OFF-CAMPUS CLINICAL

HANDBOOK

FOR

SUPERVISORS AND STUDENTS

MARYWOOD UNIVERSITY

DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS

Revised 7/2015

TABLE OF CONTENTS

Page

Introduction 3

Eligibility Requirements and Essential Functions For Students 3-5

Graduate Curriculum 6-7

Clinical Eligibility Requirements 8-9

Off-Campus Clinical Placement Policy (CSD 519I, 520E, EDUC 597) 10-11

Off- Campus Clinical Education Goals and Objectives 11

Off-Campus Placement Procedures 12

Roles and Responsibilities

A. Internship Coordinator 13

B. Off-Campus Clinical Supervisor 14-15

C. Graduate Student Clinician 16-18

Clinical Practicum Evaluation Procedures 19

Clinical Clock Hours 20

Hour Accrual Policy 21

Contents of Off-Campus Packet 22

Student Orientation Checklist 23

End of Semester Checklist 24

Department of Communication Sciences and Disorders Policies

Academic and Clinical Conduct 25-27

Disposition Requirements 27-28

Immunization/Drug Testing 29-30

Dialectal Difference Statement 31-32

Taping Policy 33

Anti-Discrimination 33

Appendices:

Appendix A Clinical Population Forms

Appendix B Off-Campus Placement Contract

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Appendix C Clinical Practicum Evaluation Forms

Appendix D Supervision Log Sheet and Sample Observation Forms

Appendix E Clock Hour Summary Form

Appendix F Clinical Hour Tracking Forms

Appendix G Off-Campus Placement Evaluation

Student Evaluation of Clinical Supervision

Off-Campus Supervisor Questionnaires

Diversity Checklist

Appendix H Ethical Issues

Appendix I ASHA Guidelines

Clinical Practicum Interpretations by Clinical Certification Board

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INTRODUCTION

The Department of Communication Sciences and Disorders of Marywood University warmly welcomes the Off-Campus Clinical Supervisors as vital members of our clinical supervision team. We also welcome the Graduate Student Clinicians to the next phase of their educational and clinical preparation. The purpose of this handbook is to provide the Off-Campus Clinical Supervisors and Graduate Student Clinicians with consistent guidelines to assist in the completion of off-campus clinical placements. These guidelines are designed to be basic and practical to implement, knowing that each placement is unique and varied in the services it provides. The goal of off-campus placements is to develop our Graduate Student Clinician’s clinical/interpersonal competency and independence while providing them with a quality professional model. We realize this can be a challenging experience, knowing that each graduate clinician has different skills and abilities at this time in their program, but we anticipate that with your guidance and clinical skill, our graduate students will continue to grow in their professional career. The Faculty and Clinical Staff extend sincere appreciation to you for your willingness to train our Graduate Student Clinicians. We trust this experience will be mutually rewarding, both personally and professionally.

Eligibility Requirements and Essential Functions for Students

Marywood University - Department of Communication Sciences and Disorders Revised Fall 2013

Schwarz, I., Horner, J., Jackson, R., Johnstone, P., Mulligan, M. (2007). Defining essential functions for a diverse student population. Minneapolis, MN: Council on Academic Programs in Communication Sciences and Disorders. In order to acquire the knowledge and skills requisite to the practice of speech-language pathology to function in a broad variety of clinical situations, and to render a wide spectrum of patient care across the lifespan, individuals must have skills and attributes in five areas: communication, motor, intellectual-cognitive, sensory-observational, and behavioral-social. These skills enable a student to meet graduate and professional requirements as measured by state licensure and national certification. Many of these skills can be learned and developed during the course of the graduate program through coursework and clinical experience. The starred items (*), however, are skills that are more inherent and should be present when a student begins the program. COMMUNICATION A student must possess adequate communication skills to: • Proficiently read, write, comprehend, and speak the English language.*

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• Model target communication skills, unless a clinician’s dialect prevents the effective modeling of a feature. In this case, other strategies to provide a model should be used.* • Possess reading and writing skills sufficient to meet curricular and clinical demands in Standard American English.* • Perceive and demonstrate appropriate non-verbal communication for culture and context.* • Modify communication style to meet the communication needs of clients, caregivers, and other persons served.* • Communicate professionally and intelligibly with patients, colleagues, other healthcare professionals, and community or professional groups. • Communicate professionally, effectively, and legibly on patient documentation, reports, and scholarly papers required as a part of course work and professional practice. • Convey information accurately with relevance and cultural sensitivity. MOTOR A student must possess adequate motor skills to: • Sustain necessary physical activity level in required classroom and clinical activities, including but not limited to the ability to bend, reach, and stoop in order to move, lift, carry, push, and pull objects such as in the retrieval, using, and storing of materials and equipment used in evaluations and therapy.* • Assist with patient care activities such as lifting, wheel chair guidance, and mobility.* • Respond quickly to provide a safe environment for clients in emergency situations including fire, choking, respiratory arrest, etc.* • Access transportation to clinical and academic placements as well as transport self throughout the setting as required.* • Participate in classroom and clinical activities for the defined workday.* • Efficiently manipulate testing and treatment environment and materials without violation of testing protocol and with best therapeutic practice. • Manipulate patient-utilized equipment (e.g. durable medical equipment to include AAC devices, hearing aids, etc) in a safe manner. • Access technology for clinical management (i.e. billing, charting, therapy programs, etc.). INTELLECTUAL / COGNITIVE A student must possess adequate intellectual and cognitive skills to: • Comprehend, retain, integrate, synthesize, infer, evaluate and apply written and verbal information sufficient to meet curricular and clinical demands.* • Complete timed, online, and/or other types of examinations or projects in a setting that is acceptable to the program. • Identify significant findings from history, evaluation, and data to formulate a diagnosis and develop a treatment plan. • Solve problems, reason, and make sound clinical judgments in patient assessment, diagnostic and therapeutic plan and implementation. • Self evaluate, identify, and communicate limits of one’s own knowledge and skill to appropriate professional level and be able to identify and utilize resources in order to increase knowledge. • Utilize detailed written and verbal instruction in order to make unique and independent decisions.

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SENSORY/OBSERVATIONAL A student must possess adequate sensory skills of vision, hearing, tactile, and smell to: • Visually and auditorily identify normal versus disordered areas (including, but not limited to fluency, articulation, voice, resonance, respiration characteristics, oral and written language in the areas of semantics, pragmatics, syntax, morphology and phonology, hearing and balance disorders, swallowing, cognition, and social interaction related to communication). • Identify the need for alternative modalities of communication. • Visualize and identify anatomic structures. • Visualize and discriminate imaging findings. • Identify and discriminate findings on imaging studies. • Discriminate text, numbers, tables, and graphs associated with diagnostic instruments and tests. • Acutely hear differences in speech impairments and modify therapy as required. • Recognize when a client’s family does or does not understand the clinician’s written and or verbal communication. BEHAVIORAL/ SOCIAL A student must possess adequate behavioral and social attributes to: • Display mature empathetic and effective professional relationships by exhibiting compassion, integrity, and concern for others.* • Recognize and show respect for individuals with disabilities and for individuals of different ages, genders, race, religions, sexual orientation, and cultural and socioeconomic backgrounds.* • Conduct oneself in an ethical and legal manner, upholding the ASHA Code of Ethics and university and federal privacy policies.* • Maintain general good physical and mental health and self-care in order not to jeopardize the health and safety of self and others in the academic and clinical setting.* • Adapt to changing and demanding environments (which includes maintaining both professional demeanor and emotional health). • Manage the use of time effectively to complete professional and technical tasks within realistic time constraints. • Accept appropriate suggestions and constructive criticism and respond by modification of behaviors. • Dress appropriately and professionally. Please note: Students in the department must meet all of the Eligibility Requirements and Essential Functions set forth above on a continuing basis. A student may be denied permission to continue in the program should the student fail at any time to demonstrate the required Eligibility Requirements and Essential Functions even after being given reasonable accommodations established in conjunction with Marywood University’s Office of Student Support Services. These requirements/functions are in addition to the Knowledge and Skills Acquisition (KASA) standards that are required by the American Speech-Language-Hearing Association’s Council for Academic Accreditation.

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Master’s Program in Speech-Language Pathology: Graduate Curriculum CSD 500 Research Methods in Speech-Language Pathology (3 credits)

CSD 501 Family Systems and Counseling: Multicultural Perspectives in Speech-Language Pathology (2 credits)

CSD 502 Aphasia (3 credits) CSD 503 Seminar in Articulation Disorders (3 credits) CSD 504 Language Disorders and Learning Disabilities in Children and Adolescents (4

credits) CSD 505 Augmentative and Alternative Communication Systems (3 credits) CSD 506P Diagnostic Tests and Measurements and Scientific Clinical Writing (3 credits) CSD 506L LSA Lab: SALT (1 Credit) CSD 507 Voice Disorders (2 credits) CSD 508 Fluency Disorders (2 credits) CSD 510 Communication Disorders in High-Risk Infants, Toddlers and Preschoolers (3

credits) CSD 511 Pediatric Neuromotor Speech Disorders (2 credits) CSD 512 Cleft Palate and Other Craniofacial Anomalies (2 credits) CSD 513 Communication Disorders Related to TBI, Dementia and Right Hemispheric

Dysfunction (3 credits) CSD 514 Adult Neurogenic Motor Speech Disorders (2 credits) CSD 515 Dysphagia (3 credits) CSD 516 A, B, C Clinical Practicum in Speech-Language Pathology (1 credit each) CSD 517P Professional Issues (1 credit) CSD 518P Clinical Methods and Processes: Independent Study (1 credit) CSD 519I Clinical Internship in Speech-Language Pathology (3 credits)

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CSD 520E Clinical Externship in Speech-Language Pathology (3 credits) CSD 521 Diagnostic Practicum in Speech-Language Pathology (2 credits) CSD 522 Audiology/Aural Rehabilitation Practicum (1 credit) CSD 523 Independent Research Study in Communication Sciences and Disorders (1-3

credits) CSD 524 Neuroscience (2 credits) CSD 525 Autism Spectrum Disorders (2 credit) EDUC 597 CSD Student Teaching Clinical Internship (12 credits) (Effective Fall 2015)

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CLINICAL ELIGIBILITY REQUIREMENTS Graduate students in the Speech-Language Pathology program at Marywood University participate in a variety of clinical/diagnostic practicum experiences. Prior to any experiences students would have completed training for HIPAA Privacy Rules and the use of universal precautions. Clinical practicum credits and hours are acquired through clinical preparation at the Marywood University Speech-Language-Hearing Clinic, part time off-campus placement sites, and full time off-campus externship sites approved by the department. A description of each clinical practicum and its clinical pre-requisites are as follows: CSD 468A Supervised clinical practice in the treatment of speech and language disorders

with various clinical populations at the Marywood University Speech-Language-Hearing Clinic. Pre-requisites: Documentation of 25 hours of direct observation of an ASHA certified Speech-Language Pathologist and/or Audiologist; updated immunizations and clearances on file; successful completion of CSD 361 with a minimum final grade of C; minimum overall and CSD QPA of 3.25; and permission of the Department Chairperson.

