of therapy. Use the Plan of Care (POC) template.

• Student clinicians are responsible for keeping an accurate record of client

attendance.

• Student clinicians should check with their clinical supervisors to discuss billing procedures to be completed at the end of each session.

• All pediatric clients should have their hearing checked each semester. The

results should be recorded on a Hearing Screening form and placed in the client’s file.

• Lesson plans are written weekly by the student clinician and are due on

Friday for the upcoming week. They should be placed in the supervisor’s mailbox in the Speech and Hearing Center Office. Previous therapy plans with all data and progress logs should be included. The supervisor will review the plan, make suggestions, and return it to the student prior to the next clinical session.

• Students are expected to meet regularly with their clinical supervisors to

discuss therapy plans, problems, and performance. Students should be prepared for a mid-term conference as well as additional meetings at the request of the supervisor.

• Post-testing, if indicated, will be completed during the final week of

therapy. The student and clinical supervisor will meet to discuss the tests to be used.

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• During the last therapy session the student clinician and clinical supervisor

have a formal conference with the client or client’s parents. The student clinician will review the semester’s objectives and the client’s performance in each area. Recommendations will be made based on this information. Student clinicians should not make recommendations that have not been discussed with and approved by the clinical supervisor.

• A Summary Report and/or a Discharge Summary Report on each client is

due to the clinical supervisor by last clinic session or as otherwise scheduled by the clinical supervisor.

• The student will meet with the clinical supervisor for the end of term

conference to discuss the Evaluation of Clinical Competency Form and grading for the semester. See the Evaluation of Clinical Competency section of this manual, Appendix V.

Summary of Paperwork Required for Therapy All forms required for therapy and diagnostics can be found on the Speech and Hearing Center share drive. Most forms may also be found next to the student mailboxes in Hall B-2. Semester Treatment Plan At the beginning of the semester the student clinician will meet with the clinical supervisor to discuss the appropriate intervention program for each individual client. The student will then write a semester treatment plan which must be approved by the clinical supervisor. Lesson Plans Each week the student will refer to feedback from the clinical supervisor, the Semester Treatment Plan, and progress notes from previous sessions to write lesson plans for the upcoming week. Progress Notes At the end of each treatment session the student will make notes regarding the session. The notes should be dated and signed by the clinician. All progress notes must be written in SOAP note format. Attendance The student keeps a record of absences and sessions attended. NOTE: The treatment plan, lesson plans, progress notes, and attendance form are kept in the working file.

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General Instruction for Report Writing Each report is written using a standard report format saved on the Speech and Hearing Center share drive.

1. Rough drafts are typed on computer and double spaced.

2. Use sample reports as a reference to identifying information, capitalization of major headings, and signatures.

3. The report format is standard and should be used for all reports.

4. Complete all identifying information.

5. Use past tense.

6. Include your supervisor’s title in the signature section.

7. Use phonetic symbols and slashes correctly. ( /z/, /m/, /θ/)

8. Numbers, with the exception of dates and test scores, must be spelled

out. For example, “John’s receptive vocabulary fell one and one-half years below his chronological age.” “Harry was able to count from one to seven.” The Arizona Articulation Proficiency Scale revealed a score of 72 percent.

9. Vary wording. For example do not use terms such as, “judged to be”,

“revealed”, “reported”, “within normal limits”, etc. several times in succession. Do not use the client’s name more than necessary. Read the report aloud to yourself to evaluate wording, clarity, and smoothness.

10. Underline test names. Capitalize test names. For example, Goldman-

Fristoe Test of Articulation, (GFTA).

11. If a test is mentioned more than once, the abbreviation can be used as long as it was referenced earlier in the report. For example, Goldman-Fristoe Test of Articulation, (GFTA).

12. Discuss tests in terms of specific skills they measure. For example, the

Peabody Picture Vocabulary Test, a measure of receptive vocabulary, indicated …..”. “….. based on the Carrow Elicited Language Inventory, which measures syntactic skills.”

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13. Proofread the report. The rough draft should be your best effort.

Once the first draft of the report is complete, turn it in to your clinical supervisor.

1. Rough draft ! Print the report on regular computer paper. Be sure it is double

spaced. ! Attach the report to the outside of client file with all other

appropriate records from the semester. ! Put the file in your supervisor’s box in the main office unless

instructed differently by your supervisor.

2. Your clinical supervisor will ! Make corrections and return the file and report to your box, or ! Put the file and report in your box with a note that it was too poorly

written to correct. In this case, you must start all over. Ask for help with the first draft if needed to avoid this situation.

! Remember a written report is a legal document, and you must be able to stand behind what you write in a court of law.

3. Final draft

! When final corrections have been made by your supervisor, make the changes on your version. Print the first page on Department of Communicative Disorders letter head stationary. Print subsequent pages on regular computer paper.

! Attach the report to the outside of the client file. ! Put the file in your supervisor’s box

You must meet deadlines. If reports and clock hour forms are not completed by the deadline you will receive an “I” for clinic. You cannot graduate with an “I” on your transcript.

Report Reminders Diagnostic Report Timelines

• The rough draft is due to the clinical supervisor within 48 hours of completion of the diagnostic.

• The final copy is due to the clinical supervisor within 48 hours of the date the corrected rough draft is returned to the student.

Summary Report Timelines

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• The due date for the rough draft will be announced. • The final copy is due to the clinical supervisor within 48 hours of the date

the rough draft is returned to the student. The rough draft must be turned in with the final copy.

Rough draft and final draft expectations

• The rough draft is a written summary of the student’s knowledge and understanding of the clinical experience just as an exam is an example of the student’s academic knowledge.

• The rough draft is also an example of the student’s professionalism. • The rough draft should be an example of the student’s best effort. • The rough draft should require minimum correction.

! If a rough draft is so poorly written that the clinical supervisor feels it cannot be corrected, it will be returned to the student to be rewritten. It should be re-submitted to the clinical supervisor within 48 hours.

! This is equivalent to failing an exam. It indicates that the student did not understand the clinical process and lacked the professional motivation required to remediate the problem.

• The final draft will become part of the client’s permanent record. ! The final draft is a reflection of both the clinical supervisor’s and the

student’s clinical competence. ! The final draft is a legal document.

Dates and Deadlines Important deadlines and dates will be announced during the semester. Students should check email messages and notices in the student mailboxes for important dates that will include:

• Meetings • Semester Treatment Plan deadline • Summary Report deadline • Date Clock Hour Forms are due • Mid-term and end-of-term conferences with the clinical supervisor

NOTE: All paperwork, including final reports and clock hour forms must be completed and approved by the clinical supervisor before a grade for clinic is awarded.

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Clinic Clock Hours STUDENTS SHOULD ALWAYS AND INDEFINITELY KEEP A COPY OF CLOCK HOUR FORMS. By the end of the graduate program the student must earn a minimum of 400 clinic clock hours.

! 25 hours of observation are required ! 325 hours must be completed at the graduate level ! No more than 75 undergraduate hours can count toward the 400 total

hours Clock hours are calculated to the nearest quarter hour as follows: .25=15 minute session, .50=30 minute session, .75=45 minute session, and 1.0=1 hour session.

Three forms are used to record the student’s clinical activities and clock hours. A Clock Hour Form is not valid until it is signed by the clinical supervisor. The Weekly Clinical Practicum Clock Hours form should be completed at the end of each session. At the end of the semester the student completes the Semester Report of Supervised Clinical Practicum Hours form, which totals the hours accumulated weekly during the semester. Prior to the exit interview with the Department chair during the last semester of graduate school, the Summary of Clock Hours of Supervised Observation and Clinical Practicum must be completed. This form summarizes all clinical experience obtained at both the undergraduate and graduate level. All forms are housed next to the student mailboxes. The student should indefinitely retain a copy of all of these forms. Documentation of clinical experiences is required for certification, licensure, and completion of the master’s degree. Semester forms and the final Summary form will be kept in the student’s departmental file. Billing A billing slip is completed at the end of each clinical session, before you leave the treatment room, for all private pay or insurance billed or educational purposes client or as otherwise directed by the clinical supervisor. Billing slips are given directly to the front office staff for check out. The billing slip must be filled out completely, including identifying information at the top, service provided and diagnosis code. Under no circumstances should the clinician mark any services being rendered until the services are actually provided. A billing slip must never

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be thrown away. With the permission of a clinical supervisor a billing slip can be voided. Blank billing slips are available in the office. All private pay clients who check in after 4:00pm must pay prior to services being rendered. Safety The safety of clients is an important concern. In the event of an emergency, the student is responsible for the safety of his/her client. See the Safety Policies section of this manual, Appendix II. Should the alarm system go off, the student must evacuate the building and not return until given permission to do so by emergency personnel. If the student is with a client, the student must escort the client out of the building. Waiting Room Clients sign- in at the front office when they arrive at the Center. They will be given paperwork to complete if it is their first appointment. They will be directed to the waiting room. The large waiting room is used by most clients. A smaller waiting room is available for adults who would like to be away from children, or clients who might need a smaller, quieter area. Clinicians should escort clients back to the waiting room at the end of their session. Confidential information should not be discussed in the waiting room. See the HIPAA section of this manual, Appendix III. Observation of Clinic Clinical sessions may be observed only by authorized persons with the clinical supervisor’s permission. Clinical sessions that are videotaped can be viewed by authorized persons only. The confidential nature of sessions must always be respected. See the HIPAA section of this manual, Appendix III. Resource Rooms and Materials Often universities require students to purchase their own therapy materials. At the University of Alabama, most of the materials and equipment necessary for clinic, or the items necessary to make materials, are provided by the Speech and Hearing Center. In turn, the students are expected to take care of the materials, return them to the designated place of storage, and keep the resource rooms neat and organized. Students who abuse this privilege will not be allowed continued use of these resources. Many of these items are expensive. A diagnostic test for example can cost several hundred dollars. The Speech and Hearing Center reserves the right to bill a student’s University account for items that are not returned. Most therapy materials, such as toys, pictures, and cards are kept in the Resource Room which is accessible from Hallway B-2. Diagnostic tests and materials are kept in the Supervisor Workroom (Room 106). These items must

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be checked-out when taken from the room. They should be checked-in when returned. Since many students use these materials, they should not be checked-out and kept for an unnecessarily long period of time or far in advance. Some materials and equipment are kept in the supervisors’ offices. A student should never take something from a supervisor’s office without permission. Equipment Portable audiometers used for hearing screening can be checked out for use at off-campus practicum sites as long as the date does not conflict with any scheduled Speech and Hearing Center projects. OAE (otoacoustic emissions) equipment cannot be checked out by students. Other clinic equipment should not be used without the permission of a clinical supervisor.

