SLP 504 Clinical Practicum II Instructors: Taryn Rodgers MA, CCC/SLP Ellen Massucci MA, CCC/SLP Phone: 203-365-4504 Phone: 203-365-4505 E-mail: rodgerst@sacredheart.edu E-mail: massuccie@sacredheart.edu Office: E-02-07 Cambridge, CHP Office: E-02-10 Cambridge, CHP Office hours: To Be Determined Office Hours: Mon. 1-3; Tues. 10-12; Thurs. 1-3

Place of Course in Program: The purpose of this course is to provide students with guided fieldwork experience in the evaluation and treatment of swallowing, cognitive, and language disorders in adults. This course represents the graduate student’s first adult clinical practicum placement. Expectations, level of supervision, and other course requirements will be commensurate with the student’s level of experience. Co-requisite: SLP 503: Practicum Seminar II. Course Description: Students will be placed in practicum sites two half days per week for the duration of the semester, with assigned Clinical Instructors. The format of the practicum will vary depending upon the available practicum sites. The ultimate goal is to provide each student with a positive, structured, and closely supervised adult therapeutic interaction, that is mutually beneficial for both the student and the client. Course Schedule: -Jan. 13: 5-7pm Cognitive Communication Movie Night-SLP Lab (Required) -January 13th and 20th: Clinical Orientation 8:30-2:00 SHU SLP Lab -Week of January 27th: Meet with Supervisors to discuss placement and expectations -February 2nd- May 1st: Practicum Placements -February 27th: Midterm Evaluations completed by supervisors -March 2-6: Spring Break/No Practicum Placements -April 1-7: Easter Break/No Practicum Placements -April 27th-May 1st: Last week of Practicum….Final Evaluations completed by Supervisors, with student meetings -May 4th: Final Whole Group Meeting and Wrap Up

Course Objectives:

Learning Outcomes

Upon completion of this

course, students will be

able to:

Meets ASHA

CFCC Standard

Assignments Assessment

Administer adult cognitive

assessment

V-B: 1a Clinical

Orientation and/or

Clinical Fieldwork

Weekly

feedback

forms; midterm

and final

evaluations

Perform adult swallowing

exam

V-B: 1a Clinical

Orientation and/or

Clinical Fieldwork

Weekly

feedback

forms; midterm

and final

evaluations

Collect Case Hx and

Conduct Documentation

Review for adult clients

V-B: 1b Clinical

Orientation and/or

Clinical Fieldwork

Weekly

feedback

forms; midterm

and final

evaluations

Interpret and formulate

diagnosis and

recommendations from test

results and history

V-B: 1e Clinical Fieldwork Weekly

feedback

forms; midterm

and final

evaluations

Complete administrative

functions and

documentation necessary to

support evaluation and

treatment

V-B: 1f, 2f Clinical Fieldwork Weekly

feedback

forms; midterm

and final

evaluations

Implement Treatment Plans V-B: 2b Clinical Fieldwork Weekly

feedback

forms; midterm

and final

evaluations

Select and Use Appropriate

Materials/Instrumentation

V-B: 2c Clinical Fieldwork Weekly

feedback

forms; midterm

and final

evaluations

Measure and Evaluate

Client’s Performance and

Progress

V-B: 2d Clinical Fieldwork Weekly

feedback

forms; midterm

and final

evaluations

Adapt Treatment Session to

Meet Client’s Needs

V-B: 2e Clinical Fieldwork Weekly

feedback

forms; midterm

and final

evaluations

Communicate Effectively

(recognizing the needs,

values, preferred mode of

communication, and

cultural/linguistic

background of the client,

family, caregivers)

V-B: 3a Clinical Fieldwork Weekly

feedback

forms; midterm

and final

evaluations

Provide Counseling

Regarding Communication

and Swallowing Disorders

to Client, Family, and

Caregivers

V-B: 3c Clinical Fieldwork Weekly

feedback

forms; midterm

and final

evaluations

Adhere to ASHA Code of

Ethics and Professional

Behavior

V-B: 3d Clinical Fieldwork Weekly

feedback

forms; midterm

and final

evaluations

Clinical Fieldwork:

All students will attend a weekly planning/debriefing session with their SHU

Supervisor. These sessions will be scheduled directly by the supervisor with the

students, and may occur at the practicum site, at SHU, or an alternative site determined

by the supervisor. There will also be a planning session scheduled by the supervisor

prior to the first on-site practicum visit to discuss practicum and supervisor expectations.