CSD 516A Supervised clinical practice in the treatment of speech and language disorders

with various clinical populations at the Marywood University Speech-Language-Hearing Clinic and off-campus settings. Pre-requisites: Documentation of 25 hours of direct observation of an ASHA certified Speech-Language Pathologist and/or Audiologist; updated immunizations and clearances on file.

CSD 516B Supervised clinical practice in the treatment of speech and language disorders

with various clinical populations at the Marywood University Speech-Language-Hearing Clinic and off-campus settings. Pre-requisites: Successful completion of CSD 516A with a minimum final grade of B-; updated immunizations and clearances on file.

CSD 516C Supervised clinical practice in the treatment of speech and language disorders

with various clinical populations at the Marywood University Speech-Language-Hearing Clinic and off-campus settings. Pre-requisites: Successful completion of CSD 516B with a minimum final grade of B-; updated immunizations and clearances on file.

CSD 519I Supervised clinical practice in the treatment of speech and language disorders

with various clinical populations at a part time/full time off-campus placement site throughout the semester. Pre-requisites: Successful completion of CSD 521 with a minimum final grade of B-; CSD 516C with a minimum final grade of B- or a satisfactory (S) rating if EDUC 597 was taken; permission of the Program Director; 25 hours of supervised practicum by a Marywood University Clinical Supervisor; updated immunizations and clearances on file; CPR certification on file; and completion of Formative Assessment Manuals per established requirements.

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CSD 520E Supervised clinical practice in the treatment of speech and language disorders with various clinical populations at a full time off-campus externship site. Pre-requisites: Successful completion of CSD 521 with a minimum final grade of B-; CSD 519I with a minimum final grade of B-; permission of the Program Director; 25 hours of supervised practicum by a Marywood University Clinical Supervisor; updated immunizations and clearances on file; CPR certification on file; and completion of Formative Assessment Manuals per established requirements.

CSD 521 Supervised clinical experience in the principles and procedures necessary for

assessment of speech and language disorders with various populations at the Marywood University Speech-Language-Hearing Clinic. Pre-requisites: Successful completion of CSD 506P with a minimum final grade of B-; updated immunizations and clearances on file.

CSD 522 Supervised clinical practice at a part time on or off-campus placement site

consisting of audiological evaluations/screenings and aural habilitation/rehabilitation. Pre-requisites: Coursework in audiology and aural rehabilitation; documentation of 25 hours of direct observation of an ASHA certified Speech-Language Pathologist and/or Audiologist; updated immunizations and clearances on file; and permission of the Program Director.

EDUC 597 Supervised clinical practice in the treatment of speech and language disorders

with various clinical populations at a full time school setting. May be taken in place of CSD 520E. Pre-requisites: EDUC 502, EDUC 523, EDUC 561, PSY 514 (or UG correlates), as well as any additional courses that may be added to meet the competencies from the PA Department of Education; successful completion of CSD 516C or CSD 519I with a minimum final grade of B-; CSD 521 with a minimum final grade of B-; permission of the Program Director; 25 hours of supervised practicum by a Marywood University Clinical Supervisor; updated immunizations and clearances on file; CPR certification on file; and completion of Formative Assessment Manuals per established requirements.

Documentation of professional liability insurance, clearances, CPR certification, and immunizations are on file in the offices of the Clinic Director or Internship Coordinator.

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OFF-CAMPUS CLINICAL PLACEMENT POLICY (CSD 519I, 520E, EDUC 597)

Revised Summer 2014 Clinical placements will be made at the discretion of the Internship Coordinator. Placement site selection will be based on: 1. The number of clinical clock hours/type of client population needed for ASHA

certification in SLP 2. The availability of the practicum sites 3. A student’s area of interest Although students will have input regarding their preference for a placement site, it is the Internship Coordinator who makes all final decisions. Students are placed at sites for which we have negotiated/signed contracts. If a student is aware of a placement site that he or she is interested in pursuing, the student should bring this to the attention of the Internship Coordinator as soon as possible to explore the possibility of negotiating an affiliation agreement. Please note that several placement sites are now requesting a stipend for each student being supervised by clinical staff or additional fees for insurance, further requirements, etc. If a student is requesting such a site and the University agrees to have the student placed, it is the student who will be responsible for payment of the stipend/fee. The student will be notified of the cost prior to placement confirmation in the event that he/she would like to search for an alternate placement site. In addition, several states are now requiring Distance Education Authorization. If the University deems it imprudent to acquire such an agreement, a student will be unable to complete a placement in that state. If a student refuses an off-campus placement site or in the event that no appropriate site is available, every effort will be made to reasonably accommodate the situation. However, if no other site is available or can be agreed upon for a given semester, a student’s anticipated graduation date will be delayed.

Effective Spring 2004 – Revised Summer 2014 The CSD Graduate Program Director and Internship Coordinator have been informed by various off-campus supervisors that students who enroll for practicum internships/externships (e.g., CSD 519I, CSD 520E, EDUC 597) when concurrently taking more than two classes in a given semester may no longer be accepted at off-campus placement sites. Their decision to no longer accept students who take more than two classes stems from the fact that the amount of work and time commitment to prepare for clients and complete the required clinical documentation and other paperwork is increasing. In response to the concern expressed by off-campus supervisors, the following policy is implemented in the CSD Department, effective spring 2004:

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Any student in the Department of Communication Sciences and Disorders who enrolls in CSD 519I, CSD 520E, and EDUC 597 will not be permitted to take more than 2 academic courses in a given semester. Therefore, students who defer a class offered during the first year of graduate study due to personal, academic, and/or scheduling reasons will delay their graduation. All measures will be taken to provide an off-campus placement in the semester(s) following completion of academic coursework, however all placements are subject to the availability of sites and supervisors who are willing to accept students. In addition, students are expected to complete coursework in dysphagia prior to enrolling for an adult internship/externship.

If there are any questions or concerns regarding this policy they should be directed to the Graduate Program Director and Internship Coordinator.

OFF-CAMPUS CLINICAL EDUCATION GOALS AND OBJECTIVES

1. Analyze, select, and justify the use of appropriate clinical/diagnostic procedures to facilitate the development of professional skills as well as meet the needs of individual clients.

2. Administer, score, and interpret tests results, formulate accurate and appropriate clinical

impressions and recommendations based on testing results, and formulate appropriate clinical treatment plans.

3. Review client charts, formulate appropriate clinical treatment plans, interpret and complete

data collection forms, and write SOAP notes. 4. Generate diagnostic evaluation reports, therapy progress and discharge reports, and

correspondence as appropriate and necessary. 5. Develop professional interactions skills (oral and written) with clients and family members

throughout the clinical process. 6. Explain, discuss, and relate issues that are important when working with clients (e.g., referral

sources, ethics, abuse and neglect issues, and universal precautions) to clinical situations. 7. Develop sensitivity toward multicultural issues in the clinical setting by researching cultures

prior to and during diagnostic evaluations and therapeutic intervention as necessary. 8. Self-evaluate professional interaction skills and alter clinical performance based upon

independent analysis and supervisor feedback. 9. Research and apply relevant topics based upon client specific information as per client

assignment.

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OFF-CAMPUS PLACEMENT PROCEDURES When a Graduate Student Clinician has documented 25 hours of direct observation of an ASHA certified Speech-Language Pathologist and/or Audiologist, earned 25 hours of supervised practicum by a Marywood University Clinical Supervisor, and successfully completed all required pre-requisites, he/she is eligible for an off-campus placement. Off-campus clinical experiences are full time and consist of being placed at an off-campus site 5 days per week throughout the semester. Student teaching internships are also 5 days per week throughout the semester. Any exceptions to this information will need to be discussed with the Internship Coordinator and/or Graduate Program Director prior to starting an internship, and a student should never assume that they can have an exception without previously following the proper procedures in terms of discussing his/her individual case, as what might apply to one student, may not apply to you. Placements are obtained and coordinated by the Internship Coordinator. The Internship Coordinator obtains all pertinent clinical education information from the potential off-campus clinical supervisor (Appendix A) and assigns a student clinician to the placement site. Determination of placement is based upon the Graduate Student Clinician’s clinical clock hour needs, Graduate Student Clinician/client availability, the willingness/availability of the off campus supervisors to accept Graduate Student Clinicians, and successful completion of affiliation agreement proceedings. Once the assignment has been made, the Graduate Student Clinician will be advised to contact the designated speech-language pathologist and/or audiologist to arrange for an interview/initial meeting time. This meeting should be used to clarify any information regarding the off-campus placement. The Off-Campus Clinical Supervisor is also encouraged to contact the Internship Coordinator should any questions or concerns arise. The Off-Campus Clinical Supervisor and the Graduate Student Clinician will mutually agree upon the terms of the off-campus placement and sign the Off-Campus Placement Contract (Appendix B) to avoid any misunderstanding during the course of the placement. The Internship Coordinator has the option of making an on-site visit, viewing video-taped sessions, or utilizing a telephone conference to remain informed of the Graduate Student Clinician’s progress during the course of the placement. If an on-site visit is scheduled, it will be at a mutually agreed upon time where both the Graduate Student Clinician and the Off-Campus Clinical Supervisor can be present. This visit provides an opportunity to observe the clinical experience, discuss the student’s progress, and address any questions and/or concerns. If either the Off-Campus Clinical Supervisor or Graduate Student Clinician specifically requests an on-site visit, such a visit can be arranged by contacting the Internship Coordinator. In addition, any student enrolled in EDUC 597 will be visited approximately 6-7 times by a representative from the Education Department to monitor progress and complete PA Instructional I Certification forms.