SUMMARY

The goal of clinical training is to provide each graduate student with the academic coursework, exposure to research and related professional activities, and the clinical experience necessary to enter the workforce as a professional in the field of speech-language pathology. Once students have graduated, they must be prepared to be critical thinkers and life-long learners. Continuing education is not only a requirement to obtain and maintain certification and licensure but is necessary to meet the challenges of a dynamic profession. Students who graduate are considered “CF Ready”, (Clinical Fellowship Year Ready). From this point on, new professionals will grow and mature as they become seasoned and experienced clinicians, always learning and pursuing excellence.

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Appendices I-V

Appendix I Dress Code and Professional Conduct - - - 53 Appendix II Safety Policies - - - - - - - 54 Appendix III Health Information Portability and Accountability Act - 58 Appendix IV Non-Academic Expectations - - - - - 74 Appendix V Evaluation of Clinical Competency Graduate Students - - - - - 77 Undergraduate Students - - - - 86 Disclaimer: Every effort was made to provide you as a student in this department with the most up-to-date general information; however, there are times when there are changes that may have occurred. It is your responsibility as a student to confer with the department chair and your advisor about any specific questions you may have.

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Appendix I: Dress Code and Professional Conduct

Student clinicians represent the Speech and Hearing Center as well as The University of Alabama. Professional behavior and appearance are expected at all times and are necessary to promote confidence on the part of the client. The Dress Code applies to students participating in in-house clinical practicum at the Speech and Hearing Center. Student clinicians placed at off-campus practicum sites are responsible for meeting the dress code requirement of that site. What you wear should allow you to do the following:

1. Sit on the floor or a low chair, bend over, or sit on your haunches without difficulty. 2. Bend over without showing cleavage. 3. Bend over, sit on the floor, or sit on your haunches without showing skin below your shirt or

skin or underwear above your pants. 4. Project a mature, professional image at all times.

Do not wear:

1. Tight clothes that restrict movement or are revealing 2. Skirts or dresses shorter than 1" above the knee 3. Off-the-shoulder, backless, low cut (including v-neck), or spaghetti strap tops 4. Short tops that reveal skin in the midriff or back area 5. Low pants or skirts that reveal skin in the midriff or back area 6. Casual clothing, such as blue jeans, shorts, leggings, logo t-shirts, or flip flops

Clinicians are expected to follow simple rules for professional dress. The attire should be appropriate for the planned activity. Do not overdress for the planned activity. No visible body piercing other than pierced ears is acceptable. Incidents of unprofessional dress will be documented and reflected in the mid-term and end-of-term evaluations. More than one warning will be reported to the Department Chair for disciplinary measures. If a student is in violation of the dress code, the clinical supervisor can send the student home or withhold clock hour credit for that session. Students must be professional during all clinical interactions. Things a student clinician should never do include:

• Never chew gum • Do not take your cell phone into a clinic session • Never take food or drink into a clinic session

To be perceived as professional and mature the student should:

• Shake hands when introduced • Be organized and focused • Be knowledgeable and prepared • Never be judgmental • Be positive, empathetic, and understanding • If you do not know the answer to a question, defer to your clinical supervisor

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Appendix II: Safety Policies

Infection Control Contagious Conditions

Accident/Injury Emergency Management

Infection Control The goal in establishing an infection control program is to prevent the spread of germs between client and clinician and to prevent the spread of germs environmentally via materials and equipment. Infection control is regulated by OSHA (Occupational Safety and Health Administration). Anyone involved in clinic must follow infection control policies. Exposure Classification Category 1: employees who have frequent contact with blood and body fluids. Risk of exposure is high. Category 2: employees who have less frequent exposure to blood and body fluids. Risk of exposure is moderate. Category 3: employees who do not come in contact with blood or body fluids. Risk of exposure is minimal. Employees who engage in the delivery of clinical services at the Speech and Hearing Center qualify as Category 2 and include student clinicians and clinical supervisors. Office staff and faculty who are not involved in clinical activities qualify as Category 3. HBV OSHA recommends that Category 1 and 2 employees consider a Hepatitis B vaccination. Students who choose to have the vaccination can do so through their private physician or the University of Alabama Medical Center. Training Discussion of infection control will take place during New Student Orientation. Students will be given a written copy of the policy at that time. Post-Exposure Management Episodes of exposure to an infectious condition will be documented and kept on file at the Speech and Hearing Center. The individual will be referred to Student Health Services or his/her private physician for treatment. Procedures described in the attached Emergency Management Plan will be followed in the event of exposure, accident, injury, or illness.

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Infection Control Products Available Soap is available in the restrooms and most therapy rooms. Antimicrobial spray and wipes and waterless hand cleanser are kept in the resource room, staff room, preschool rooms, audiology clinic, therapy rooms, and office. These supplies are available for use in other areas upon request. Products can be taken to off-campus sites as needed. Hand Washing Wash your hands before and after each client. Wash your hands after using the bathroom. Use soap and water or waterless hand cleanser. Use a paper towel to turn off the water. Take waterless hand cleanser with you to off campus sites if hand washing will be difficult. Note: Keep your hands away from your face, i.e., out of your mouth and away from your nose and eyes. Gloves Medical gloves are available for use if a client or clinician has (1) an open skin lesion (2) an ear draining with infection or bloody discharge (3) a runny nose or cough (4) if any signs of illness or infection are present or (5) if blood, vomit, or other body fluid is present. Gloves should be worn when changing diapers, cleaning up vomit or a bathroom accident, or bandaging a wound. Change gloves between clients. Wash hands after removing gloves. Off-Campus Practicum Check with your off-campus clinical supervisor regarding infection control procedures for that facility. Oral-Peripheral Examination Gloves or finger cots should be worn during oral peripheral examination. Toys and Therapy Materials Toys and therapy materials are to be cleaned after each use with soap and water or with an antimicrobial spray or wipe depending on the design and material of the toy. Avoid using toys that cannot be cleaned. Wash your hands after touching toys that a client has handled. A drop box is available in the Resource Room for materials that cannot be cleaned immediately after use. Surfaces Chairs, table tops, and any other surfaces that come in contact with people and materials should be cleaned after each use with antimicrobial cleansers or soap and water. Equipment Clean equipment, including earphones, visipitch, nasometer, etc., with antimicrobial cleansers after each use. Clinical supervisors will provide instruction on how to clean equipment without damaging it. Contagious Condition Policy Speech and Hearing Center students and employees as well as clients should not come to the Center if they have a contagious condition. Individuals who exhibit symptoms after arrival will be sent home. Examples of conditions that could be contagious include fever, vomiting, diarrhea, head lice, rash, impetigo, and chicken pox.

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Accident/Injury Policy Illness, accident, or injury that occurs in the clinic should be reported at once to the clinical supervisor. An injury, such as a cut, scratch, or bite should be dealt with immediately. If bleeding occurs, the person administering care should wear gloves. A wound or lesion should be covered with a band-aid or several layers of gauze. A contaminated area should be covered with paper towels and then cleaned thoroughly. The incident should be reported to a clinical supervisor. Parents or the caregiver are always informed if an accident or injury occurs. The incident is documented and kept on file in the Speech and Hearing Center office. Emergency Management Plan The procedures listed below should be followed in the event of an emergency. If you are with a Speech and Hearing Center client, it is your responsibility to escort the client to safety. Once leaving the building, do not return until given permission by the emergency management team. The UA Police Department can issue a fine for failure to evacuate in response to the alarm system. These procedures will be covered with students each semester during New Student Orientation and with faculty, clinical supervisors, and staff at the initial Departmental Meeting each fall semester. In the event of power failure:

1. Clinicians will remain with clients at all times. 2. Move to the closest area of natural light. 3. Get a flashlight if needed from the resource room or office 4. Report power outage to departmental secretary, who will contact the maintenance department.

In the event of fire or other emergency requiring evacuation:

1. Clinicians will remain with clients at all times. 2. Leave the building through the nearest exit

• All exits are marked with an Exit sign. • The nearest exit is posted in each room.

3. Call 911 using a cell phone or phone in the nearest campus building. 4. Do not return to the building until permission is given by the emergency management team. 5. Clinical supervisors and office staff will assist student clinicians and clients in contacting family

members. 6. In the event a client must receive medical attention, a clinical supervisor will go to the medical

facility and remain until the family has arrived. 7. Fire extinguishers and fire alarms are available in different locations throughout the building.

In the event of dangerous weather:

1. Clinicians will remain with clients at all times. 2. Be seated in a hallway toward the interior of the building but away from glass doors and

windows. 3. Keep the entrances to the area clear to allow access to individuals from other areas of the

building. 4. Remain in the area until the weather service terminates the warning. 5. In the event of structural damage or injury call 911. 6. In the event a client must receive medical attention, a clinical supervisor will go to the medical

facility and remain until the family has arrived.

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In the event of illness, accident or injury:

1. Contact a clinical supervisor or department chair. 2. Call 911 if necessary. 3. If blood or body fluids are present, the person in attendance must follow infection control

procedures. Supplies are kept in the Resource Room and Departmental Office. 4. If the injured individual is a minor, the parents or legal guardian should be contacted. 5. If the person is not a minor, family will be contacted upon request, or as otherwise indicated. 6. In the event a client must receive medical attention, a clinical supervisor will go to the medical

facility and remain until the family has arrived. 7. If the client is transported for medical treatment by family, the clinical supervisor will follow-up

on the client’s condition by telephone. 8. All injuries and accidents are documented on the Injury/Accident/Incident Report Form and

filed in the Speech and Hearing Center Emergency Management Notebook. • Name of injured person, date, description of incident, management account. • The department chair will review each incident.