Students must complete a weekly session plan, using the session plan template

located on the course Blackboard site. Plans are to be submitted to their supervisor,

according to their supervisor’s instructions, to allow time for their supervisor to review

your session plan and provide feedback as needed.

Students must complete a weekly SOAP note, using the SOAP note template

located on the course Blackboard site. SOAP notes are to be submitted to their

supervisor for approval, according to the supervisor’s instructions. If the practicum site

requests documentation, students will give copies to the practicum site contact person,

once their supervisor has given their approval.

Students must complete a weekly feedback/reflection form, using the

feedback/reflection form template located on the course Blackboard site.

Feedback/reflection forms are to be submitted to their supervisor, according to their

supervisor’s instructions, to allow time for their supervisor to review the form and

provide feedback as needed.

All completed Clinical Practicum forms are to be posted to Blackboard, once they

have been approved by your supervisor.

Clinical Portfolio:

All students should maintain copies of assessments, evaluation forms, SOAP

notes, treatment plans, reflective papers, clinical supervision forms, progress monitoring

information and other relevant information for each clinical experience, to be used as

part of the Capstone project during Spring semester of the second year of the program.

Grading:

Assignment Percentage of Final Grade

Clinical Orientation/Practicum

Participation

15%

Documentation Completion and Posting 15%

CALIPSO Final Evaluation Score 60%

Final Meeting and Wrap Up Participation 10%

*The score for each assignment will be weighted according to the above table. Your

overall percentage grade will determine your letter grade as described in the table

below.

SHU Grade Criteria:

Letter Grade Grade Range Skill Rating Grade Points

A 93-100 4.0-5.0 4.0

A- 90-92 3.66-3.99 3.67

B+ 87-89 3.35-3.65 3.33

B 83-86 3.04-3.34 3.00

B- 80-82 2.73-3.03 2.67

C+ 77-79 2.42-2.72 2.33

C 73-76 2.11-2.41 2.00

F 0-72 1.0-2.10 0

Course Policies

Academic Honesty: A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty, constitutes dismissal from the University.(University Student Handbook)

Attendance and Class Participation: Students are expected to attend each class-attendance will be taken. Each student is expected to read assigned material prior to class and participate in class discussions. Students may be called on to answer questions and provide opinions during discussions. Students who miss class are responsible for content. Any student who misses a class has the responsibility for obtaining copies of notes, handouts, assignments, etc. If additional assistance is still necessary, an appointment should be scheduled with the instructor. Class time is not to be used to go over material with students who have missed class.

Submission of work taken directly from another source (e.g. lesson plan copied from a book, the internet, or material developed by another student) will be considered plagiarism and grounds for no credit on the assignment. Students are encouraged, however, to use a variety of resources in obtaining ideas and illustrations that will help them complete assignments independently. See the APA Guide for the correct method to cite other authors' work.

University policy dictates that students must seek the instructor's permission to record class lectures.

All cell phones/pages must be turned off during class time.

Students are required to show conduct consistent with professional standards as discussed in class when conducting on-site observations.

Work done outside of class must be reasonably correct in mechanics (e.g. spelling, grammar, punctuation, etc.). Points will be deducted for inadequate work.

All typed assignments completed outside of class must be double-spaced, using Times, Times New Roman, or Arial font. All font sizes for typed assignments must be size 11-12. Any font size less than 11 or larger than 12 will be returned for re-typing to required font size.

APA style is required for written papers, including table, figure, and graph formats, references and citations, and appropriate professional language use.

In ALL work, use person-first language to be consistent with IDEA. Emphasize the person more than the disability (i.e., a child with Down syndrome, NOT a Down syndrome child).

Student work will be returned as promptly as possible.

All assigned work is due at the beginning of class on the due date designated in the course syllabus. Work submitted late will receive an automatic 5-point reduction from the earned grade. Students are encouraged to submit all assignments on time.

Competency: In this course, your knowledge will be assessed on the appropriate portions of the exams, or other assignments. The American Speech-Language Hearing Association has set a competency of 80% or better on these assessments to meet certification standards. Students failing to attain the set criteria on a required competency assessment will be provided a remediation plan and an additional attempt to pass the competency. If students do not pass the competency a second time, one additional remediation will be provided. For students failing to attain the set criteria on a required competency assessment after the third attempt, the department and university are not able to recommend their application for ASHA certification and state licensure, even though they may receive an acceptable course/clinic grade or exceed the minimum GPA.