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ROLES AND RESPONSIBILITIES A. Internship Coordinator The Internship Coordinator serves as a liaison between the University, Off-Campus Clinical Supervisor, and the Graduate Student Clinician. It is the Internship Coordinator’s primary responsibility to monitor the particular clinical experience and to serve as a support to both the Off-Campus Clinical Supervisor and the Graduate Student Clinician. Additional responsibilities are as follows: 1. Contact each potential Off-Campus Clinical Supervisor to discuss supervisory

qualifications, techniques, and responsibilities. 2. Establish a verbal and written affiliation agreement between the University and off-

campus practicum site. 3. Obtain clinical data with regard to the Off-Campus Clinical Supervisor’s clinical

population and the anticipated number of clinical education hours the student will obtain at the practicum site to meet accreditation standards.

4. Confirm the Graduate Student Clinician’s start and end dates. 5. Ensure ongoing and open communication between the Graduate Student Clinician and

Off-Campus Clinical Supervisor. 6. Monitor and discuss the Graduate Student Clinician’s performance with the Off-Campus

Clinical Supervisor on a regular basis via on-site visits, video-taped session reviews, or telephone conferences.

7. Review and discuss the formal evaluation conducted at mid-term and at semester’s end

with the Off-Campus Clinical Supervisor (as needed) and confer with the Graduate Student Clinician as necessary.

8. Confirm a final grade based on the Off-Campus Clinical Supervisor’s evaluation using

the Clinical Practicum Evaluation Form (Appendix C). 9. Confirm clinical hours earned per semester on Typhon Clinical Hour Tracking System

for ASHA certification requirements.

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ROLES AND RESPONSIBILITIES B. Off-Campus Clinical Supervisor The Off-Campus Clinical Supervisor is an ASHA certified Speech-Language Pathologist who has accepted the responsibility of providing clinical preparation to a Graduate Student Clinician(s) for a specified time interval. It is to be understood that the Graduate Student Clinician is in training and in the process of further developing clinical skills. Therefore, one cannot assume that the Graduate Student Clinician is able to assume every responsibility of the Clinical Supervisor upon initial assignment. Guidance may be necessary at varying degrees depending on the student's academic and clinical achievements/experiences. The Off-Campus Clinical Supervisor must hold a current Certificate of Clinical Competence. The Off-Campus Clinical Supervisor serves as the student clinician’s immediate supervisor and has the following responsibilities: 1. Provide the Internship Coordinator with the Off-Campus Clinical Supervisor’s ASHA

account number to verify certification status. 2. Provide the Internship Coordinator with appropriate clinical data regarding the Off-

Campus Clinical Supervisor’s clinical population and anticipated number of clinical education hours the student clinician will obtain during the off-campus placement.

3. Orient the student clinician to the clinical facility including facility policies and

procedures. 4. Thoroughly discuss assigned duties, clinical responsibilities, and cases providing

pertinent information, diagnostic/treatment forms and procedures that are required at the off-campus placement site.

5. Provide direct, live supervision with adherence to ASHA guidelines for observation of

the student clinician’s clinical contact time (minimum of 25% overall). 6. Maintain a record of direct supervision of diagnostic and treatment sessions conducted by

the Graduate Student Clinician (Appendix D). 7. Consider the Graduate Student Clinician’s academic background, level of clinical

experience, and learning style when assigning clients. 8. Provide adequate demonstration of effective diagnostic and therapeutic management

tools, techniques, and procedures. 9. Provide guidance in establishing and implementing appropriate clinical goals/treatment

plans. 10. Provide guidance and direction for report writing/progress notes.

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11. Facilitate the Graduate Student Clinician’s clinical independence by adjusting the amount and type of supervision given.

12. Provide consistent written and verbal feedback to the Graduate Student Clinician

(minimum weekly) with specific discussion regarding both clinical and interpersonal skills. The University requests that ten (10) written observations be completed and handed in to the Internship Coordinator at the end of the semester for all placements. Samples are provided in Appendix D; however, any facility specific forms are acceptable.

13. Establish a consistent meeting time with the Graduate Student Clinician (minimum

weekly) to discuss the Graduate Student Clinician’s clinical competency, lesson plans, reports, progress to date, areas needing improvement, matters of concern, self-evaluation, etc.

14. Complete mid-term and final evaluations of the Graduate Student Clinician (Appendix

C), provide an assigned grade, share the evaluation results with the Graduate Student Clinician, and forward the evaluations to the Internship Coordinator.

15. Verify the Graduate Student Clinician’s clinical clock hours by completing the Clock

Hour Summary Form (Appendix E). 16. Complete appropriate Formative Assessment documentation for the student while at the

placement site. 17. Meet with the Internship Coordinator and Graduate Student Clinician during on-site

visits, participate in telephone conferences to review progress, or aid in providing video-taped sessions of the Graduate Student Clinician in treatment/diagnostic sessions if confidentiality is not breached.

18. Contact the Internship Coordinator approximately every four (4) weeks or more

frequently if necessary to discuss any problems or issues should they arise with the Graduate Student Clinician at the practicum site.

19. Work with representatives from Marywood University’s Education Department in the

case of those students pursuing EDUC 597. This includes participating in site visits and completing all paperwork (Appendix C) required for Instructional I Teaching Certification: Special Education – Speech and Language Impaired.

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ROLES AND RESPONSIBILITIES C. Graduate Student Clinician 1. The Graduate Student Clinician is responsible for reading Marywood University’s

and the off-campus placement’s policies and procedures manual to know the expectations with regard to dress code, appearance, attendance, confidentiality, required paperwork, record keeping, schedules, arrival and departure times, etc. In addition, please see the Marywood University Clinic Handbook for specific information on dress code, appearance and confidentiality.

2. Once the Graduate Student Clinician has been assigned his/her off-campus placement

site, the Graduate Student Clinician should contact and meet with the Off-Campus Clinical Supervisor to discuss the clinical internship and work schedule. The terms of the clinical internship must be agreed upon, placed in writing and signed by both the Graduate Student Clinician and Off-Campus Clinical Supervisor at the beginning of the clinical internship to avoid any potential misunderstandings (Appendix B).

3. Graduate Student Clinicians are to follow the work schedule at the off-campus practicum

site. Students are not permitted to be absent from their placement site work schedule for University holidays, study time for exams, or personal business. Excused absences will only be tolerated for medical or emergency reasons, and a doctor’s excuse must be provided to the Clinical Supervisor. Excused absences based on personal reasons are subject to the Clinical Supervisor’s discretion. The maximum number of missed practicum days for unexcused absences is three. If the number of excused or unexcused absences exceeds listed parameters and/or becomes problematic, the Graduate Student Clinician’s grade will be lowered by one letter grade and/or the length of the placement may be extended or terminated all together. In a case where a practicum day is missed for an excused or unexcused absence, the Off-Campus Clinical Supervisor must be contacted for such absences in accordance with facility policies. Protocol would be to speak directly with the clinical supervisor. Texts and/or emails are not acceptable. The Graduate Student Clinician must also contact the Internship Coordinator.

4. Off-campus placement arrangements will follow the University calendar with regard to

the start and end of the semester unless otherwise specified. Both the Off-Campus Clinical Supervisor and the Internship Coordinator have the discretionary right to ask a student to extend the off-campus placement if the expected skills have not been acquired or if the Graduate Student Clinician has missed a portion of their internship due to illness or personal reasons.

5. Graduate Student Clinicians are responsible to be present at the off-campus placement

site throughout the semester. During times of inclement weather, the Graduate Student Clinician should use his/her best judgment when deciding whether or not he/she should travel to their placement site. Graduate Student Clinicians should remember that they need to follow the same protocol as any other employee for taking the time off. The Off-

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Campus Clinical Supervisor also has the right to ask the Graduate Student Clinician to extend his/her placement if excessive time is missed secondary to inclement weather.

6. Graduate Student Clinicians are responsible for their own transportation, parking fees,

meals, professional attire (such as lab coats, etc.), physical exams, drug testing (if required) and required immunizations. They are also required to show proof of CPR certification as well as child abuse, criminal record clearance forms, FBI clearances and any other clearances/requirements as requested by the placement setting.

7. Graduate Student Clinicians and Off-Campus Clinical Supervisors must abide by the

ASHA Code of Ethics (Appendix H). If a Graduate Student Clinician questions ethical conduct, it is the Graduate Student Clinician’s responsibility to contact the Internship Coordinator immediately.

8. Graduate Student Clinicians need to understand that the Off-Campus Clinical

Supervisor’s first responsibility is to his/her own facility and to the clients they serve. 9. Once the off-campus placement has begun, the Graduate Student Clinician will have the

following responsibilities: a. Maintain confidentiality of all client and facility information. b. Review client records, becoming familiar with background information and

pertinent medical history. c. Observe the client’s evaluation and/or treatment prior to assuming therapy

responsibilities. (Reminder: observation hours are not counted as direct clinical contact).

d. Research information regarding diagnostic evaluation and/or planning/executing a

treatment program, which may include specific assignments given to the Graduate Student Clinician by the Off-Campus Clinical Supervisor.

e. Provide appropriate documentation of client’s performance in accordance with the

facility’s protocol (i.e. progress notes, SOAP notes, daily notes, etc.). f. Participate fully with the Off-Campus Clinical Supervisor for team meetings, staff

meetings, conferences with family/teachers or interdisciplinary team members, and be open to modifications in caseloads to afford students greater breadth and scope of clinical opportunities, etc.

g. Establish respectful, harmonious relationships with professionals and family

members. h. Keep a detailed record of clinical clock hours via the Typhon Clinical Hour

Tracking System and clinic forms (Appendix E/F). The summary

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form provided by Marywood University (Appendix E) must be used to verify clinical clock hours. This form must be signed by the Off-Campus Clinical Supervisor, including ASHA Certification number, at the conclusion of the off-campus placement, and should be attached to the individual tracking forms when handing in all paperwork. It is the Graduate Student Clinician’s responsibility to give the completed forms to the Internship Coordinator. A photocopy may be made for the Graduate Student Clinician’s records.

i. Make a meeting with the off-campus supervisor to complete all applicable sections of the Formative Assessment Manual. It is your responsibility to come prepared to the meeting with all areas of mastery identified so that you can fully discuss the areas with your supervisor. Only after meeting with and discussing the areas of mastery, will the supervisor sign off in the Formative Assessment Manual.

j. Give the Off-Campus Placement Evaluation (Appendix G), Clinician Evaluation

of Supervision (Appendix G), and Diversity Checklist (as applicable to those pursuing EDUC 597 – Appendix G) to the Internship Coordinator. These evaluations provide current information on the off-campus site(s) and are particularly helpful in selecting future off-campus placement sites.

k. Keep in close contact with the Internship Coordinator to address any concerns as

they arise. Each Graduate Student Clinician is required to bimonthly either email the Internship Coordinator (mazzaccaro@marywood.edu) or leave a message on her voice mail. The purpose of the correspondence is to keep the Internship Coordinator informed of any concerns or questions. If contact is not maintained during the course of the semester, the overall practicum grade may be lowered at the discretion of the Internship Coordinator.