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Appendix III

HIPAA Policies and Procedures HIPAA Notices and Forms

THE UNIVERSITY OF

ALABAMA

SPEECH AND HEARING CENTER

HIPAA Policies and Procedures

OVERVIEW HIPAA: Health Insurance Portability and Accountability Act of 1996 (HIPAA) Two parts:

1. EDI (electronic data interchange): electronic billing 2. Privacy

• confidentiality of client/client information • security of client records

HIPAA amends the Social Security Act creating stricter and more comprehensive regulations regarding the handling of confidential client/client information. The goal is to ensure a reasonable level of security in an era of electronic data collection and storage. Any agency that bills electronically falls under HIPAA requirements. Any qualifying agency which does not abide by HIPAA regulations is in violation of federal law. HIPAA differs from the Social Security Act in that individuals, as well as professional and business agencies, can be held liable. Penalties for violation of HIPAA regulations:

Criminal penalties • Knowingly: 1 year/$50,000.00 • False pretenses: 5 years/$100,000.00 • Malice, commercial advantage, personal gain: 10 years/$250,000.00

Civil penalties • $100.00 for each violation • $25,000.00 annual limit for violating each identical requirement-could be a big number

The University of Alabama Health Care Component (UAHCC) The University of Alabama has been designated as a hybrid entity. Specific Health Care Components of the University, including the Speech and Hearing Center, must comply with HIPAA regulations. Protected Health Information (PHI) PHI includes but is not limited to billing, diagnostic, treatment, or case management information. The information can be in any form or medium, including on paper, verbal, taped, or electronic. The records can be formal or informal.

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ADMINISTRATIVE POLICIES Compliance The Speech and Hearing Center Policies and Procedures for HIPAA Compliance are effective April 14, 2003. All employees and student clinicians engaged in the delivery of clinical services or who have access to protected health information for billing, scheduling, teaching, research, or any other purpose must abide by HIPAA Policies and Procedures. Violation will be reported to the Department Chair and result in disciplinary measures as prescribed by University of Alabama policy. Violation and resultant disciplinary measures will be categorized as unintentional, knowingly, and knowingly for personal gain. Any individual who is aware of violation of HIPAA policy can report the violation to the Department Chair with no concern of repercussions. Training All Department of Communicative Disorders/Speech and Hearing Center faculty, clinical supervisors, staff, and students will participate in HIPAA training. Training in HIPAA Policies and Procedures will be provided as follows:

Faculty, clinical supervisors, and staff will be provided with the policies and procedures in writing when joining the Department as a new employee. The content will be reviewed annually during the first faculty/staff meeting.

HIPAA Policies and Procedures Notebook will be kept in the main office of the Speech and Hearing Center.

Students enrolled in clinical practicum classes, CD 377, CD 378 and CD 517, will be given the policy in writing. It will be reviewed at the general clinic meeting at the beginning of each semester. Clinical supervisors will remind students of policy during staffing sessions.

HIPAA will be covered as a course topic during CD 442 and CD 515. Electronic Data Exchange (EDI) All electronic billing will be conducted using standardized codes. The computer(s) used for EDI will have antivirus software and be password protected. Designated Record Set The following clinical documents are typical Speech and Hearing Center Record Sets:

Speech-Language Evaluation Report Audiologic Evaluation Report Speech-Language Treatment/Semester Therapy Report Audiologic Treatment/Semester Therapy Report IEP: Individualized Educational Plan Other might include billing forms, progress notes, and lesson plans

These clinical records fit the definition of protected health information (PHI).

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Identification of Authorized Personnel Clinical supervisors and practicum students participating in the delivery of clinical services must wear their Speech and Hearing Center ID. Parents/clients have the right to see identification before allowing a child/client to leave the waiting room with a clinician. PRIVACY and SECURITY POLICIES

Summary of Privacy and Security Policies Protected health information cannot be accessed by, used by, or disclosed to an unauthorized individual or agency without the client’s written permission. No identifying client information can be disclosed during class presentations, teaching, or research without the client’s written permission. Clinical records, paper and electronic, must be handled and stored in a manner that ensures a reasonable level of privacy and security. Policy on Access to Client Records

Identifying protected health information in any form, including videotape or audiotape, cannot be used for teaching/learning/research activities (lecture, presentation, class report, etc.) without the written permission of the client or parent/legal guardian.

Faculty, clinical supervisors, staff, or students uninvolved in delivery of clinical service to a client should

not access client records which include protected health information unless authorized. Identification of Access to Records Needed for Classes of Persons in Workplace The following workforce members have need-to-know access to PHI. No workforce member can access PHI prior to HIPAA training.

Level Position Clearance

Level 1

Clinic Director/Department Chair, Clinic Coordinators

Complete access

Level 2

Clinical Supervisors Need-to-know basis for delivery of clinical services and clinical teaching

Level 3

Office Staff, Student Workers

Need-to-know basis for operations

Level 4

Student Clinicians enrolled in CD 377, 378, 442/542, 517

Need-to-know basis for staffing with clinical supervisor and delivery of clinical services

Level 5

Faculty As authorized for teaching and research

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Policy on Storage of Protected Health Information

All protected health information, including billing information, client files, photographs, videotapes, and audiotapes must be stored in a secure area. The door, storage cabinet, or file cabinet must be locked if the area is unsupervised. An inventory must be kept up-to-date.

Protected health information, including billing information, client files, photographs, videotapes, or

audiotapes should not be left unattended.

Computer monitors should not be visible to unauthorized persons moving through the area. Computers will be anti-virus and password protected. Computers will lock if not used for 15 minutes.

The security of protected health information, including billing information, client files, clinical records,

photographs, videotapes, or audiotapes is the responsibility of the person accessing the records. If they are taken from the premises for any reason, the person who has the records is responsible for security.

Students cannot take protected health information in any form (written, disk, e-mail, etc.) from the

Speech and Hearing Center without the written permission of the clinical supervisor.

Clinical records should be secure in the file: • Documents should be secured by brackets. • Billing information should be filed on the left. • Clinical records should be filed on the right. • Each section should be covered by a Privacy Warning sheet. • Progress notes and daily records should be secured in the working file.

HI stored electronically is protected

• PHI cannot be stored on a floppy disk or C\: drive. PHI will be stored on the F\: drive. Policy on Observation of Diagnostic or Treatment Session Family members and students must make arrangements with the clinical supervisor before observing a clinical session.

The clinical supervisor will ensure that the observation takes place in accordance with privacy regulations.

The door to the observation area should remain closed when clinical sessions are in progress.

Policy on Protected Health Information Stored on Computer Protected health information, including but not limited to billing information, clinical reports, lesson plans, and progress notes can be stored on computers only if the computer has antivirus software and is password protected. Students must complete HIPAA training to use the student computer lab.

1. Students can write and save client reports only under the password protected University of Alabama Speech and Hearing Center account on the F:\ drive on computers in the Speech and Hearing Center Computer Lab. They cannot save client reports on the C:\ drive or a floppy disk. They cannot e-mail client reports to any computer outside the Speech and Hearing Center.

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2. When finished using a computer in the student computer lab always log-off.

Click Start Click Log Off The computer will lock after 15 minutes if not used. It will be necessary to log-on by

entering the password.

3. Steps using Speech and Hearing Center computer account number: • Students enrolled in clinical practicum will be given the Speech and Hearing Center account

number, or log-on name and password. • Reports are to saved on the network drive only:

Go to file, save as Click on the save as: pull down menu Scroll down to cdgta on asfs1.asnet-net.... Name and save your file Log off when finished

Policy on Use of PHI for Fundraising and Marketing PHI, including photographs, audiotapes, and videotapes, cannot be used for marketing, fundraising, or community awareness programs without the client’s permission. Policy on Disposal of Records The PHI records contained in client files are legal documents. They cannot be disposed of or destroyed without the approval of the clinical supervisor.

Student clinicians cannot dispose of or destroy PHI. Any document containing PHI targeted for disposal must be shredded.

Any clinical records to be archived must be stored in a manner and location meeting the approval of

The University of Alabama legal office. Policy on Workplace Security

After regular working hours, student clinicians can enter the building only through the after-hours door by checking out a key from the office. This key must be returned according to policy. If the key is lost, the student will be responsible for the expense of re-keying the door. The student cannot allow the key to be used by another person.

All building and door keys must be stored in a secure location and out of sight. Never leave a key

hanging in a lock.

Report any suspicious event or person to your clinical supervisor.

An up-to-date key inventory will be maintained in the Speech and Hearing Center office. NOTICES Notice of Health Information Practices will be offered to each client at the time of his/her first appointment. The client will sign Acknowledgement of Notice of Health Information Practices. This form will be kept in the client file.

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Notice of Health Information Practices Notice of Health Information Practices is a detailed description of how PHI can be disclosed. It will be posted in the Speech and Hearing Center waiting room and on the Departmental web site (www.as.ua.edu/comdis/). Speech and Hearing Center clients will be offered a written copy during their first visit to the Speech and Hearing Center. Acknowledgement of Notice of Health Information Practices Acknowledgement of Notice of Health Information Practices form must be signed by each client, or client representative, at the time of the first visit to the Speech and Hearing Center. This form summarizes Notice of Health Information Practices and acknowledges that the client has been offered the Notice of Health information Practices in its entirety. Once this form has been signed, PHI can be disclosed to an agency/individual/service delivery program for the purpose of treatment, payment, or Speech and Hearing Center operations. Therapy and diagnostics are considered treatment. Policy on Disclosure of Information Not Covered by the Summary of Health Information Practices Form PHI cannot be disclosed for reasons other than treatment, payment, or operations unless the Authorization to Release or Obtain Information form has been completed and signed. Examples of when this form would be necessary include, but are not limited to, releasing records to an attorney, the State Disability Office, a class presentation, or research project. Policy on Disclosure of PHI for Teaching/Research PHI cannot be used for teaching or research purposes without a signed authorization form unless the PHI has been de-identified according to HIPAA requirements:

Telephone numbers Fax numbers Electronic mail addresses Social security numbers Medical record numbers Health plan beneficiary numbers Account numbers Certificate/license numbers Vehicle identifiers and serial numbers, including license plate numbers Device identifiers and serial numbers Web Universal Resource Locators (URLs) Internet Protocol (IP) address numbers Biometric identifiers, including finger and voice prints Full face photographic images and any comparable images Any other unique identifying number, characteristic, or code, except as permitted by re-identification procedures.