ADA Policy Students with disabilities needing academic accommodation should register with and provide documentation to Jandersevits Learning Center; no accommodations can be provided without written instructions from the Learning Center.

Appendix A

Evaluation of Student in Clinical Practicum

Assessment Criteria

Clinical Skills Evaluation

Evaluation Skills Articulation Fluency Voice Language

Swallowing Cognition Social Aspects

Communication Modalities

Refer to Performance Rating Scale below and place number corresponding to skill level in every observed box.

1. Conducts screening and prevention procedures (Std. VB1a).

2. Performs chart review and collects case history from interviewing patient and/or relevant others (Std. VB1b).

3. Selects appropriate evaluation instruments/procedures (Std. VB1c).

4. Administers and scores diagnostic tests correctly (Std. VB1f).

5. Adapts evaluation procedures to meet patient needs (Std. VB1 d).

6. Possesses knowledge if etiologies and characteristics for each communication and swallowing disorder (Std. IVB, IVC).

7. Interprets and formulates diagnosis from test results, history, and other behavioral observations (Std VB1e).

8. Makes appropriate recommendations for intervention (Std VB1e).

9. Completes administrative functions and documentation necessary (Std VB, 1f).

10. Makes appropriate recommendations for patient referrals (Std VB1g).

Score Totals:

Total number of items scored:____ Total number of points:___

Section Average:___

Comments:

Treatment Skills Articulation Fluency Voice Language Swallowing Cognition Social Aspects

Communication Modalities

Refer to Performance Rating Scale above and place number corresponding to skill level in every observed box.

1. Develops appropriate treatment plans with measurable and achievable goals, Collaborates with clients/patients and relevant others in the planning process (Std IVB, IVCC, Std VB2a).

2. Implements treatment plans (Std VB2b).

3. Selects and uses appropriate materials. Instrumentation (Std VB2c).

4. Sequences task to meet objectives.

(Std VB2c).

5. Provides appropriate introduction/explanation of tasks (Std VB2e).

6. Measures and evaluates patients’ performance and progress (Std VB 2d).

7. Uses appropriate models, prompts, or cues. Allows time for patient response. (Std VB2e)

8. Adapts treatment session to meet individuals patient needs (Std VB 2e).

9. Completes administrative function and documentation necessary to support treatment (Std VB 2f).

10. Identifies and refers patients for services as appropriate (Std VB 2g).

Score Totals:

Total number of items scored:____ Total number of points:___

Section Average:___

Comments:

Ratings:

NI: Needs improvement. Student’s performance is below the level that would be expected at this point in the program.

Semester 1: Shows lack of planning, organization; execution of activities lack preparation; materials are missing or out of place; activities

are inappropriate for client; instructional language is confusing; unable to manage challenging client behaviors; progress monitoring is

lacking, documentation is missing

Semester 2: Planning and organization is inconsistent; execution of activities show inadequate preparation; materials are not used

strategically; activities are sometimes inappropriate for client; instructional language is inefficient and sometimes unclear; requires

frequent support to manage challenging client behaviors; progress monitoring is inconsistent; documentation is incomplete.

Semester 3-5: Deficits in planning and organization continue to appear more than once or twice per grading period; execution of

activities show persistent errors and lack of preparation more than once or twice per grading period; materials are poorly organized and

presented; several activities are inappropriate for client; requires more than occassional support to manage challenging client behaviors;

progress is not monitored at regular intervals; documentation is overdue.

B: Basic. Student’s performance is an acceptable level for this point in the program, and show emerging sophistication, individualization to client,

or creativity.

Semester 2: Shows evidence of adequate planning and organization, but may need input from supervisor to adjust; execution of

activities shows preparation adjustment to client may be lagging in real time; necessary materials are present and transitions to new

sets are smooth and efficient; activities are appropriate for client but may not take interest and motivation into account; instructional

language is clear; progress monitoring distracts from interaction with client; documentation is complete but may require some

correction Support and correction is needed for fewer than half the student’s activities.

P: Proficient. Student’s performance demonstrates readiness to move forward to the next clinical level; shows ability to individualize activities,

creative use of materials, thoughtful management of motivation and behavior.

Semester 2: Shows evidence of adequate planning and organization, requires only minimal support to address client needs; execution

of activities shows preparation and adjustment to client but may require occasional minimal support; necessary materials are present

and transitions to new sets are usually smooth and efficient; activities are appropriate for client but may require occasional minimal

support to take interest and motivation into account; instructional language is clear; progress monitoring is appropriate and

independend, requiring only minimal guidance; documentation is complete requiring only occasional support and correction; minimal

support and correction is needed for student’s activities.