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CLINICAL PRACTICUM EVALUATION PROCEDURES

The Department of Communication Sciences and Disorders’ clinical grading system takes into account the student clinician’s level of clinical experience and the amount of direct clinical supervision required. Level of supervision may begin at 90-100% and gradually decrease to 75%, 50%, and 25% until the Graduate Student Clinician is independent in completing evaluations and providing treatment. At this independence level, the Off-Campus Clinical Supervisor should encourage the Graduate Student Clinician to self-evaluate his/her performance/interpersonal skills after each session followed by a discussion/review with the Off-Campus Clinical Supervisor. The Off-Campus Clinical Supervisor is responsible for submitting both a mid-term (pink copy) and final (original white copy) Clinical Evaluation Form (Appendix C) and recommending a mean rating of the student clinician’s clinical proficiency as tabulated on the Form. The Internship Coordinator will review the submitted recommendations and assign a final grade. Please note that the semester grade is calculated by averaging the student clinician’s midterm and final grades (if there are 2 grades to average). The semester grade for CSD clinical practicums will be assigned in accordance with guidelines published in the current Marywood University graduate catalog. Graduate students must earn a minimum grade of B- or S (in the case of EDUC 597) in order to advance to the next clinical level. In addition, an S for EDUC 597 will be assigned if the student has earned a B- or better on the CSD Clinical Practicum Evaluation Form. Additional forms from the PA Department of Education (Appendix C) will also need to be completed for those students pursuing the teaching certification. These forms are to be mailed to the Education Department Field Experience Office, per instructions provided at the initiation of the semester by Linda Skierski, Director of Professional Field Experience. Please also note that earning a grade of less than B- or a U will result in the student not being able to count any of the accrued clinical hours for that clinical experience. Please see Hour Accrual Policy located in this handbook for more information. The Off-Campus Clinical Supervisor is asked to submit the final clinical evaluation according to established timelines. If the information is delayed, the Graduate Student Clinician will receive an “Incomplete” grade until which time the evaluation is received. A change of grade will then be made by the Internship Coordinator.

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CLINICAL CLOCK HOURS In accordance with the American Speech-Language-Hearing Association requirements for individuals seeking the Certificate of Clinical Competence, the clinical clock hour criteria for students completing a Master’s degree in Speech-Language Pathology are as follows: • The Graduate Student Clinician must be supervised by an individual who holds the

Certificate of Clinical Competence in Speech-Language Pathology or Audiology. The unwritten guideline followed by Marywood University is that a supervisor is 2 years past his/her clinical fellowship prior to accepting a graduate intern. Any exceptions to this unwritten rule are at the discretion of the Internship Coordinator and/or Graduate Program Director.

• The Off-Campus Clinical Supervisor must provide a minimum of 25% live supervision of

overall clinical contact. Note that this is the minimum standard and students may require additional direct observation and supervision beyond the stated minimum standard.

• Marywood University does not guarantee a specified number of clinical clock hours to any

graduate student enrolled in clinical practicum. However, ample practicum placement opportunities will be provided for the graduate student to accrue these hours. The number of clinical clock hours and experiences earned is directly related to the Graduate Student Clinician’s clinical competence, initiative, and availability of clients at a given site.

• Effective January 1, 2005 ASHA requires completion of a minimum of 400 clock hours of

supervised clinical experience including evaluation and treatment of both children and adults displaying a variety of communication disorders across cultural and linguistic backgrounds. Twenty-five of these hours must be spent in clinical observation, and 375 hours must be spent in direct client/patient contact. At least 325 of the 400 clock hours must be completed while the student is engaged in graduate study. Only direct contact spent with the client or client’s family in assessment, management, and/or counseling can be counted toward clock hour requirements. Critical aspects of clinical management, planning, preparation, report writing, language sample analysis, etc., are not accepted activities toward required clinical clock hours by ASHA standards (Appendix I).

• At the end of the off-campus placement period, the Off-Campus Clinical Supervisor verifies

the clinical clock hours earned by the Graduate Student Clinician during the clinical practicum. It is the Graduate Student Clinician’s responsibility to keep an accurate daily record of clock hours (Appendix F) and log them into the Typhon Clinical Hour Tracking System, have the hours verified by the off-campus clinical supervisor including signature and ASHA certification number, and turn in the completed report to the Internship Coordinator (Appendix E).

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Department of Communication Sciences and Disorders Hour Accrual Policy

On Campus Clinical Practicum (CSD 468, 516A,B,C, 521) If a student earns a grade that is less than a B- with an individual client/diagnostic evaluation in any of these clinical experiences the following consequences will occur:

• The student will need to develop a clinical remediation plan with his/her individual supervisor to promote success in future clinical endeavors and to meet ASHA certification standards.

• The student will not be able to count any of the clinical hours accrued for that individual clinical experience towards the number of hours required for ASHA certification.

• If the student earns an average grade of less than a B- for all clients seen in a practicum experience, he/she will need to repeat the clinical experience, and again, hours will not be counted. It will be the student’s responsibility to pay tuition and any required fees associated with repeating any clinical practicum experience.

On Campus Clinical Practicum (CSD 470 A/B, 522) and Off Campus Practicum (519I, 520E, and EDUC 597) If a student earns a grade that is less than a B- for these cumulative clinical experiences the following consequences will occur:

• The student will need to develop a clinical remediation plan with his/her supervisor to promote success in future clinical endeavors and to meet ASHA certification standards.

• The student will not be able to count any of the clinical hours accrued for that clinical experience towards the number of hours required for ASHA certification.

• The student will need to re-register for the practicum experience (time permitting when a new site is available), and again, hours will not be counted. It will be the student’s responsibility to pay tuition and any required fees associated with repeating any clinical practicum experience.

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Contents of Off-Campus Placement Supervision Packets CSD 519I, 520E, EDUC 597

Student Health Information (MMR, Tetanus, PPD, Varicella, Hepatitis B) Updated PPD (2-step as applicable) Child Abuse / Criminal Record Check Clearance Act 24 / FBI Clearance (as applicable) CPR Card Malpractice Insurance Off-Campus Placement Contract Hour Tracking Sheets Clock Hour Summary Sheet Supervisor Log Sheet Sample Observation Form Graduate Practicum Evaluation Form Student Evaluation of Clinical Supervision Off-Campus Placement Evaluation End of Semester Checklist

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MARYWOOD UNIVERSITY DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS

Student Orientation Checklist Off Campus Placement Contract discussed and signed

Dress Code Policy discussed

The student clinician was provided with Off-Campus Clinical Supervisor’s phone number in case of an emergency

Graduate Student Clinician was oriented to emergency protocol at the practicum site

Graduate Student Clinician was oriented to all equipment, supplies, therapy materials, room availability, confidentiality issues, etc.

Weekly meeting times were established

Assessment and intervention approaches were clearly explained

All required clinical paperwork was discussed and explained

The Graduate Student Clinician’s role in team meetings and conferences was clearly defined

The Graduate Student Clinician was oriented to emergency protocol

The Graduate Student Clinician’s and Off-Campus Clinical Supervisor’s semester expectations were discussed

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END OF SEMESTER CHECKLIST After the final evaluation is completed and all required documentation is signed by the Off-Campus Clinical Supervisor the following documentation is to be submitted to the Internship Coordinator according to established timelines during the last week of the off-campus placement. Final Clinical Practicum Evaluation Form (white sheets) Ten (10) written observations for speech-language placements Supervisor Log of Diagnostic/Treatment Supervision Clock Hour Summary Form with individual Clinical Hour Tracking Forms attached (Excel Version) ___________ Student Evaluation of Clinical Supervision ___________ Off-Campus Placement Evaluation ___________ Education Department Diversity Survey (as applicable)

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DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS POLICIES

Marywood University Department of Communication Sciences and Disorders Academic and Clinical Conduct Policy (Revised Spring 2012)

The faculty of the Communication Sciences and Disorders Department requires students to conduct themselves as professionals. As such, students are expected to act in a manner that displays the highest regard for human dignity. Students are also expected to demonstrate personal qualities that are required for professional clinicians as found in the Eligibility Requirements for Essential Functions for Students (Spring 2009) and the Disposition Requirements Policy (Spring 2012) which may include but are not limited to: effective communication, intellectual, cognitive, sensory and motor skills, and observational abilities. Professional behavior is expected both in the classroom and other relevant professional settings (e.g., during all clinical/diagnostic practicums, off-campus clinical internships & externships, conducting research, and when interacting with peers). Academic If a faculty member reports an incident of behavior exhibited by a student that is considered to be a breach of the Marywood University Academic Honesty/Conduct policy the following consequences may occur (as listed in the undergraduate and graduate catalogs and student handbook): Academic Honesty

• A failing grade for the assignment • A failing grade for the entire course

Please refer to individual class syllabi for specific details. Typically, course instructors determine the consequences of the incident, however, the department chairperson and/or dean may intervene if necessary based on the severity of the infraction. Two or more established cases of academic dishonesty can result in suspension and/or dismissal from the university. Conduct The conduct policy of the university has been developed to enlighten students as to the consequences of less desirable actions and to promote responsible behaviors. The process is typically limited to behaviors that negatively affect the pursuit of educational objectives and support of the University’s core values. No specific policy statement can apply to every situation; therefore, each case will be handled on an individual basis. In such instances, students will be referred to the Dean of Students for disciplinary action. Please refer to the student handbook for a complete description of the University Conduct Policy. Clinical If a faculty member reports an incident of behavior exhibited by a student that is considered to be unprofessional (e.g., inappropriate verbal and/or non-verbal behavior, non-compliance with established professional expectations, demonstrating a lack of follow-up/follow through, exhibiting inappropriate conduct, failure to comply with CSD policies & procedures, etc.) the following will occur:

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• The first incident will result in a verbal warning initiated by the academic and/or clinical

faculty member identifying the infraction, with written documentation recorded for the verbal warning.