Policy on Oral Disclosure of Protected Health Information

Right to confidential disclosure of protected health information will be posted in the waiting room, at the window of the Speech and Hearing Center main office, and on the Request to Communicate at Different Locations and in Different Ways Form. A confidential location to discuss protected health information will be provided upon written request from the client or client representative and logged in the client file.

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Protected health information should not be communicated within earshot of unauthorized individuals.

Do not discuss a diagnostic or treatment session in the waiting room or any other area in which

there are unauthorized persons. Do not discuss a diagnostic or treatment session without written permission with anyone other than

the clinician or clinical supervisor, the client, or client representative.

Do not discuss PHI outside the Speech and Hearing Center or with unauthorized individuals.

Do not provide protected health information over the telephone without written permission, or within earshot of unauthorized persons.

Messages cannot be left on clients’ answering machines or voice mail unless the Request to

Communicate at Different Locations and in Different Ways Form has been signed. This form will be retained in the client’s file.

Policy on Faxing Protected Health Information

When faxing individually identifiable health information, the Speech and Hearing Center will:

use a special fax cover sheet include a “confidential” statement on the Fax Cover Sheet

use fax machines located in secure, limited access areas

verify fax requests from unfamiliar sources

test preprogrammed fax number before it is used the first time

periodically remind regular fax recipients to notify the Speech and Hearing Center if their fax

numbers change.

The Speech and Hearing Center will not fax sensitive, highly personal PHI. Students cannot FAX PHI without the approval of their clinical supervisor.

Policy on E-mail Disclosure

Disclosure of PHI by e-mail involves unique risks. Client permission to transmit PHI by e-mail is authorized on the E-Mail Consent Form. Diagnostic and treatment reports, or other highly sensitive information will not be transmitted outside the Speech and Hearing Center by e-mail.

POLICIES ON CLIENTS’ RIGHTS Policy on Client Right to Review and Amend PHI

The client has the right to review and amend most of the records in the client file. The client has the right to request that those records be amended. The request for amendment must be submitted in writing and reviewed by the clinical supervisor.

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The request can be granted or denied as deemed appropriate by the clinical supervisor. This form will be retained in the client’s file.

Policy on Information Not to be Disclosed

Information which the clinician deems to be private does not have to be disclosed to the client. Information not to be disclosed should be recorded on the Do Not Disclose This PHI Form.

Policy on Disclosure as Required by Law

The Speech and Hearing Center will disclose PHI as required by law, such as requirements to report abuse or in response to a subpoena. (See Notice of Privacy Practices). The University of Alabama Office of Counsel, 348-5940, should be contacted before records are released in response to a court order or subpoena. Should a subpoena be served to a Speech and Hearing Center employee or student, it must be served in the main office.

Policy on Right to Accounting of PHI Disclosure

The client has the right to know to whom and for what reason PHI has been disclosed. The Summary Sheet and Tracking Log for PHI Disclosures form must be kept up to date.

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THE UNIVERSITY OF

ALABAMA

SPEECH AND HEARING CENTER

Notice of Health Information Practices

Effective Date: April 14, 2003

THIS NOTICE DESCRIBES HOW CLINICAL INFORMATION ABOUT YOU MAY BE USED AND

DISCLOSED AND HOW YOU CAN GET ACCESS TO THIS INFORMATION. PLEASE REVIEW IT

CAREFULLY. YOU MAY TAKE THIS COPY FOR YOUR OWN PERSONAL USE.

WHO WILL FOLLOW THIS NOTICE.

This notice describes the health information practices of the Speech and Hearing Center of The University of Alabama (a covered hybrid entity) and to the administrative departments at the University of Alabama that provide legal, billing, auditing, or other administrative support for this health care component, including but not limited to The University of Alabama Office of Counsel, The University of Alabama System auditors, the University’s Privacy Officer, Human Resources, and Risk Management: the Speech and Hearing Center. For purposes of this Notice, this UA health care component and its affiliated administrative support departments within the University shall be referred to as ”the Speech and Hearing Center.” OUR PLEDGE REGARDING CLINICAL INFORMATION. We understand that clinical information about you and your health is personal. We are committed to protecting clinical information about you. We create a record of the care and services you receive at the Speech and Hearing Center. We need this record to provide you with quality care and to comply with certain legal requirements. This notice applies to all of the records of your care generated or maintained by the Speech and Hearing Center, whether made or maintained by the Speech and Hearing Center personnel or your personal clinician. This notice will tell you about the ways in which we may use and disclose clinical information about you. We also describe your rights and certain obligations we have regarding the use and disclosure of clinical information. We are required by law to:

• make sure that clinical information that identifies you is kept private; • give you this notice of our legal duties and privacy practices with respect to clinical information

about you;

• follow the terms of the notice that is currently in effect.

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HOW WE MAY USE AND DISCLOSE CLINICAL INFORMATION ABOUT YOU. The following categories describe different ways that we use and disclose clinical information. Not every use or disclosure in a category will be listed. However, all of the ways we are permitted to use and disclose information will fall within one of the categories.

For Treatment and Treatment Alternatives. We may use clinical information about you to provide, coordinate, or manage your clinical treatment and/or related services. We may disclose clinical information about you to clinicians, student trainees, or other the Speech and Hearing Center personnel or people outside our facility who are involved in taking care of you. For example, clinical information may be shared in order to coordinate different things you may need, such as further evaluation or medical treatment. We may also disclose your clinical information, as necessary, to other physicians or professionals who may be treating you or to whom you have been referred to ensure that they have the necessary information to diagnose or treat you. We also may disclose clinical information about you to people outside the Speech and Hearing Center who may be involved in your clinical care after you leave, such as your local physician, family members, public school personnel, or others we use to provide services that are part of your care. We may use and disclose your clinical information to tell you about or recommend possible treatment options or alternatives that may be of interest to you.

For Payment. We may use and disclose clinical information about you so that the treatment and services you receive at the Speech and Hearing Center may be billed to you and payment may be collected from you, an insurance company, or a third party. For example, we may need to give your health plan information about a treatment or services you received so your health plan will pay us or reimburse you for those treatments or services. We may also tell your health plan about a treatment you are going to receive to obtain prior approval or to determine whether your plan will cover the treatment.

For Routine Health Care Operations. We may use and disclose clinical information about you for the Speech and Hearing Center routine clinical operations. For example, we may use/disclose your clinical information to conduct or arrange for clinical reviews, legal services, and auditing functions; to resolve internal grievances; or to conduct other business management and general administrative activities of the Speech and Hearing Center. These uses and disclosures are necessary to run this Speech and Hearing Center and make sure that all of our clients receive quality care. We may also use clinical information to review our treatment and services and to evaluate the performance of our staff in caring for you. We may also combine clinical information about many Speech and Hearing Center clients to decide what additional services the Speech and Hearing Center should offer, what services are not needed, and whether certain new treatments are effective. We may also disclose information to clinicians, student trainees, and Speech and Hearing Center personnel for review and learning purposes. We may also combine the clinical information we have with clinical information from other entities to compare how we are doing and see where we can make improvements in the care and services we offer. We may remove information that identifies you from this set of clinical information so others may use it to study clinical service delivery without learning who the specific clients are.

Individuals Involved in Your Care or Payment for Your Care. With your permission, we may release clinical information about you to a friend, relative, family member or any other person you identify who is involved in your clinical care. We may also give information to someone who helps pay for your care. We may also tell your family or friends your condition. In addition, we may disclose clinical information about you to an entity assisting in a disaster relief effort so that your family can be notified about your condition, status and location.

Appointment Reminders and Health-Related Benefits and Services We may use and disclose clinical information to contact you as a reminder that you have an appointment for treatment or clinical care at the Speech and Hearing Center or to tell you about services that may be of interest to you.

Teaching. The Speech and Hearing Center is a teaching/training program. Therefore, clinical information is often used for these purposes. It is common practice to video-tape or audiotape clinical sessions for teaching purposes. Other clinical records might be reviewed with students for teaching purposes. Information will be used or disclosed only to students enrolled in clinical education courses who have received training regarding privacy and security of protected health information.

Research. Under certain circumstances, we may use and/or disclose clinical information about you to researchers when their clinical research study has been approved by an Institutional Review Board. While most clinical research studies require specific client consent, there are some instances where client authorization is not required. For example, a research project may involve comparing the health and recovery of all clients who received one medication to those who received another, for the same condition. This would be done through a retrospective record

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review with no client contact. The Institutional Review Board reviews the research proposal to make certain that the proposal has established protocols to protect the privacy of your health information.

Fundraising Activities. We may use clinical information about you to contact you in an effort to raise money for the Speech and Hearing Center. We may disclose clinical information to a foundation related to the Speech and Hearing Center so that the foundation may contact you in raising money for the Speech and Hearing Center. We only would release contact information, such as your name, address and phone number and the dates you received treatment or services at the Speech and Hearing Center. If you do not want the Speech and Hearing Center to contact you for fundraising efforts, you must notify the Speech and Hearing Center Privacy Officer, Box 870242, Tuscaloosa, Alabama, 35487 in writing.

Certain Marketing Activities. The Speech and Hearing Center may use clinical information about you to forward promotional gifts of nominal value, to communicate with you about services offered by the Speech and Hearing Center, to communicate with you about case management and care coordination and to communicate with you about treatment alternatives.

The Speech and Hearing Center Directory. We may include certain limited information about you in the Speech and Hearing Center directory while you are a client at the Speech and Hearing Center. This information may include your name and location while at the Speech and Hearing Center. Your name may be released to people who come by or call and ask for you by name.

Business Associates. There are some services provided in the Speech and Hearing Center through contracts with business associates. An example would be companies we use to provide communication devices. When these services are contracted, we may disclose your clinical information to our business associate so that they can perform the job we’ve asked them to do. To protect your health information, however, we require the business associate to appropriately safeguard your information.

As Required By Law. We will disclose clinical information about you when required to do so by federal, state or local law.

Public Health Risks & Communicable Diseases. We may disclose clinical information about you to public health or legal authorities charged with preventing or controlling disease, injury, or disability. For example, we are required to report the existence of a communicable disease, such as tuberculosis, to the Alabama Department of Public Health to protect the health and well-being of the general public. We may disclose clinical information about you to individuals exposed to a communicable disease or otherwise at risk for spreading the disease. We may disclose clinical information to your employer if required to determine whether you suffered a work-related injury.