Professional Behaviors Rating Scale

The cooperating SLP and supervisor collaborate on a final assessment of the SLP candidate’s Professional Behaviors at the end of

the student teaching placement. Ratings are based on observation of the delivery of sessions and meetings with the candidate.

Professional

Behavior

Area

Professional Behavior Standard Mid-term

goal

Final Score

Time management

/Stress

management

1. Meets deadlines for assignments, fieldwork assignments/notes

2. Prioritizes multiple roles and responsibilities in order to be successful in all

3. Demonstrates coping strategies to maintain focus on priorities

4. Demonstrates caring for self as appropriate to the situation

0 1 2 0 1 2 0 1 2 0 1 2

Interpersonal

communication

5. Concise 6. Assertive 7. Use of language and non-verbal body language

appropriate to context 8. Listens actively 9. Maintains eye contact 10. Attends to speaker 11. Provides feedback constructively 12. Displays positive attitude using body posture and affect

that communicates interest 13. Actively seeks feedback and modifies behavior

accordingly

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Written

communication

14. Demonstrates correct grammar, spelling, punctuation, and formatting for written assignments

15. Concise

0 1 2 0 1 2

16. Well organized 17. Information relevant to topic and includes supporting

details and or evidence 18. Use of person-first, neutral language

0 1 2 0 1 2 0 1 2

Professional

presentation

19. Neat clean appearance and wears clothing, jewelry, make-up appropriate to context

0 1 2

Initiative /

Commitment to

learning

20. Self-starts projects, tasks, programs 21. Identifies relevant course resources to direct own

learning 22. Demonstrates curiosity and eagerness for obtaining new

information, skills, and professional behaviors 23. Changes behaviors, skills, and attitudes in response to

new learning

0 1 2 0 1 2 0 1 2 0 1 2

Dependability 24. On time for classes, meetings, fieldwork 25. Adheres to attendance policy 26. Informs faculty, supervisor, peers, and or clients in timely

and appropriate manner if absence or lateness is necessary

27. Fulfills commitments 28. Completes projects/assignments without prompting

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Self assessment 29. Identifies strengths and weaknesses and identifies strategies and methods to improve weaknesses

0 1 2

Creativity 30. Generates multiple strategies for intervention plans or assignments that are unique

0 1 2

Cooperation and

teamwork

31. Works effectively with others 32. Assists in the learning of others 33. Collaborates with others

0 1 2 0 1 2 0 1 2

Ethics 34. Adheres to ASHA Code of Ethics 0 1 2

Safety 35. Adheres to safety policy and procedures of the environmental context; responds calmly in urgent situation.

0 1 2

Therapeutic

relationships

36. Establishes rapport with clients 37. Able to focus on client and client’s needs vs. own 38. Maintains professional boundaries 39. Demonstrates client-centered family-centered

0 1 2 0 1 2 0 1 2 0 1 2

Key:

0 Does

not consistently meet this expectation; needs continual guidance and support; frequently fails to meet standard independently;

candidate is not yet competent to perform as a provisionally licensed professional

1 Expectation is met in most situations with occasion need for guidance; guidance needed is minimal to moderate; frequently meets

standard independently; candidate is competent to perform as a provisionally licensed professional

2 Expectation is met consistently, or exceeded; occasional need for only minimal support; usually meets standard independently;

candidate’s competence exceeds that typically seen in a provisionally licensed professional

Grading: Your evaluation score for each course segment will consist of a weighted average of your scores on the Clinical Skills and

Professional Behaviors Evaluations.

perspective in practice 40. Uses self-reflection and applies self-knowledge to

relationships

0 1 2

Supervisory /

faculty

relationships

41. Initiates clarification of job, role, and performance expectations

42. Questions and seeks guidance when un-sure 43. Initiates establishment of professional development goals

in supervision and establishes methods to accomplish them

44. Gives respectful and timely feedback to faculty/supervisor

0 1 2 0 1 2 0 1 2 0 1 2

Flexibility 45. Able to assume multiple roles in response to the needs of the situation

46. Adapts to changes in the environment, routine, schedule, or needs

0 1 2 0 1 2

Cultural

competence

47. Demonstrates respect for cultural differences 48. Uses neutral, non-judgmental language 49. Questions rather than assumes

0 1 2 0 1 2 0 1 2