• The second incident will result in the student being placed on Professional Probation (i.e. a status associated with a specific time frame in which skills/actions are monitored for improvement) with written follow-up. If the student has been identified as lacking in professional qualities, additional guidance and suggestions to rectify the deficit area will be provided by the academic and/or clinical faculty member(s) to facilitate the student’s overall professional development, generally in one semester. Following the plan of action, should additional instances arise or insufficient growth occur, the student will progress to the next level of Professional Probation.

• A third incident will result in any or all of the following and supporting documentation will be kept on file: On-Campus:

• Removal from clinical practicum where the student will lose privileges to work with clients in the on-campus clinic and any off site locations (e.g., Head Start, Health Fairs, etc.). No tuition refund will be provided.

• A failing grade for the clinical practicum will be earned. The student will be responsible financially for retaking the course as part of the degree requirements. No clinical hours will be accrued should a failing grade occur.

• Graduation may be delayed. • Dismissal from the program may result.

Off-Campus: • The student may be asked to leave the practicum site, and in doing so, lose

all tuition fees associated with the practicum. No tuition refund will be provided.

• A failing grade for the clinical practicum will be earned. The student will be responsible financially for retaking the course as part of the degree requirements. No clinical hours will be accrued should a failing grade occur.

• Re-assignment to an alternate practicum site will occur the following semester, potentially delaying graduation. Full tuition for that new practicum course and subsequent practicum site(s) will have to be paid by the student to the university.

• Dismissal from the program may result. Any student found lacking in appropriate academic and/or clinical professional conduct may be placed on probation and given one semester to rectify the issues outlined in a written corrective action plan or may be dismissed from the CSD Department. If the CSD Department academic and/or clinical faculty member(s) believes that the corrective action plan has been completed successfully, the student will be allowed to continue in his/her program. Any student deficient in compliance with the requirements may be subject to dismissal from the program regardless of their status. Students will be given the opportunity to meet with a panel of academic and/or clinical faculty in the CSD Department in order to attempt an informal resolution of any such

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concerns. Failure to resolve these concerns informally may lead to a full departmental review, probationary status, a corrective action plan, and possible dismissal. Students may appeal any CSD Department faculty decisions following the grievance procedures of the Reap College of Education and Human Development (RCEHD). Information about appeals procedures for the RCEHD is available from the Dean's Office and can be found in the current catalog.

Marywood University Department of Communication Sciences and Disorders Disposition Requirements Policy (Effective Spring 2012)

The field of speech-language pathology requires working in close contact with others, including a wide variety of clients, families, and team members. Therefore, students must not only show a sufficient knowledge base and the clinical skills to apply this knowledge, but they must also show adequate interpersonal skills. Students are responsible for demonstrating adherence to the Disposition Policy when participating in the classroom or MU clinic as well as when representing the University Department during any off-campus activities including internships/externships, volunteer or in-service learning opportunities, as well as when attending professional meetings/conferences. The following disposition characteristics are required for all students. For all class and clinical work, students must demonstrate:

1. A positive attitude. A positive attitude includes being a source of inspiration not degradation to fellow classmates, professors, supervisors, and clients. Examples of violations of this disposition are: a) gossiping, b) maintaining a defensive stance when receiving constructive criticism from professors and supervisors, and c) presenting a flat or negative affect while seeing a client.

2. Punctuality. Students should arrive for any scheduled activity on-time; this includes classes, research assignments, supervision meetings, and advising meetings. Examples of violations of this disposition are: a) arriving late to class, b) arriving late to a supervisory meeting, and c) arriving late to ‘run a participant’ during research activities.

3. Respect. Students are expected to show respectful tolerance of all clients, families, faculty and supervisors. This would include not interrupting supervisors or professors who are conversing with others; respecting that all ideas, thoughts, and well-founded conclusions deserve to be heard; and monitoring your own reactions and facial expressions to ensure you are not sending inappropriate non-verbal messages.

4. Interpersonal skills. While speaking with others, students should monitor non-verbal aspects of communication. This includes maintaining an appropriate level of loudness, speech intelligibility, language clarity, formality, personal space, facial expressions/communication, relevancy, and vocabulary appropriate to the situation.

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5. Honesty. Students are expected to be honest about their activities at all times. This includes maintaining accurate client data records, ‘owning’ up to mistakes (regardless of the consequence), and adhering to the University’s honesty policy. Examples of violations of the disposition include: a) misrepresenting work done by others as your own, b) ‘skipping out’ on additional clinic duties (e.g. cleaning) but reporting it as done, and c) not reporting violations of HIPAA code.

6. Problem Solving. Students are expected to seek solutions to problems that address their needs as well as the other parties involved. Students are expected to collaborate and communicate with others as appropriate. This would include identifying problematic interpersonal situations before they occur and avoiding them; directly maintaining a presence in all ‘group’ work in classrooms; and speaking directly with a faculty, supervisor, staff member or peer when the student has a concern/grievance. Examples of violations include: a) noticing that more office supplies are needed in the clinic room but failing to go get them and b) not allowing a group member to view your work when it has to be submitted as a team.

7. Appropriate professional demeanor: Hygiene, grooming, and appearance. Students should ensure that they are dressed according to the standards listed in the Marywood clinic handbook. They should ensure that they have appropriate standards of hygiene. Examples of violations include: a) not using appropriate deodorant or other personal grooming products, b) wearing ripped or stained clothing when in direct client contact, and c) having unwashed hair or body odor when in direct client contact.

8. Openness and acceptance of feedback from supervisors and instructors. It is important that students understand that feedback provided to them during a clinical supervisory meeting or classroom discussion/presentation is provided for the student’s professional growth. Students should always ask for clarification of expectations and/or the supervisor’s/instructor’s feedback. Examples of violations include: a) talking over the supervisor/instructor as he or she tries to provide verbal critiques of the student’s performance and b) constantly providing explanations for their behavior rather than listening to the supervisor’s/instructor’s critique of performance.

Please refer to the CSD Department Academic and Clinical Conduct Policy for consequences of being in violation of the disposition policy.

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Immunization/Drug Testing Policy Effective Spring 2014

All students, prior to working with clients during practicum experiences, must provide proof of immunizations. Those who are not immunized pose a significant public health risk to their patients/clients, peers/co-workers, and themselves. Further explanation of this policy, with specific due dates of immunizations, will be presented during CSD 361: Clinical Methods and Processes and CSD 518P: Independent Study in Clinical Methods and Processes. Information will also be presented, as needed, at semester cohort meetings.

1. Students will have their family physicians complete the Department of Communication Sciences and Disorders Immunization Record form and submit it to the Clinic Director and/or Internship Coordinator.

2. All students must provide proof of the following immunizations: • Measles, Mumps, Rubella (MMR) – 2; Titers as necessary • Hepatitis B – 3 or in process • Tuberculin (TB/PPD) Skin Test – 1; Off-campus sites require a 2-step TB/PPD; Chest x-

ray reports are always required when results are positive • Tetanus – 1 valid within 10 years • Varicella – 1 or documentation of disease • Additional – As required by off-campus sites and/or changes to this Immunization Policy

3. Students must update immunizations as necessary and provide proof of said updates to the Clinic Director and/or Internship Coordinator.

4. Students should be aware that drug testing may be required as part of an off-campus practicum experience.

5. Students who choose to not complete the required immunizations and/or drug testing must sign the Immunization/Drug Testing Waiver form. Signing the waiver indicates that students understand they may not be able to complete any/all required practicum experiences. Students further understand that practicum experiences are required components necessary to complete the Master of Science degree in Speech-Language Pathology and ultimately become certified by the American Speech-Language-Hearing Association.

6. Students who choose to waive immunization/drug testing requirements are responsible for their own educational outcomes. The Department of Communication Sciences and Disorders does not take responsibility for a student who is unable to graduate from the program and ultimately become a certified speech-language pathologist based on their decision to not complete the required immunizations/drug testing.

7. Unless otherwise indicated by a student in writing, signature of the Manual Agreement Form where this policy is printed indicates that students give permission to the Department of Communication Sciences and Disorders to release any/all immunization-related/drug testing information to sites where practicum experiences will take place.

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Immunization/Drug Testing Waiver Effective Spring 2014

I am requesting a waiver for completion of the following immunizations and/or drug testing (please check all that apply):

Measles, Mumps, Rubella (MMR)

M M R Titers (please circle as applicable)

Hepatitis B

Tuberculin (TB/PPD) Skin Test

2-step TB/PPD

Chest x-ray report based on a positive TB/PPD

Tetanus

Varicella

Drug Testing

Other (please indicate)

By signing this waiver I understand that I may not be able to complete any/all of my required practicum experiences. I further understand that practicum experiences are required components necessary to complete the Master of Science degree in Speech-Language Pathology within the Department of Communication Sciences and Disorders and ultimately to become certified by the American Speech-Language-Hearing Association. Finally, I understand that I am responsible for my own educational outcomes and that the Department of Communication Sciences and Disorders is not responsible for me being unable to graduate from the program and ultimately become a certified speech-language pathologist based on my decision to forgo completion of required immunizations/drug testing. Student Clinic Director or Internship Coordinator Date Date

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Dialectal Difference Statement

It is the position of the American Speech-Language Hearing Association that “no dialectal variety of English is a disorder or a pathological form of speech or language. Each social dialect is adequate as a functional and effective variety of English.” (http://www.asha.org/policy/PS1983-00115.htm).

A dialectal difference, whether ethnic or regional, is a common form of communication between members of a community. A communication disorder is “impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems” (ASHA, 1993, p. 40). Common communication characteristics that are due to a disability, such as hypernasal speech for individuals with a severe hearing loss, would not be considered a dialectal difference but a disorder.