Food and Drug Administration (FDA). We may disclose to the FDA and to manufacturers clinical information about adverse events with respect to food or supplements or product defects or problems, or post-marketing surveillance information to enable product recalls, repairs, or replacements.

Victims of Abuse, Neglect or Domestic Violence. We are required to report child, elder and domestic abuse or neglect to the State of Alabama.

Health Oversight Activities. We may disclose clinical information to a health oversight agency for activities authorized by law. These oversight activities include, for example, audits, investigations, inspections, and licensure. These activities are necessary for the government to monitor the health care system, government programs, and compliance with civil rights laws.

Lawsuits and Disputes. If you are involved in a lawsuit or a dispute, we may disclose clinical information about you in response to a court or administrative order. We may also disclose clinical information about you in response to a subpoena, discovery request, or other lawful process by someone else involved in the dispute, but only if efforts have been made to tell you about the request or to obtain an order protecting the information requested. We may disclose clinical information for judicial or administrative proceedings, as required by law.

Law Enforcement. We may release clinical information for law enforcement purposes, as required by law. We may disclose clinical information: a) in response to a court order, court-ordered subpoena, warrant or summons issued by a judicial officer; b) to identify or locate a suspect, fugitive, material witness or missing person; c) about an individual suspected to be the victim of a crime if, under certain limited circumstances, we are unable to obtain the victim's agreement; d) about a death we believe may be the result of criminal conduct; e) about criminal conduct occurring on

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the University’s or the Speech and Hearing Center’s premises; or f) in emergency circumstances, to report a crime, the location of the crime or victims, or the identity, description or location of the person who committed the crime.

Coroners, Clinical Examiners and Funeral Directors. We may release clinical information to a coroner or clinical examiner. This may be necessary, for example, to identify a deceased person, determine the cause of death, or perform other legal duties. We may also release clinical information about clients to funeral directors as necessary to carry out their duties.

Organ and Tissue Donation. If you are an organ donor, we may use or release clinical information to organizations that handle organ procurement or other entities engaged in procurement, banking or transportation of organ, eye or tissue to facilitate organ or tissue donation and transplantation.

To Avert a Serious Threat to Health or Safety. We may use and disclose clinical information about you when necessary to prevent or lessen a serious threat to your health and safety or the health and safety of the public or another person. Any disclosure, however, would only be to someone reasonably able to help prevent or lessen the threat.

Military and Veterans. If you are a member of the armed forces, we may release clinical information about you as required by military command authorities. We may also release clinical information about foreign military personnel to the appropriate foreign military authority.

National Security and Intelligence Activities. We may release clinical information about you to authorized federal officials for intelligence, counterintelligence, and other national security activities authorized by law.

Protective Services for the President and Others. We may disclose clinical information about you to authorized federal officials so they may provide protection to the President or other authorized persons or foreign heads of state or so they may conduct special investigations.

Workers' Compensation. We may release clinical information about you for workers' compensation or similar programs that provide benefits for work-related injuries or illness.

Inmates or Individuals in Custody. If you are an inmate of a correctional institution or under the custody of a law enforcement official, we may release clinical information about you to the correctional institution or law enforcement official.

Other uses and disclosures. Any other uses and disclosures will be made only with your written authorization.

YOUR RIGHTS REGARDING CLINICAL INFORMATION ABOUT YOU. Although all records concerning your treatment obtained at the Speech and Hearing Center are the property of the Speech and Hearing Center, you have the following rights regarding clinical information we maintain about you: Right to Inspect and Copy. You have the right to inspect and copy clinical information that may be used to make

decisions about your care. Usually, this includes clinical and billing records, but does not include psychotherapy notes; information compiled in anticipation of criminal, civil, or administrative proceedings; or information subject to a law that prohibits access.

To inspect and copy clinical information that may be used to make decisions about you, you must submit your request in writing to the Speech and Hearing Center Privacy Officer. If you request a copy of the information, we may charge a fee for the costs of copying, mailing or other supplies associated with your request. We may deny your request to inspect and copy in certain very limited circumstances. If you are denied access to clinical information, you may request that the denial be reviewed. Another licensed health care professional chosen by the Speech and Hearing Center will review your request and the denial. The person conducting the review will not be the person who denied your request. We will comply with the outcome of the review.

Right to Amend. If you feel that clinical information we have about you in our records is incorrect or incomplete, you may ask us to amend the information. You have the right to request an amendment for as long as the information is kept by or for the Speech and Hearing Center.

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To request an amendment, your request must be made in writing and submitted to the Speech and Hearing Center Privacy Officer. In addition, you must provide a reason that supports your request. We may deny your request for an amendment if it is not in writing or does not include a reason to support the request. In addition, we may deny your request if you ask us to amend information that:

• Was not created by us, unless the person or entity that created the information is no longer available to make the amendment;

• Is not part of the clinical information kept by or for the Speech and Hearing Center;

• Is not part of the information which you would be permitted to inspect and copy; or

• Is accurate and complete.

Right to an Accounting of Disclosures. You have the right to request an "accounting of disclosures." This is a list of certain disclosures we made of clinical information about you for reasons other than treatment, payment, or health care operations as described in this notice. This accounting also will not include disclosures we may have made to you, to family members or friends involved in your care, for notification purposes, or in response to disclosures for which we obtained your authorization/permission.

To request this list or accounting of disclosures, you must submit your request in writing to the Speech and Hearing Center Privacy Officer. Your request must state a time period which may not be longer than six years and may not include dates before April 14, 2003. Your request should indicate in what form you want the list (for example, on paper or electronically). The first list you request within a 12-month period will be free. For additional lists, we may charge you for the costs of providing the list. We will notify you of the cost involved and you may choose to withdraw or modify your request at that time before any costs are incurred.

Right to Request Restrictions. You have the right to request a restriction or limitation on the clinical information we use or disclose about you for treatment, payment or health care operations. You also have the right to request a limit on the clinical information we disclose about you to someone who is involved in your care or the payment for your care, like a family member or friend.

We are not required to agree to your request. If we do agree, we will comply with your request unless the information is needed to provide you emergency treatment. To request restrictions, you must make your request in writing to the Speech and Hearing Center Privacy Officer. In your request, you must tell us (1) what information you want to limit; (2) whether you want to limit our use, disclosure or both; and (3) to whom you want the limits to apply, for example, disclosures to your spouse.

Right to Request Confidential Communications. You have the right to request that we communicate with you about clinical matters in a certain way or at a certain location. For example, you can ask that we only contact you at work or by mail.

To request confidential communications, you must make your request in writing to the Speech and Hearing Center Privacy Officer. We will not ask you the reason for your request. We will accommodate all reasonable requests. Your request must specify how or where you wish to be contacted and must provide information on how payment will be handled.

Right to Revoke Authorization. You have the right to revoke your authorization to use or disclose your clinical information except to the extent that action has already been taken in reliance on your authorization.

Right to a Paper Copy of This Notice. You have the right to a paper copy of this notice. You may ask us to give you a copy of this notice at any time. Even if you have agreed to receive this notice electronically, you are still entitled to a paper copy of this notice.

You may obtain a copy of this notice at our website, www.as.ua.edu/comdis/ To obtain a paper copy of this notice contact the Speech and Hearing Center office.

CHANGES TO THIS NOTICE We reserve the right to change this notice. We reserve the right to make the revised or changed notice effective for

clinical information we already have about you as well as any information we receive in the future. We will post a copy of the current notice in the Speech and Hearing Center facility and on our website noted above. The notice will

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contain on the first page, in the top right-hand corner, the effective date. In addition, each time you visit the Speech and Hearing Center to receive health care services, we will offer you a copy of the current notice in effect.

FOR MORE INFORMATION OR TO REPORT A PROBLEM If you have questions and would like additional information, you may contact the Speech and Hearing Center Privacy Officer, Box 870242, Tuscaloosa, Alabama, 35487, 205-348-7131. If you believe your privacy rights have been violated, you may file a complaint with the Speech and Hearing Center Privacy Officer or with the Secretary of the Department of Health and Human Services. To file a complaint with the Speech and Hearing Center Privacy Officer, contact Rebecca Brooks, M.A., CCC-A, Box 870242, Tuscaloosa, Alabama, 35487, 205-348-7131. All complaints must be submitted in writing. Your complaint may be shared with the UA Privacy Officer and others at the University who assist the UA Privacy Officer and the Speech and Hearing Center Privacy Officers with HIPAA compliance. You will not be penalized or retaliated against for filing a complaint. NOTICE EFFECTIVE DATE: The effective date of the notice is April 14, 2003. The following form gives the Speech and Hearing Center the right to contact the client in various ways. This form should be completed and signed by the client during the first visit and placed in the client file.