A 1998 position statement by ASHA states that students with accents and/or dialects may provide clinical services as long as they demonstrate adequate knowledge of communication and communication disorders, diagnostic and clinical case management skills, and the ability to model target speech and language productions (ASHA, 1998). A 2011 ASHA Professional Issues Statement revised the requirement for modeling, stating “the reference in the document to ‘modeling’ may be dated. Technological advances and applications for clinical service delivery today are such that modeling can be provided through a variety of means in the clinical setting. The use of computer applications, software, recordings, and the like give clinicians multiple options for providing models or presenting auditory stimuli, so their accent may be less of an issue for providing an appropriate model in some cases. The dynamics of clinical service delivery, though, have also changed, and clinician engagement with clients is generally much more extensive than a clinician simply providing a model and a client attempting to repeat it. In addition, speaking with an accent is often related to hearing with an accent (Flege, 1995); thus, it is likely that a clinician's ability to model particular speech sounds may well be influenced by his or her ability to perceive the client's speech accuracy and to internalize features of target productions.” (www.asha.org/PI2011-00324.htm)

The faculty in the Marywood University Department of Communication Sciences and Disorders has defined a communication difference and communication disorder as follows:

Difference: a speech/language difference is defined as a different dialect, native language, or second language that results in a different pronunciation, production, or construction of speech/language or the intended message in which the meaning conveyed is fully understood by the communication partner.

Disorder: a speech/language disorder is defined as difficulty producing sounds, differences in voice quality, interrupted fluency of speech, and/or difficulty receiving, understanding, or formulating ideas and information both in written and oral language.

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The field of communication sciences and disorders requires that students have a high standard of proficiency with both written and spoken English. However, with growing linguistic minority populations, the Marywood CSD Department will have students who speak with an accent or a dialect difference from what is common in the Northeast Pennsylvania and surrounding regions (e.g., New York, New Jersey). If students show adequate knowledge of normal and disordered communication, diagnostic skills, and clinical case management, the communicative difference alone should not hinder their success in clinical work, even if they demonstrate difficulty directly modeling certain linguistic features due to their accent or dialectal difference. In those cases, use of indirect modeling may be possible, such as the use of recordings of speakers with the same dialect as the client. Student clinicians should recognize when their difficulty directly modeling a linguistic feature is hindering the progress of the client, and make suitable adjustments as needed. However, written language in reports is typically more formal, and should reflect the accepted Standard American English rules of syntax, spelling, and semantics.

The Marywood University Department of Communication Sciences and Disorders requires screenings of all undergraduate students in the department. If, in this screening, phonological features are seen that are different than SAE, then it will be determined whether these features represent a dialectal difference or a communication disorder.

References:

American Speech-Language-Hearing Association. (1983, September). Social dialects. Committee on the Status of Racial Minorities. Asha, 25, 23-27. American Speech-Language-Hearing Association. (1993, March). Definitions of communication disorders and variations. Ad Hoc Committee on Service Delivery in the Schools. ASHA, 35 (Suppl. 10), 40–41. American Speech-Language-Hearing Association. (1998a). Students and professionals who speak English with accents and nonstandard dialects: Issues and recommendations [Position statement]. Available from www.asha.org/policy. Flege, J. E. (1995). Second-language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 229–273). Timonium, MD: York Press. American Speech-Language-Hearing Association. (2011). The clinical education of students with accents [Professional Issues Statement]. Available from www.asha.org/policy.

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CSD DEPARTMENT TAPING POLICY Taping of a faculty member/clinical supervisor can only be done with that individual's permission, for each time a student wishes to tape. Tapes can only be used for educational purposes (i.e., note taking, review of class material, studying). It is illegal to tape any individual without their knowledge and consent. It is also illegal to use a tape for anything other than its intended purposes. Students are expected to comply with this policy or they can be held responsible.

ANTI-DISCRIMINATION POLICY Effective Fall 2013

(Included in all course syllabi as of fall 2013; To be included in all department manuals revised as of spring 2014)

Marywood University (the “University”) declares and reaffirms a policy of equal educational and employment opportunity and non-discrimination in its educational programs and all other activities that it operates both on and off University property. Marywood University does not condone and will not tolerate discrimination, harassment, or assault by any member of the faculty, staff, administration and student body as well as volunteers on and visitors to the University upon another individual, regardless of whether the action is based on race, sex (including sexual harassment and sexual violence), color, gender, national or ethnic origin, age, creed, ancestry, religion, disability, or any other legally protected status. Please see web-address for Marywood University's Anti-Discrimination Policy in its entirety: http://www.marywood.edu/studenthandbook/policies-and-procedures/index.html?id=247053&crumbTrail=Anti-Discrimination%20Policy&pageTitle=Anti-Discrimination%20Policy

APPENDIX A:

CLINICAL POPULATION INFORMATION FORMS

APPENDIX B:

OFF-CAMPUS PLACEMENT CONTRACT

MARYWOOD UNIVERSITY

DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS Off-Campus Placement Contract

Student Semester Site CSD Course Clinical Off-Campus Supervisor ASHA # Supervisor Contact Number E-Mail Address Start Date of Placement *Anticipated End Date of Placement Weekly Work Schedule (Days and Hourly Schedule) M _________ T __________ W __________ TH __________ F ___________ *Anticipated Number of Direct Clinical Contact Hours Per Week *Anticipated Ancillary Hours Per Week (Parent Conferences, Team Meetings, etc.) Comments and/or Special Concerns *It is understood that this information is subject to change at the discretion of the Off-Campus Clinical Supervisor and the CSD Internship Coordinator based on the student’s clinical competency. ______________________ __________________________ ______________________ Graduate Student Clinician Off-Campus Clinical Supervisor Internship Coordinator

______________________ __________________________ ______________________ Date Date Date

APPENDIX C:

CLINICAL PRACTICUM EVALUATION FORMS

MARYWOOD UNIVERSITY

DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS Clinical Practicum Evaluation

Revised Summer 2012 Student Clinician: Term: Supervisor: Course: Rating Criteria: Please use the following scale to rate each student clinician. Indicate the numeric value for

each skill area for both the midterm and final evaluations. 5 = Demonstrates independence with occasional collaboration with the supervisor. Makes changes when

appropriate and is effective; excellent. 4 = Needs general direction from supervisor to perform effectively; above average. 3 = Needs general direction with occasional specific direction from the supervisor to perform effectively;

average. 2 = Needs specific direction and/or demonstration from supervisor to perform effectively; below average. 1 = Specific direction from the supervisor does not alter unsatisfactory performance and ability to

perform effectively; poor. N/A = Not applicable Developing and Planning Therapy Midterm Final 1. Establishes appropriate long term goals 2. Establishes appropriate semester short term goals 3. Establishes appropriate behavioral objectives (i.e. rationale, target skills, conditions, criteria)

4. Establishes appropriate treatment methodologies (i.e. antecedent strategies, desired behaviors, consequential strategies, R+)

5. Selects appropriate equipment and materials 6. Selects and utilizes creative and functional activities to engage the client

Implementing Therapy Midterm Final

7. Uses appropriate treatment materials effectively 8. Provides introduction/explanation of task 9. Allows sufficient time for client to respond 10. Follows established antecedent strategies and models/cues 11. Follows established consequential strategies and models/cues 12. Effectively provides optimal type of reinforcement/feedback 13. Uses a variety of verbal/nonverbal reinforcers 14. Records client responses accurately

Midterm Final 15. Generates an appropriate amount of data per goal and addresses adequate # of goals per session

16. Uses therapy time effectively 17. Identifies problematic areas & modifies procedures to meet the client’s needs

18. Utilizes appropriate behavior management program/boards 19. Sets and enforces limits within the therapy session

Documentation (i.e. SOAP notes, session evaluations, data logs, reports) Midterm Final 20. Evaluates treatment sessions and own skills accurately and thoroughly 21. Writes clearly and concisely in SOAP notes and reports 22. Edits documentation prior to submission to supervisor 23. Completes data log accurately 24. Includes pertinent subjective/objective information in documentation 25. Submits initial and revised documentation within established timelines

Client/Family Counseling Midterm Final 26. Shares data with client/family/observers consistently throughout the semester

27. Presents information in a clear, concise manner (avoids jargon) 28. Demonstrates a confident/professional manner when discussing information with the family

Professional Interactions Midterm Final 29. Interacts with client at an appropriate age/language level 30. Uses appropriate speaking rate, pitch, and volume 31. Uses non-verbal communication effectively (i.e. proximity, facial

expression) 32. Demonstrates confident relaxed manner during treatment 33. Demonstrates clear planning and guidance to peer-clinician for

implementation of goals

Diagnostic Skills Midterm Final 34. Selects appropriate tests and procedures 35. Demonstrates ability to administer diagnostic test/procedure 36. Demonstrates ability to score diagnostic test/procedure 37. Interprets test results accurately 38. Develops clinical impressions and recommendations based upon test

results

39. Explains results of evaluation to client/family

Professional Expectations 40. Please mark yes/no responses for the following areas for midterm and final evaluations. These items will count

for one question in the overall evaluation. Midterm Final Dresses professionally, Maintains professional appearance Maintains confidentiality Prompt and prepared for initial and weekly meetings with supervisor Responds appropriately and applies supervisors verbal and written feedback in a timely manner

Maintains a positive attitude and appears interested in client’s success Develops rapport with client/family Complies with universal precautions Aware of cultural, linguistic, and personal factors that could influence interaction Balances personal/other commitments with clinical responsibilities Adheres to ASHA’s Code of Ethics

1-2 yes responses = 1 point 3-4 yes responses = 2 points 5-6 yes responses = 3 points 7-8 yes responses = 4 points ________ / ________ 9-10 yes responses = 5 points Points Earned (1-5) Supervisor’s Comments (midterm): Supervisor’s Comments (final): Deduction from the clinic grade (as applicable for portion of the semester they occur in):

• 0.1 points for each unexcused weekly meeting during the semester per clinical supervisor/instance. • 0.1 points for any late research assignment and 0.2 points for any incomplete assignment or drafts beyond

two resubmissions from the overall clinic grade. Overall Clinic Grade Deductions (applies to accrual of total grade earned from all clients):

• 0.2 points for each instance following 2 or more unexcused absences from clinical sessions during a semester.

• 0.2 points for each missed cleaning assignment from the overall clinic grade. • Reduction of one letter grade for a missed in-service/grand round requirement.

Deductions:

Midterm Points divided by number of items scored (exclude N/A items) = Final Points divided by number of items scored (exclude N/A items) =

Final Average: Deductions: Final Grade: Numeric Equivalency: Undergraduate Clinicians Graduate Clinicians A 4.5 – 5.0 A 4.6 – 5.0 A- 4.0 – 4.4 A- 4.0 – 4.5 B+ 3.6 – 3.9 B+ 3.7 – 3.9 B 3.3 – 3.5 B 3.4 – 3.6 B- 3.0 – 3.2 B- 3.0 – 3.3 C+ 2.6 – 2.9 C+ 2.5 – 2.9 C 2.3 – 2.5 C 2.0 – 2.4 C- 2.0 – 2.2 F < 2.0 D+ 1.5 – 1.9 D 1.0 – 1.4 F < 1.0 I have read the midterm evaluation of my clinical performance and I would / would not (circle one) like to make the following statement. Comments: Student Clinician: Date: Supervisor: Date: ASHA #: I have read the final evaluation of my clinical performance and I would / would not (circle one) like to make the following statement. Comments: Student Clinician: Date: Supervisor: Date: ASHA #:

APPENDIX D:

SUPERVISION LOG SHEET

And

SAMPLE OBSERVATION FORMS

MARYWOOD UNIVERSITY DEPARTMENT OF COMMUNICATON SCIENCES AND DISORDERS

SPEECH-LANGUAGE-HEARING CLINIC Supervision Log Sheet

Student Practicum Site Supervisor Semester/Year ASHA #

Date

Client Initials

Age

Disorder

Evaluation/ Treatment

Length of Session

*Time Observed

*ASHA requires a minimum of 25% live supervision of all clinical contacts throughout the semester.

MARYWOOD UNIVERSITY SPEECH-LANGUAGE-HEARING CLINIC

Clinic Observation Form

Clinician Client Date Session Number Areas to be Considered: I. Clinical Preparation II. Clinical Interaction III. Clinical Implementation / Documentation

CLINICAL STRENGTHS

ISSUES FOR DISCUSSION

Student Clinician

Clinical Supervisor Revised 1/00

MARYWOOD UNIVERSITY

SPEECH-LANGUAGE-HEARING CLINIC Clinic Observation Form

Revised Fall 2014 Clinician: Client Initials: Date: Observation Codes: + : exceeds expectations √ : consistent with clinician level

N : needs development U : unsatisfactory N/A : not applicable Comments: Structure: Instructions for tasks are clear/concise _____ Transition between/within activities is smooth _____ Appropriate time spent on each activity _____ Client has sufficient time to respond _____ Obtains adequate amount of data per goal

and addresses adequate # of goals _____ Appropriate discrimination/data recording for client responses _____ Identifies problematic areas & modifies procedures

to meet the client’s needs _____ Implementation of Therapy: Antecedent strategies & models/cues followed _____ Consequential strategies & models/cues followed _____ Concrete, concise feedback provided _____ Target responses are effectively reinforced _____ Activities/Materials: Are appropriate _____ Are varied from previous sessions _____ Clinician effectively uses materials to enhance

attention and participation _____ Room set-up is appropriate and effective ______ Behavior Management: Appropriate behavior and attention is

established and maintained throughout the sessions _____ Effective behavior management board/

program is employed _____ Professional Interactions: Clinician appears comfortable with and engages the client

throughout the session_____ Uses appropriate language level with client _____ Appropriate reaction to client’s comments/behavior _____ Appropriate speaking style, rate/volume/pitch ______ Information is adequately shared with client/family/observer_____ Demonstrated appropriate hygiene/appearance per clinic policy_____

Student Clinician ________________ Live Time Observed Clinical Supervisor

APPENDIX E:

CLOCK HOUR SUMMARY FORM

Marywood University

Department of Communication Sciences and Disorders Clock Hour Summary Form

Student Clinician Semester

Preschool (Birth – 5 years) Adult (19 – 69 years) Dx Tx Dx Tx

Minutes Hours Minutes Hours Minutes Hours Minutes Hours Articulation Articulation

Fluency Fluency Voice &

Resonance Voice &

Resonance

Receptive & Expressive Language

Receptive & Expressive Language

Swallowing Swallowing Cognitive

Communication Cognitive

Communication

Social Communication

Social Communication

Augmentative/Alternative Communication

Augmentative/Alternative Communication

Hearing Hearing Staffing &

Counseling Staffing &

Counseling

School Age (6 – 18 years) Geriatric ( ≥70 years) Dx Tx Dx Tx

Minutes Hours Minutes Hours Minutes Hours Minutes Hours Articulation Articulation

Fluency Fluency Voice &

Resonance Voice &

Resonance

Receptive & Expressive Language

Receptive & Expressive Language

Swallowing Swallowing Cognitive

Communication Cognitive

Communication

Social Communication

Social Communication

Augmentative/Alternative Communication

Augmentative/Alternative Communication

Hearing Hearing Staffing &

Counseling Staffing &

Counseling

______ Total Minutes _________ Total Hours

Clinical Supervisor’s Signature Date ASHA #

APPENDIX F:

CLINICAL HOUR TRACKING FORM

Marywood University

Department of Communication Sciences and Disorders Clock Hour Tracking Form Preschool (Birth – 5 years)

Date

Articulation Fluency Voice & Resonance Receptive & Expressive Language

Swallowing

Dx Tx Dx Tx Dx Tx Dx Tx Dx Tx Total Minutes Total Hours

Date Cognitive

Communication Social

Communication Augmentative &

Alternative Communication

Hearing Staffing & Counseling

Dx Tx Dx Tx Dx Tx Dx Tx Dx Tx Total Minutes Total Hours

Marywood University

Department of Communication Sciences and Disorders Clock Hour Tracking Form

School Age (6 – 18 years)

Date

Articulation Fluency Voice & Resonance Receptive & Expressive Language

Swallowing

Dx Tx Dx Tx Dx Tx Dx Tx Dx Tx Total Minutes Total Hours

Date Cognitive

Communication Social

Communication Augmentative &

Alternative Communication

Hearing Staffing & Counseling

Dx Tx Dx Tx Dx Tx Dx Tx Dx Tx Total Minutes Total Hours

Marywood University Department of Communication Sciences and Disorders

Clock Hour Tracking Form Adult (19 – 69 years)

Date

Articulation Fluency Voice & Resonance Receptive & Expressive Language

Swallowing

Dx Tx Dx Tx Dx Tx Dx Tx Dx Tx Total Minutes Total Hours

Date Cognitive

Communication Social

Communication Augmentative &

Alternative Communication

Hearing Staffing & Counseling

Dx Tx Dx Tx Dx Tx Dx Tx Dx Tx Total Minutes Total Hours

Marywood University Department of Communication Sciences and Disorders

Clock Hour Tracking Form Geriatric ( ≥ 70 years)

Date

Articulation Fluency Voice & Resonance Receptive & Expressive Language

Swallowing

Dx Tx Dx Tx Dx Tx Dx Tx Dx Tx Total Minutes Total Hours

Date Cognitive

Communication Social

Communication Augmentative &

Alternative Communication

Hearing Staffing & Counseling

Dx Tx Dx Tx Dx Tx Dx Tx Dx Tx Total Minutes Total Hours

APPENDIX G:

OFF-CAMPUS PLACEMENT EVALUATION STUDENT EVALUATION OF CLINICAL SUPERVISION

OFF-CAMPUS SUPERVISOR QUESTIONNAIRE DIVERSITY CHECKLIST

MARYWOOD UNIVERSITY

DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS Off-Campus Placement Evaluation

Placement Site: Semester (start/end date): Clinical Supervisor: Student Clinician:

Please complete the following regarding your clinical experience at this site and with your clinical supervisor. Your comments are welcomed and valuable to determine future placements.

1. Did your off-campus placement meet your expectations in the following areas: a) Physical facilities of the site b) Client population (variety/types of disorders) c) Orientation to facility, policies, procedures d) Clinical experience (adequacy and value of clinical hours) e) Amount of supervision: per session

per week f) Guidance and feedback on: clinical competence

report writing clinical activities

2. Comments on areas above:

3. Describe significant strengths and weaknesses of the off-campus placement.

4. Were you academically and clinically prepared for the off-campus placement? If not, what would have better prepared you for your practicum?

5. What was your most valuable experience while at this off-campus placement? 6. What would you recommend to future student assigned to this off-campus placement?

MARYWOOD UNIVERSITY

DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS SPEECH-LANGUAGE-HEARING CLINIC

Student Evaluation of Clinical Supervision Revised Fall 2012

Supervisor: Semester: Site: Circle Clinical Practicum:

Undergraduate: CSD 468A, 468B Graduate: CSD 516A, 516B, 516C, 521, 522 CSD 519I, 520E, EDUC 597

Rating Criteria: Please use the following scale to rate each clinical supervisor. We ask that you provide an explanation in the comment section for a score of 2 or below so that we can address any concerns and make appropriate changes. 1 = Unacceptable 2 = Needs Improvement

3 = Good/Average 4 = Very Good 5 = Excellent N/A= Not Applicable I. Orientation, Planning and Development: 1. Provided a clear description and explanation of clinical education, 1 2 3 4 5 NA treatment procedures, clinical documentation and administrative policies/procedures. 2. Provided initial client assignment(s) during the first week of 1 2 3 4 5 NA practicum.

3. Provided an opportunity to gain information on the client’s 1 2 3 4 5 NA background prior to evaluation/therapy. 4. Gave guidance through the processes of establishing goals and 1 2 3 4 5 NA objectives for clients as appropriate. II. Supervision: Diagnostics: 1. Provided adequate opportunities to review diagnostic tests and 1 2 3 4 5 NA

procedures used during the evaluation. 2. Had the ability to teach specific diagnostic skills by verbal example 1 2 3 4 5 NA and/or direct demonstration. 3. Gave guidance in organizing the diagnostic evaluation. 1 2 3 4 5 NA

4. Provided adequate assistance during the evaluation. 1 2 3 4 5 NA 5. Provided opportunities to become more independent in 1 2 3 4 5 NA

performing diagnostic evaluations. 6. Provided clear, adequate and constructive feedback during 1 2 3 4 5 NA

the evaluation, including specific suggestions for improvement. 7. Provided adequate opportunities for formal and informal 1 2 3 4 5 NA

conference time. 8. Provided fair and objective evaluation of clinical performance 1 2 3 4 5 NA

following each supervised evaluation. 9. Adapted to different levels of supervision based on one’s level 1 2 3 4 5 NA

of experience and clinical growth during the practicum. 10. Provided formal midterm and/or final evaluation of diagnostic 1 2 3 4 5 NA

performance. Treatment: 1. Guided implementation of clinical responsibilities including 1 2 3 4 5 NA

developing/writing treatment plans, progress notes and reports. 2. Had the ability to teach specific treatment skills by verbal example 1 2 3 4 5 NA and/or direct demonstration. 3. Provided adequate observation of treatment sessions . 1 2 3 4 5 NA 4. Provided fair and objective evaluation of written documentation. 1 2 3 4 5 NA 5. Demonstrated therapy techniques when appropriate. 1 2 3 4 5 NA 6. Provided clear, fair, objective and consistent feedback 1 2 3 4 5 NA

regarding one’s strengths and weaknesses as well as suggestions for improvement.