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THE UNIVERSITY OF ALABAMA

SPEECH AND HEARING CENTER

Permission to Contact

I authorize the Speech and Hearing Center to leave messages for me regarding clinical services as specified below. These messages may include appointment reminders, schedule changes, or other private health information, including information about evaluation or treatment. It is your responsibility to notify us should this information change. You do not have to check any of these options if they do not apply to you, or if you do not want us to communicate with you at these different locations. Circle yes or no I give my permission for the Speech and Hearing Center to call me Yes No at home # __________________ Yes No at work # __________________ Yes No on my cell phone # __________________ I give my permission for the Speech and Hearing Center to leave a message Yes No on my answering machine Yes No on my voice mail Yes No with the person who answers if I am unavailable I give my permission for the Speech and Hearing Center Yes No to leave a message with appoint/schedule information Yes No to leave message with more detailed information I give my permission for the Speech and Hearing Center Yes No to mail written information to my home Yes No to FAX to this number #: ___________________ The authorize following person(s) to have access to my Speech and Hearing Center records : Person: __________________________________ Relationship: __________________ Person: __________________________________ Relationship: __________________

Confidentiality: It is our goal to keep you informed of your or your child’s progress and test results. If you would like to discuss this information in a private location away from the waiting area, please inform your clinician. We will make every effort to respect the confidential nature of your services. Client Name (Print): ___________________________________ Date: _____________ Legal Representative Name (Print): ___________________________________________ Signature: ___________________________________________________ Valid until discharged from services unless otherwise specified. Revised 8/05

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THE UNIVERSITY OF

ALABAMA

SPEECH AND HEARING CENTER

Summary Form and Client Access Log

Client name: ______________________________________ File #: ______________

Summary Form: (1) summary of each action on behalf of interaction with client (2) summary of each instance PHI was disclosed Access Log: record each instance that this file was accessed, the purpose of access, and by whom

Date Disclosed to Whom; For What Purpose; Description of Disclosure Initials

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Appendix IV: Non-Academic Expectations

Speech-language pathology is a dynamic and rigorous field of study. The expectations for students planning to pursue speech-language pathology as a profession are high. The ability to communicate is critical to quality of life. When working with individuals whose communication skills are compromised, the clinician must be a model of communication and clinical effectiveness, which is dependent on non-academic traits in combination with clinical expertise and academic knowledge. The clinician must at all times place the client’s best interest above any other consideration. It is possible for a student to be in good standing academically but not possess the non-academic traits or abilities that are the underpinning of clinical effectiveness. These traits and abilities are important to the student’s standing in the program and will be considered during the admission process as well as throughout their academic and clinical training. Once admitted to the graduate program the KASA Form will be used as the primary instrument to evaluate students during the course of clinical training. It must be understood, however, that evaluation of non-academic traits will involve a degree of subjectivity. When concerns arise regarding an individual student, final assessment will be based on the opinion of a committee of professionals who are themselves successful in the profession. When concerns arise regarding the non-academic traits and abilities that provide the foundation for clinical success, the student will be brought up for non-academic review. The review process will be completed by a committee consisting of the Department Chair, Coordinator of Speech-Language Services, at least one clinical supervisor, and at least one faculty member. When appropriate, a remediation plan will be presented to the student with a timeline required for demonstration of an acceptable level of improvement. The Department of Communicative Disorders welcomes applications to the graduate program from students with disabilities and from diverse backgrounds. Each student will be considered on an individual basis. Accommodations where needed and appropriate will be provided. If accommodations are (1) incompatible with acquisition of core competencies required for certification (KASA) or (2) become intrusive to the clinical process to the point that the client’s interests cannot be placed above all other considerations, a non-academic review will take place. The student will be advised according to the outcome of that review. An overview of the non-academic traits that provide the foundation for clinical success is discussed below.

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The non-academic, or personality, traits necessary to be an effective clinician include:

Sensitivity Compassion Non-judgmental attitude Honesty Integrity Ability to set and maintain professional boundaries Ability to consistently treat clients with respect Ability to work well with others Motivation to be a life-long learner Ability to put client’s interests above any other considerations Communication skills as delineated below

The speech-language pathologist must be a model communicator to be a successful clinician. All graduate students must have their speech-language skills screened. Faculty members and clinical supervisors will also monitor students’ written and verbal communication. If a student fails screening, or concern is expressed by faculty or clinical supervisors, an in depth evaluation will be completed. Both informal and formal measures can be used. The Coordinator of Speech-Language Services and two clinical supervisors will review the evaluation results to determine if skills meet professional expectations. Their decision might differ from typical scoring of a standardized test since the goal is model communication skills rather than adequate communication skills. If deficits in communication skills are revealed, the student is expected to enter a treatment program. Situations might occur in which the student will not be allowed to begin clinic or continue in clinic until treatment is complete. If the student is enrolled in clinic an “I” or incomplete might be given until remediation is complete. Acceptable progress must be achieved for the student to remain in good standing in the program. Examples of communication skills that will be evaluated as part of the clinical training process include:

Pragmatic communication skills adequate to conduct diagnostic and treatment session • Student can recognize and regulate the volume, rate, and prosody of their own

speech • Student uses and recognizes the amount of eye contact and facial expression

appropriate for communication intent • Student demonstrates appropriate metalinguistic skill (Student can use language to

describe and analyze his/her own language) Spoken English adequate to conduct diagnostic and treatment session

• Student clinicians are expected to use grammatically correct speech • Student clinicians are expected to code switch from his/her typical dialect to

standard English as needed for diagnostic and treatment purposes • Students who speak English as a second language

must be able to produce English phonemes with 80% accuracy intelligibility of spoken English must be judged to be “good” by a panel of

three evaluators based on a scale of “excellent, good, fair, poor”

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English comprehension

• Student must demonstrate auditory and reading comprehension of the English language for both literal and metaphorical expressions that is adequate for diagnostic and intervention with both children and adults

• Student must demonstrate competency in English grammar, semantics, and morphology that is adequate for diagnostic and intervention with both children and adults

The clinical speech-language pathologist does not have a desk job. This profession is rigorous requiring active interaction with clients and manipulation of therapy materials, instruments, and equipment during much of the work day. The physical and sensory abilities necessary for this level of sustained activity are essential to delivery of clinical services and include:

Minimum fine and gross motor skills necessary to conduct a diagnostic and treatment session • Manipulate therapy toys and materials, turn pages in a book, etc. in a way that

allows dynamic communication and interaction • Engage in interactive therapy activities such finger plays, games, and role playing • Provide intervention for swallowing disorders (feeding) • Use a communication/schedule board • Lift a small child (approximately 50 lbs.) • Provide support to an adult client who needs assistance getting out of a chair or

walking • Manage behavior of non-compliant client • Use instruments and equipment as needed for clinical services, such as

Program an augmentative device Use equipment necessary for diagnosis and treatment of all disorders, including voice and swallowing

Sensory abilities • Adequate hearing to conduct diagnostic and treatment session

Must be able to administer and score articulation test Must be able to discriminate subtle phonemic differences

Adequate vision to conduct diagnostic and treatment session such as • Evaluation of non-verbal speech skills • Oral-peripheral examination • Swallowing evaluation • Visual analysis of speech production errors

Students who anticipate difficulty in any of these areas should inform the Department Chair to discuss necessary accommodations. The student should also register with Disabled Student Services.

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Appendix V: University of Alabama

Department of Communicative Disorders

Evaluation of Clinical Competency for Graduate Students

HOW TO USE THIS FORM: INSTRUCTIONS FOR THE CLINICAL SUPERVISOR ASHA requires that skills in five categories be evaluated during the course of the graduate program. You should rate only the skills that apply to your experience with the student and skip any skills that are not applicable. The competency categories are:

I. Professionalism II. Approach to clinical work

III. Evaluation/diagnostic skills IV. Intervention/treatment skills V. Interaction and personal qualities

The skills in each category apply to the student’s performance when providing service in any of the following areas:

(1) articulation/phonology (2) fluency (3) voice/resonance (4) language (5) hearing (6) swallowing (7)cognition (8) social aspects (9) communication modality

Skills are expected to improve each semester. By graduation, the student is expected to demonstrate a skill level that is considered “Clinical Fellowship Ready”, or “CF Ready”, indicating that the student is competent to begin the clinical fellowship year. The Clinical Skills Rating Form is attached. Skills are rated 0 through 5 according to the following scale. 0= Absent: Specific repeated direction does not alter unsatisfactory skills 1= Taught: Specific repeated direction is required 2= Emerging: Specific direction results in some generalization of skill 3= Present: General and some specific direction results in competence 4= Developed: Demonstrates independence but needs some supervisory direction 5= Exceptional: Takes initiative; displays superior competencies To determine the student’s expected competency level, circle the student’s semester in clinic. The expected rating is listed immediately below the semester in clinic. Record your rating in the box to the right of the skill. For the example below, a second semester student is expected to earn a rating of 3 for skill #1. The student was assigned a rating of 2 at mid-term and 3 for the final rating.

C. Clinical Initiative and Decision Making Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 2 3 4 4 4 4

Midterm Final 1. Demonstrates an active and responsible approach to clinical work 2222 3333 After rating individual skills, the overall clinical practicum grade for the semester is assigned as pass, incomplete, or fail. Clinical Grade: P/Pass: Met expected competency level

I/Incomplete: Did not meet expected competency level; remediation required F/Fail: Failure to satisfy remediation plan

If the student does not achieve the expected level of competency, assign a grade of I, or incomplete. The student will be assigned a remediation plan by the Department. A Pass or Fail grade will be determined by the Department after the remediation plan has been completed. It is helpful if you call the UA Clinic Coordinator at any time you become concerned that a student might not achieved the required competency level, or if you have any questions. 205-348-7131

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University of Alabama Department of Communicative Disorders

Clinical Skills Rating Form

Graduate Practicum Students

This section is to be completed by the student. Clinician: __________________________________ Supervisor: _________________________________________ Circle: Semester: Spring / Summer / Fall 200___ Circle: Semester in Clinic: 1 2 3 4 5 6 Site: ________________________________________________ Number of hours obtained at the end of this semester by area(s): Adult _____ Child _____

Artic Fluency Voice & Resonance

Language Hearing Swallowing Cognition Social Aspects

Com. Modality

Diagnostic Treatment SEMESTER SUMMARY Mid-Term Conference Date: _____________________ Mid-Term Grade: ____________ Clinician Signature: _________________________________________________ Clinical Supervisor Signature: _________________________________________ Final/End of Term Conference Date: _____________________ Final Grade: ________________ Clinician Signature: _________________________________________________ Clinical Supervisor Signature: _________________________________________ ( ) Remediation is recommended. Please summarize specific concerns: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

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Clinical Skills Rating Circle the area(s) evaluated: ARTICULATION/PHONOLOGY FLUENCY VOICE/RESONANCE LANGUAGE HEARING

SWALLOWING COGNITION SOCIAL ASPECTS COMMUNICATION MODE PREVENTION RATING SCALE: 0= Absent: Specific repeated direction does not alter unsatisfactory skills 1= Taught: Specific repeated direction is required 2= Emerging: Specific direction results in some generalization of skill 3= Present: General and some specific direction results in skill 4= Developed: Demonstrates independence but needs some supervisor direction 5= Exceptional: Takes initiative; displays superior competencies I. PROFESSIONALISM

Professional Behavior RATING Semester in Clinic 1 2 3 4 5 6

Expected Rating 3 4 4 4 4 4 Midterm Final

1) Punctuality: Completes all clinical responsibilities in timely manner; preparation is adequate to begin and end services on schedule; attends meetings and conferences on time