7. Encouraged self-evaluation of one’s clinical performance. 1 2 3 4 5 NA 8. Provided opportunities to become more independent in clinical 1 2 3 4 5 NA

management and performance as the term progresses. 9. Was helpful during individual conferences in promoting the 1 2 3 4 5 NA

application of theoretical knowledge to practical clinical activities. 10. Provided formal midterm and/or final evaluation of clinical 1 2 3 4 5 NA

performance.

III. Professional Qualities: 1. Was approachable and responsive to the student clinician’s 1 2 3 4 5 NA

clinical needs. 2. Demonstrated respect for the student clinician’s comments 1 2 3 4 5 NA

and suggestions regarding clinical work. 3. Encouraged the student clinician’s professional growth. 1 2 3 4 5 NA 4. Demonstrated enthusiasm and interest in the profession. 1 2 3 4 5 NA 5. Demonstrated a professional model of excellence. 1 2 3 4 5 NA IV. Comments:

MARYWOOD UNIVERSITY

DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS MASTER’S PROGRAM IN SPEECH-LANGUAGE PATHOLOGY

OFF-CAMPUS SUPERVISOR QUESTIONNAIRE REVISED FALL 2014

The purpose of this questionnaire is to survey the quality of service provided by Marywood University graduate student clinicians. We would appreciate your evaluation of your graduate clinician’s professional preparedness during their Clinical Internship. As we have designed this questionnaire to maintain anonymity: no identifying information is required. Please read the instructions carefully before you begin. Instructions: You will be asked to rate your student’s preparedness (by circling the appropriate response) in terms of Knowledge, Skills (Assessment, Treatment), and Equipment/Resources for all of the areas covered during the time of the internship. Preparedness will be based on 3 levels of Mastery which are defined as follows: Beginning Level of Competence (BC): you feel that your student was able to demonstrate knowledge in a given area and /or perform a clinical task when provided with your direct input/demonstration. Intermediate Level of Competence (IC): you feel that your student was able to demonstrate knowledge in a given area and /or perform a clinical task when provided with your general guidance. Mastery Level of Competence (MC): you feel that your student was able to demonstrate knowledge in a given area and /or perform a clinical task independently in collaboration with yourself. If you give your student a BC please indicate the reasons that you felt influenced your response. The reasons could include limited knowledge base, limited hands on experience, and/or lack of motivation, and/or initiative and/or follow through, etc. Example: Stuttering Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Equipment/Resources NA BC IC MC BC explanation: Student had limited hands on experience with eval/tx of fluency clients prior to internship.

1. Adult Language and Cognition Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Equipment/Resources NA BC IC MC

BC Explanation: _________________________________________________________________

2. Adult Motor Speech Disorders Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Equipment/Resources NA BC IC MC

BC Explanation: _________________________________________________________________

3. Adult Oral Motor, Feeding, Swallowing Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Equipment/Resources NA BC IC MC

BC Explanation: _________________________________________________________________

4. Articulation and Phonology Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Equipment/Resources NA BC IC MC

BC Explanation: _________________________________________________________________

5. Audiology/Aural Rehabilitation Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Equipment/Resources NA BC IC MC

BC Explanation: _________________________________________________________________

6. Augmentative/Alternative Communication Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Equipment/Resources NA BC IC MC

BC Explanation: _________________________________________________________________

7. Child Language (Birth-to-Five) Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Equipment/Resources NA BC IC MC

BC Explanation: _________________________________________________________________

8. Family Systems and Counseling/Multicultural Issues Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Resources NA BC IC MC

BC Explanation: _________________________________________________________________

9. Neuroscience Knowledge NA BC IC MC

BC Explanation: _________________________________________________________________

10. Pediatric Neuromotor Speech Disorders, Oral-Motor/Feeding Deficits, and Pediatric Dysphagia

Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Equipment/Resources NA BC IC MC

BC Explanation: _________________________________________________________________

11. Professional Issues Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Equipment/Resources NA BC IC MC

BC Explanation: _________________________________________________________________

12. Evidence Based Practice / Psychometrics / Research Knowledge NA BC IC MC Skills NA BC IC MC

BC Explanation: _________________________________________________________________

13. School Age and Adolescent Language (6-18 years) Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Equipment/Resources NA BC IC MC

BC Explanation: _________________________________________________________________

14. Stuttering Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Equipment/Resources NA BC IC MC

BC Explanation: ________________________________________________________________

15. Voice Knowledge NA BC IC MC Assessment NA BC IC MC Treatment NA BC IC MC Equipment/Resources NA BC IC MC

BC Explanation: _________________________________________________________________

Clinical Course: Mark an “X” next to the course for which your graduate student was enrolled.

Course CSD 519/520 – Clinical Internship in Speech-Language Pathology (adult based)

CSD 519/520 – Clinical Internship in Speech-Language Pathology (child based)

CSD 597 – CSD Student Teaching Comments: Please use the space to provide any additional comments about your student clinician. Areas may include the student’s strengths or weaknesses with regard to his/her knowledge base, performance, and abilities. _____________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Please use the enclosed postage-paid envelope to return your completed questionnaire to Ms. Andrea M. Novak, Graduate Program Director, within two (2) weeks. We appreciate your prompt response to and participation in our evaluation process. Thank you very much for your help and support

APPENDIX H:

ETHICAL ISSUES

For the most accurate and up to date information regarding:

ASHA Code of Ethics

Scope of Practice

Please refer to www.asha.org

APPENDIX I:

ASHA GUIDELINES CLINICAL PRACTICUM INTERPRETATIONS

American Speech-Language-Hearing Association (ASHA) Guidelines Effective January 1, 2005

The applicant for certification in speech-language pathology must complete a minimum of 400 clock hours (c.h.) of supervised clinical experience in the practice of speech-language pathology.

A. Clinical Observation (25 c.h.)

• Prior to beginning initial clinical practicum (Marywood University requirement)

B. Clinical Practicum (375 c.h.)

• At least 325 c.h. must be completed while the applicant is engaged in graduate study in a program accredited in speech-language pathology

• Attempt to achieve at least 50 c.h. in each of three types of clinical settings

(Marywood University requirement) Supervised practicum must include experience with client/patient populations across the lifespan and from culturally/linguistically diverse backgrounds. Practicum must include experience with client/patient populations with various types and severities of communication and/or related disorders, differences, and disabilities. With the new standard changes, ASHA does not specifically state minimum hour requirements per categories as in the past. ASHA does specify that students show experience in both evaluation and treatment in the following categories:

• Articulation • Fluency • Voice and Resonance • Receptive and Expressive Language • Swallowing • Cognitive Communication • Social Communication • Augmentative/Alternative Communication • Hearing

The applicant for certification must also complete a program of study that includes supervised clinical experiences sufficient in breadth and depth to achieve the following skills outcomes:

A. Evaluation: • Conduct screening and prevention procedures (including prevention activities) • Collect case history information and integrate information from

clients/patients, family, caregivers, teachers, relevant others, and other professionals

• Select and administer appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures

• Adapt evaluation procedures to meet client/patient needs • Interpret, integrate, and synthesize all information to develop diagnoses and

make appropriate recommendations for intervention • Complete administrative and reporting function necessary to support

evaluation • Refer clients/patients for appropriate services

B. Intervention: • Develop setting-appropriate intervention plans with measurable and achievable

goals that meet clients’/patients’ needs. Collaborate with clients/patients and relevant others in the planning process

• Implement intervention plans (Involve clients/patients and relevant others in the intervention process)

• Select or develop and use appropriate materials and instrumentation for prevention and intervention

• Measure and evaluate clients’/patients’ performance and progress • Modify intervention plans, strategies, materials, or instrumentation as

appropriate to meet the needs of clients/patients • Complete administrative and reporting functions necessary to support

intervention • Identify and refer clients/patients for services as appropriate

C. Interaction and Personal Qualities:

• Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others

• Collaborate with other professionals in case management • Provide counseling regarding communication and swallowing disorders to

clients/patients, family, caregivers, and relevant others • Adhere to the ASHA Code of Ethics and behave professionally

Each graduate student will also need to demonstrate competency with client populations who present with a variety and severity of communication disorders, differences, and disabilities across the lifespan. This will be accomplished through the completion of the Marywood University Formative Assessment Manual.

Clinical Practicum Interpretations by Clinical Certification Board 1. Persons holding CCC in Speech-Language Pathology may supervise

• All speech-language pathology evaluation and treatment services. • Non-diagnostic audiologic screening for the purpose of performing a speech and/or

language evaluation or for the purpose of initial identification of individuals with other communicative disorders.

• Aural habilitative and rehabilitative services. 2. Persons holding CCC in Audiology may supervise

• Audiologic evaluations. • Amplification (hearing aid selection and management). • Speech and/or language screening for the purpose of initial identification of individuals

with other communicative disorders. • Aural habilitative and rehabilitative services.

3. ASHA states that only direct contact spent with the client or the client’s family in assessment,

management, and/or counseling can be counted toward practicum. 4. Evaluation hours are those hours spent in the screening, assessment, and diagnosis of

communicatively disordered individuals, which are accomplished prior to the initiation of the treatment program. Formal re-evaluations can also be counted as evaluation hours.

5. Ancillary activities such as writing lesson plans, scoring tests, transcribing language samples,

preparing treatment activities, and writing reports may not be counted as clock hours. In addition, conference time with clinical supervisors and other staff members may not be counted as clock hours.

6. If a client demonstrates a communicative disorder of two or more categories (i.e., articulation,

language) accumulated clock hours need to be distributed among the categories according to the evaluation/treatment time spent on each disorder. As an example, if a client demonstrates both an articulation and language disorder and received 30 hours of treatment with one-half of each treatment spent on articulation and one-half spent on language, fifteen (15) hours of articulation and fifteen (15) hours of language treatment should be recorded.

7. If more than one clinician is working with a client at one time, clinicians only earn clock hours per areas of direct contact.