2) Confidentiality: Protects and maintains the confidentiality and security of protected health information (client records) as required by HIPAA and practicum site policies

3) Professional image: Presents professional image through appropriate behavior and appearance; adheres to Dress Code for practicum site

4) Limits absenteeism to legitimate/emergency situations; attendance is reliable Comments:

Oral/Nonverbal Communication RATING Semester in Clinic 1 2 3 4 5 6

Expected Rating 2 3 4 4 4 4 Midterm Final

1) Consistently uses oral/verbal communication skills in English that meet Department or practicum site expectations for clinicians who speak English as a second language or with a nonstandard dialect

2) Consistently and accurately synthesizes and verbalizes pertinent clinical information from a varied knowledge base

3) Consistently uses nonverbal cues/behaviors, such as eye contact and body language, which are appropriate for clinical interaction

4) Consistently models appropriate communication in all clinical settings; provides clarification to client, family, or caregiver as needed

5) Oral and nonverbal communication is appropriate for the cultural, socioeconomic, and semantic needs of the client and family

Comments:

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II. APPROACH TO CLINICAL WORK

A. Clinical Perspective Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 2 3 4 4 4 4

Midterm Final 1) Initiates and accomplishes professional activities related to overall case management 2) Demonstrates ability to focus on client’s needs and to modify case management as

needed to meet those needs

3) Demonstrates clear understanding of assessment, intervention, and case management responsibilities

Comments:

B. Organizational Skills Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 3 4 4 4 4 4

Midterm Final 1) Accomplishes clinical work in an efficient and effective manner 2) Thoroughly plans and prepares for all clinical activities 3) Organizes information within a theoretical perspective that is guided by current research

and clinical experience

Comments:

C. Clinical Initiative and Decision Making Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 2 3 4 4 4 4

Midterm Final 1) Demonstrates an active and responsible approach to clinical work 2) Seeks and considers alternative interpretations of clinical data, observations, and other

relevant information

3) Seeks and considers alternative approaches for providing effective professional services Comments:

D. Participates in Supervisory Process Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 3 3 3 4 4 4

Midterm Final 1) Recognizes and states own needs for clinical development; requests feedback relating to

needs

2) Responds to supervisory feedback in a thoughtful way; considers ideas and information provided by supervisor

3) Implements supervisor suggestions and instruction 4) Discusses and requests clinical information to promote own professional growth 5) Demonstrates strategies to develop own clinical effectiveness, such as self observation

and self analysis of knowledge base

Comments:

81

E. Flexibility in Clinical Practice

Semester in Clinic 1 2 3 4 5 6 RATING Expected Rating 2 3 3 4 4 4

Midterm Final

1) Actively develops a variety of clinical strategies, models, and perspectives 2) Demonstrates self confidence in applying a variety of clinical strategies, models, and

perspectives

3) Demonstrates a varied range of interaction styles and clinical strategies appropriate for needs of individual client

Comments:

III. EVALUATION/DIAGNOSTIC SKILLS

A. Conducts Screening and Prevention Procedures Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 2 2 3 4 4 4

Midterm Final 1) Is prepared 2) Selects, and if necessary adapts, screening procedures that are appropriate for client or

target population

3) Effectively administers and scores screening tests 4) Interprets screening results and makes appropriate recommendations/referrals 5) Returns diagnostic materials to designated storage area

Comments:

B. Collects and Integrates Case History Information Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 2 3 4 4 4 4

Midterm Final 1) Gathers information from available sources, such as client file, client, family, and referral

sources

2) Thoroughly reads and summarizes information 3) Appropriately judges pertinence and reliability of information 4) Asks questions to clarify pertinent information

Comments:

C. Selects and Implements Standardized and Non-standardized Evaluation Procedures Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating NA 2 2 3 3 3

Midterm Final 1) Selects comprehensive diagnostic battery appropriate for client and purpose 2) Selects appropriate standardized tests 3) Selects and implements appropriate non-standardized procedures 4) Accurately observes and records relevant behaviors 5) Accurately scores standardized tests and analyzes non-standardized measures

Comments:

82

D. Adapts Interview and Test Procedures for Client

Semester in Clinic 1 2 3 4 5 6 RATING Expected Rating NA 2 2 3 4 4

Midterm Final

1) Recognizes need to adapt diagnostic battery to meet specific needs of the client 2) Plans for and implements modifications based on client behavior and responses 3) Actively utilizes a variety of resources to obtain relevant diagnostic information

Comments:

E. Interprets, Integrates, and Synthesizes Diagnostic Data Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 2 2 3 3 4 4

Midterm Final 1) Determines appropriateness and validity of information obtained 2) Interprets diagnostic data to determine client’s current level of functioning 3) Compares client’s performance to peer group/norms 4) Determines profile of skills including strengths, difficulties, and error patterns 5) Diagnoses communication difficulties and their implications 6) Determines client’s responses to trial teaching and adjusts accordingly 7) Is aware of and considers factors contributing to communication difficulty

Comments:

F. Completes Administrative and Report Writing Functions Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 2 3 4 4 4 4

Midterm Final 1) Writes a comprehensive and accurate evaluation report appropriate to clinical setting and

needs of the client

2) Completes comprehensive written report of the assessment results including an accurate description of the client’s current status, strengths, and needs

3) Accurately completes billing procedures 4) Meets timelines 5) Follows site policies and procedures for handling, storing, and accessing client files and

all forms of protected health information

Comments:

G. Makes Appropriate Recommendations and Referrals Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating NA 2 2 2 3 4

Midterm Final 1) Makes appropriate recommendations for case management including referrals and

consultations

2) Makes appropriate recommendations for intervention and/or re-evaluation Comments:

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IV. INTERVENTION SKILLS

A. Develops Focused, Measurable, and Achievable Treatment Plan Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 2 2 3 3 4 4

Midterm Final 1) Includes appropriate and measurable short-term and long-term goals 2) Uses diagnostic and academic information to select effective strategies and approaches 3) Develops treatment plan in coordination with client, family, and relevant others 4) Develops thorough lesson plans to support achievement of short-term goals 5) Selects and uses appropriate instrumentation and motivational materials and activities 6) Provides clear, concise, and appropriate instructions and feedback 7) Implements supervisory suggestions

Comments:

B. Implements Intervention Plan Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 2 3 4 4 4 4

Midterm Final 1) Utilizes treatment time appropriately to address client needs 2) Applies treatment approaches and strategies to foster client progress 3) Implements strategies to involve family and relevant others to support progress

Comments:

TOTAL SCORE C. Effectively Uses Instrumentation and Materials for Prevention and Intervention

Semester in Clinic 1 2 3 4 5 6 RATING Expected Rating 2 2 3 4 4 4

Midterm Final

1) Appropriately utilizes materials, instrumentation, prompts, and feedback to facilitate client participation and change

2) Recognizes and uses spontaneous teaching opportunities to facilitate client progress 3) Uses computer based materials/intervention model when appropriate 4) Returns materials to appropriate storage area

Comments:

D. Evaluates Client Performance and Measures Client Progress Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 2 3 4 4 4 4

Midterm Final 1) Accurately observes and records client and clinician behavior 2) Analyzes observational data to determine effective and ineffective aspects of treatment 3) Monitors client progress through data collection 4) Consults with client, family, and relevant others concerning progress and the client’s

changing needs

Comments:

84

E. Modifies Treatment Plan to Meet Client Needs

Semester in Clinic 1 2 3 4 5 6 RATING Expected Rating 2 2 3 4 4 4

Midterm Final

1) Modifies treatment procedures, materials, and/or instrumentation within session based on client responses

2) Modifies subsequent sessions based on session analyses and supervisor feedback 3) Modifies goals and approaches in response to progress and the changing needs of the

client

4) Utilizes varied resources to gain information concerning approaches to treatment Comments:

F. Completes Administrative and Report Writing Functions Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 2 3 4 4 4 4

Midterm Final 1) Maintains appropriate and comprehensive clinical records 2) Completes accurate and comprehensive treatment report including description of

intervention process, client’s current status, client’s strengths and needs

3) Accurately completes billing procedures 4) Meets timelines 5) Follows site policies and procedures for handling, storing, and accessing client files and

all forms of protected health information

Comments:

G. Identifies Associated Conditions and Makes Referrals Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating NA 2 2 2 3 3

Midterm Final 1) Recognizes associated conditions and/or needs warranting professional attention 2) Refers and appropriately supports clients, their families, and relevant others in obtaining

appropriate services

Comments:

V. INTERACTIONAL AND PERSONAL QUALITIES

A. Communicates Effectively with Client, Family, and Relevant Others Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 2 3 4 4 4 4

Midterm Final 1) Communicates effectively with client, family, and relevant others demonstrating sensitivity

to diverse backgrounds and preferred modes of communication as well as communication status

2) Uses communication characterized by appropriate non-academic traits such as empathy, sensitivity, and appropriate pragmatic skills

3) Demonstrates flexibility appropriate to the needs of client, family, and relevant others Comments:

85

B. Collaborates with Other Professionals in Case Management Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating 2 2 3 4 4 4

Midterm Final 1) Gathers and considers information from supervisors and other professionals 2) Accurately and clearly describes client’s communication status, behavior, strengths, and

needs to supervisors and other professionals

3) Makes appropriate decisions based on shared information 4) Initiates and contributes to mutual problem solving

Comments:

C. Counsels with Client Family, and Relevant Others Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating NA 2 2 3 4 4

Midterm Final 1) Obtains information from client, family, and relevant others pertinent to case management 2) Accurately and clearly explains information regarding client status and needs using

appropriate terminology

3) Facilitates discussion of feelings and attitudes pertinent to progress 4) Effectively uses conventional counseling strategies such as listening and reflecting to

facilitate progress

5) Engages client, family, and relevant others in problem solving strategies to facilitate progress

Comments:

Additional Comments:

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University of Alabama Department of Communicative Disorders

Evaluation of Clinical Competency for Undergraduate Students

HOW TO USE THIS FORM: INSTRUCTIONS FOR THE CLINICAL SUPERVISOR ASHA requires that skills in five categories be evaluated during the course of the graduate program. You should rate only the skills that apply to your experience with the student and skip any skills that are not applicable. The competency categories are:

VI. Professionalism VII. Approach to clinical work VIII. Evaluation/diagnostic skills

IX. Intervention/treatment skills X. Interaction and personal qualities

The skills in each category apply to the student’s performance when providing service in any of the following areas:

(2) articulation/phonology (2) fluency (3) voice/resonance (4) language (5) hearing (6) swallowing (7)cognition (8) social aspects (9) communication modality

The Clinical Skills Rating Form is attached. Skills are rated 0 through 5 according to the following scale. 0= Absent: Specific repeated direction does not alter unsatisfactory skills 1= Taught: Specific repeated direction is required 2= Emerging: Specific direction results in some generalization of skill 3= Present: General and some specific direction results in skill 4= Developed: Demonstrates independence but needs some supervisory direction 5= Exceptional: Takes initiative; displays superior competencies To determine the student’s expected competency level, circle the student’s semester in clinic. The expected rating is listed immediately below the semester in clinic. Record your rating in the box to the right of the skill. For the example below, a second semester student is expected to earn a rating of 3 for skill #1. The student was assigned a rating of 2 at mid-term and 3 for the final rating.

C. Clinical Initiative and Decision Making Semester in Clinic 1 2 RATING

Expected Rating 2 3

Midterm Final 1. Demonstrates an active and responsible approach to clinical work 2222 3333 After rating individual skills, the overall clinical practicum grade for the semester is assigned as pass, incomplete, or fail. Clinical Grade: A: Exceeded expected competency level

B: Met expected competency level C: Expected competency level skills were emerging D: Failed to meet expected competency level F: Unacceptable performance

87

University of Alabama Department of Communicative Disorders

Clinical Skills Rating Form

Undergraduate Practicum Students

This section is to be completed by the student. Clinician: __________________________________ Supervisor: _________________________________________ Circle: Semester: Spring / Summer / Fall 200___ Circle: Semester in Clinic: 1 2 3 Circle: In-house Public School Other _______________________ Number of hours obtained with this clinical supervisor at the end of this semester by area(s): Adult _____ Child _____

Artic Fluency Voice & Resonance

Language Hearing Swallowing Cognition Social Aspects

Com. Modality

Diagnostic Treatment SEMESTER SUMMARY Mid-Term Conference Date: _____________________ Mid-Term Grade: ____________ Clinician Signature: _________________________________________________ Clinical Supervisor Signature: _________________________________________ Final/End of Term Conference Date: _____________________ Final Grade: ________________ Clinician Signature: _________________________________________________ Clinical Supervisor Signature: _________________________________________ Comments: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

88

Clinical Skills Rating Circle the area(s) evaluated: ARTICULATION/PHONOLOGY FLUENCY VOICE/RESONANCE LANGUAGE HEARING

SWALLOWING COGNITION SOCIAL ASPECTS COMMUNICATION MODE PREVENTION RATING SCALE: 0= Absent: Specific repeated direction does not alter unsatisfactory skills 1= Taught: Specific repeated direction is required 2= Emerging: Specific direction results in some generalization of skill 3= Present: General and some specific direction results in competence 4= Developed: Demonstrates independence but needs some supervisor direction 5= Exceptional: Takes initiative; displays superior competencies I. PROFESSIONALISM

Professional Behavior RATING Semester in Clinic 1 2

Expected Rating 3 4 Midterm Final

5) Punctuality: Completes all clinical responsibilities in timely manner; preparation is adequate to begin and end services on schedule; attends meetings and conferences on time

6) Confidentiality: Protects and maintains the confidentiality and security of protected health information (client records) as required by HIPAA and practicum site policies

7) Professional image: Presents professional image through appropriate behavior and appearance; adheres to Dress Code for practicum site

8) Limits absenteeism to legitimate/emergency situations; attendance is reliable Comments:

Oral/Nonverbal Communication RATING Semester in Clinic 1 2

Expected Rating 2 3 Midterm Final

6) Consistently uses oral/verbal communication skills in English that meet Department or practicum site expectations for clinicians who speak English as a second language or with a nonstandard dialect

7) Consistently uses nonverbal cues/behaviors, such as eye contact and body language, which are appropriate for clinical interaction

8) Consistently models appropriate communication in all clinical settings; provides clarification to client, family, or caregiver as needed

9) Oral and nonverbal communication is appropriate for the cultural, socioeconomic, and semantic needs of the client and family

Comments:

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II. CLINICAL SKILLS

A. Clinical Perspective Semester in Clinic 1 2 RATING

Expected Rating 2 3

Midterm Final 4) Accomplishes professional activities related to overall case management as directed by

clinical supervisor

5) Demonstrates ability to focus on client’s needs and determine when to modify case management to meet those needs

6) Demonstrates clear understanding of intervention Comments:

B. Organizational Skills Semester in Clinic 1 2 RATING

Expected Rating 3 4

Midterm Final 4) Accomplishes clinical work in an efficient and effective manner 5) Thoroughly plans and prepares for all clinical activities 6) Returns materials to appropriate storage area

Comments:

C. Clinical Initiative and Decision Making Semester in Clinic 1 2 RATING

Expected Rating 1 2

Midterm Final 4) Demonstrates an active and responsible approach to established goals 5) Seeks and considers alternative interpretations of clinical data, observations, and other

relevant information

6) Seeks and considers alternative approaches for providing effective professional services Comments:

D. Participates in Supervisory Process Semester in Clinic 1 2 RATING

Expected Rating 3 3

Midterm Final 6) Recognizes and states own needs for clinical development; requests feedback relating to

needs

7) Responds to supervisory feedback in a thoughtful way; considers ideas and information provided by supervisor

8) Implements supervisor suggestions and instruction 9) Discusses and requests clinical information to promote own professional growth 10) Demonstrates strategies to develop own clinical effectiveness, such as self observation

and self analysis of knowledge base

Comments:

90

E. Flexibility in Clinical Practice

Semester in Clinic 1 2 RATING Expected Rating 2 3

Midterm Final

4) Understands the need for a variety of clinical strategies, models, and perspectives 5) Demonstrates willingness to applying a variety of clinical strategies, models, and

perspectives

6) Follows supervisory suggestions for a varied range of interaction styles and clinical strategies appropriate for needs of individual client

Comments:

III. EVALUATION/DIAGNOSTIC SKILLS

A. Conducts Screening and Prevention Procedures Semester in Clinic 1 2 RATING

Expected Rating 1 2

Midterm Final 6) Administers screening procedures that are appropriate for client or target population 7) Interprets screening results 8) Administers pre and post testing 9) Interprets pre and post testing

Comments:

IV. INTERVENTION SKILLS

A. Develops Focused, Measurable, and Achievable Treatment Plan Semester in Clinic 1 2 RATING

Expected Rating 1 2

Midterm Final 8) Includes appropriate and measurable short-term and long-term goals 9) Uses diagnostic and academic information to select effective strategies and approaches 10) Develops treatment plan in coordination with clinical supervisor 11) Develops thorough lesson plans to support achievement of short-term goals 12) Selects and uses appropriate and motivational materials and activities 13) Provides clear, concise, and appropriate instructions and feedback 14) Implements supervisory suggestions

Comments:

91

B. Implements Intervention Plan

Semester in Clinic 1 2 RATING Expected Rating 2 3

Midterm Final

4) Utilizes treatment time appropriately to address client needs 5) Applies treatment approaches and strategies to foster client progress 6) Implements strategies to involve family and relevant others to support progress

Comments:

C. Effectively Uses Materials for Intervention Semester in Clinic 1 2 RATING

Expected Rating 2 2

Midterm Final 5) Appropriately utilizes materials, prompts, and feedback to facilitate client participation and

change

6) Recognizes and uses spontaneous teaching opportunities to facilitate client progress Comments:

D. Evaluates Client Performance and Measures Client Progress Semester in Clinic 1 2 RATING

Expected Rating 2 3

Midterm Final 5) Accurately observes and records client and clinician behavior 6) Analyzes observational data to determine effective and ineffective aspects of treatment 7) Periodically monitors client progress through data collection 8) Consults with clinical supervisor concerning progress and the client’s changing needs

Comments:

E. Modifies Treatment Plan to Meet Client Needs Semester in Clinic 1 2 RATING

Expected Rating 2 2

Midterm Final 5) Modifies treatment procedures, materials, and/or instrumentation within session based on

client responses

6) Modifies subsequent sessions based on session analyses and supervisor feedback 7) Modifies goals and approaches in response to progress and the changing needs of the

client

8) Utilizes varied resources to gain information concerning approaches to treatment Comments:

92

F. Completes Administrative and Report Writing Functions

Semester in Clinic 1 2 RATING Expected Rating 2 3

Midterm Final

6) Maintains appropriate and comprehensive clinical records 7) Completes accurate and comprehensive treatment report including description of

intervention process, client’s current status, client’s strengths and needs

8) Accurately completes billing procedures 9) Meets timelines 10) Follows policies and procedures for handling, storing, and accessing client files and all

forms of protected health information

Comments:

V. INTERACTIONAL AND PERSONAL QUALITIES

A. Communicates Effectively with Client, Family, and Relevant Others Semester in Clinic 1 2 RATING

Expected Rating 2 3

Midterm Final 4) Communicates effectively with client, family, and relevant others demonstrating sensitivity

to diverse backgrounds and preferred modes of communication as well as communication status

5) Uses communication characterized by appropriate non-academic traits such as empathy, sensitivity, and appropriate pragmatic skills

6) Demonstrates flexibility appropriate to the needs of client, family, and relevant others Comments:

B. Collaborates with Other Professionals in Case Management Semester in Clinic 1 2 RATING

Expected Rating 2 2

Midterm Final 5) Gathers and considers information from supervisors and other professionals 6) Accurately and clearly describes client’s communication status, behavior, strengths, and

needs to supervisor

7) Makes appropriate decisions based on shared information 8) Engages in mutual problem solving with clinical supervisor or other team members

Comments:

C. Counsels with Client Family, and Relevant Others Semester in Clinic 1 2 3 4 5 6 RATING

Expected Rating NA 2 2 3 4 4

Midterm Final 6) Accurately and clearly explains information regarding client status and needs using

appropriate terminology

7) Facilitates discussion of feelings and attitudes pertinent to progress 8) Effectively uses conventional counseling strategies such as listening and reflecting to

facilitate progress

Comments: