UNIVERSITY OF NORTH
CAROLINA AT GREENSBORO
Department
of Communication Sciences and Disorders
CSD 571:
Beginning Clinical Practice in Speech-Language Pathology
Fall,2002
325 Ferguson
Building
Office: 343 Ferguson Building
E -Mail: cvmccrea@uncg.edu
Clinical Supervisors: Perry Flynn
pfflynn@uncg.edu
Lyn
Mankoff
lbmankof@uncg.edu
Vicki
McCready ( see above )
Louise Raleigh lfraleig@uncg.edu
Parttime:
Sandie Barrie-Blackley llclinic@aisnc.net
Martha Eanes eanesspeech@aol.com
Colette Edwards cletmedw@aol.com
Denise
Russo
reinbofish@yahoo.com
Tracey
Snipes tsnipes@ncat.edu
Beginning
clinical practice in diagnosis of and therapy for communication disorders.
Before
being assigned Externships during their second year of graduate school,
students must complete a minimum of 100 clinical hours or approximately 50
hours per semester during their first year.
Students who do not obtain this minimum by the end of their first year
will need to enroll in summer clinic.
Before beginning
this initial clinical practicum, students should have completed at least 25
clock hours of supervised observation.
Written verification of these hours should be in each student’s
file. Students also should have
completed the basic courses in speech and language disorders and should be
enrolled in diagnostics or should have completed a course in that area. The
observations and coursework are preparatory experiences before beginning direct
practicum with individuals who have communication disorders.
Given classroom and supervisory
instruction, students will collect data, make objective observations, and use
results to design a Therapy Plan. To
be acceptable, all results should be reported orally and/or in writing and
approved by individual supervisors.
After meeting with
supervisors and reviewing diagnostic textbook material, students on a
diagnostic team will demonstrate application and integration of the basic
principles of diagnostics into the evaluation process. To be acceptable, principles should be
reported and discussed with individual supervisors before and after each evaluation
at a level deemed appropriate by supervisors.
Emphasis should be on the application of the principles for each
particular case.
After reading and
discussing the ASHA Code of Ethics, students will name the four principles of
ethics and/or rules that are illustrated in various written or enacted
scenarios. In addition, students will
apply those principles to all clinical work.
To be acceptable, application of principles must be demonstrated at all
times to individual supervisors.
Given specific and general
input and demonstration from individual supervisors, students will demonstrate
use of planning, instructional, and interpersonal skills with all assigned
clients. To be acceptable, mid-term and
final evaluations of clinical skills should be at average (or satisfactory)
levels or above according to the Assessment of Clinical Performance.
After reviewing and
role-playing interviewing techniques, students on diagnostic teams will apply
and demonstrate those techniques with their clients with specific and general
input from supervisors. To be
acceptable, mid-term and final evaluations of interviewing skills should be at
average levels or above.
After meeting with
diagnostic supervisors and given specific and general input and/or
demonstrations, students on diagnostic teams will demonstrate appropriate
planning, testing, and reporting skills for each individual client. To be
acceptable, mid-term and final evaluations of these skills should be at
average levels or above.
After class instruction and text
preparation and given a case scenario, students will write behavioral
objectives accurately for each case.
To be acceptable, each objective on a worksheet must include all
components of a behavioral objective.
Given examples as well as
class preparation, students will write a Therapy Plan for each client that
specifies the functional outcome goals,
short-term objectives and projected outcomes, treatment rationale and
treatment techniques/strategies/approaches.
To be acceptable, each Therapy Plan should be completed at a
satisfactory level as judged by individual supervisors.
Given examples as well as
class preparation and supervisory input, students will write Lesson Plans for
each therapy session which include behavioral objectives, materials and
teaching materials, a format for data collection and results. To be acceptable, Lesson Plans should be
completed at a satisfactory level as judged by individual supervisors.
Given examples as well as
class preparation and supervisory input, students will write Progress Reports
at the end of the semester, which include quantitative results of objectives,
summary/comments and recommendations.
To be acceptable, Progress Reports should be completed at a satisfactory
level as judged by individual supervisors.
Given examples as well as
supervisory input, students on diagnostic teams will write Diagnostic Reports
on each client evaluated. To be
acceptable, Diagnostic Reports should be completed at a satisfactory level as
judged by individual supervisors.
Given examples from Progress Reports and
discussion with individual supervisors, students will evaluate each client’s
progress and report on it in supervisory conferences and in Progress
Reports. To be acceptable, reports
should be deemed appropriate and agreed upon by individual supervisors.
Given class instruction
and examples, students will evaluate their own work through observations and
written analyses of videotaped therapy sessions. To be acceptable, all written analyses should be deemed
appropriate by individual supervisors.
After discussion in class
and supervisory conferences regarding the supervisory process, students will
evaluate their supervisors’ work on a written form as well as in mid-term and
final conferences. To be acceptable,
forms should be completed when requested and feedback given orally in individual
conferences.
1. ASHA (
2000 ). Certification and membership handbook.
Rockville,
MD: ASHA.
Meyer, S.M. ( 1998 ). Survival
guide for the beginning speech
language clinician. Gaithersburg, MD:
Aspen.
3. Roth,
F. P., & Worthington, C. K. ( 2000 ).
Treatment resource
manual for speech-language pathology (second edition). San Diego:
Singular.
4. Justice,
L. M., & Ezell, H. K. (2002). The syntax handbook. Eau
Claire, WI: Thinking
Publications.
Optional
1. Blockcolsky, V., Frazer, J.,
& Frazer, D. ( 1987 ). 40,000 selected
words. Tuscon: Communication Skill Builder
2. Hegde, M. N. ( 2001 ). Pocket
guide to assessment in speech-
language pathology (second edition). San
Diego: Singular.
3. Hedge, M. N. ( 2001 ). Pocket
guide to treatment in speech-
language pathology (second edition). San
Diego: Singular.
Students will register for 3 credit hours
of clinic and will be assigned therapy
in the on-campus clinic or at an off-campus site such as a local middle school,
high school, or branch of the public library with dialect clients. Students
will have at least 4 contact hours with clients per week and more if on a
diagnostic team or assigned to a preschool language group. Those students who have completed
coursework in diagnostics will be placed on a diagnostic team and will see two
to four clients for evaluations. All
cases will be supervised by our clinical supervisors both on and
off-campus. At least 25% of each
student’s total contact time with each client in therapy will be observed
directly by a supervisor and at least 50% of each student’s time in each
diagnostic session will be observed.
These times are ASHA’s minimum requirements and will be adjusted upward
during this first practicum experience.
Various instructional techniques will be
used to promote student learning including lectures, instructional centers,
handouts, guest speakers, videotapes of faculty and student therapy,
role-playing exercises, case presentations, and small and large group
discussions. If you have a special learning need, please speak with the instructor
and your clinical supervisor and we will work with you to accommodate your
need.
Students are expected to attend all clinic
seminars and therapy sessions, participate actively in class discussions and
exercises and complete all assignments by due dates. If you need to miss a class or therapy session due to illness or
an emergency, please notify the instructor or supervisor PRIOR to the session
or class. You are expected to
reschedule all missed therapy sessions and to obtain material missed in class. While in class, students are expected to
attend with respect and not to engage in other tasks. Since class meets during the lunch hour, food is permitted. PLEASE PREPARE LUNCH IN ADVANCE OF CLASS.
Students will work in small seminar
groups/PODS throughout the semester.
The PODS will be headed by a clinical supervisor or PODMA or PODPA. The purpose of the PODS is to facilitate
learning and interaction in a small collaborative group. Each student will be assigned to a POD at the beginning of the semester and
will remain in that POD for the entirety of the semester.
Students will meet with their individual
supervisors for a supervisory conference on a regular basis. Weekly conferences are recommended during
the first half of the semester.
Students on diagnostic teams will meet with
their team supervisor for a planning conference prior to the case, for a
staffing conference after the evaluation, and for a parent or client reporting
conference approximately one week after the evaluation.
Students will participate in requested
on-line activities through Blackboard such as group discussions with
supervisors and group discussions according to type of client. This class is a web-enhanced class and
students are expected to log-in to Blackboard frequently on a weekly
basis. The syllabus, clinic handbook
and other important course materials are now on-line and should be printed out
by students. Announcements will be
posted regularly and are a critical feature of Blackboard.
Students are expected to adhere to every
aspect of the Academic Integrity Policy
(http://saf.dept.uncg.edu/studiscp/Honor.html)
VI.
Course Requirements
Completion of all written reports
associated with therapy and diagnostic cases (Student Learning Outcome or SLO:
#III.C.1.,2.,3.,4.,5.). Examples and explanations will be provided
on Blackboard and in class.
Attendance at all clinic seminars/PODS and
therapy and diagnostic sessions.
Attendance and participation in regularly
scheduled supervisory conferences (SLO: #III.D.1.,2.,3.).
Completion of all reading assignments and
other assignments associated with the seminar.
Strict adherence to rules of
confidentiality regarding all clients and files (SLO: III.B.1.).
Strict adherence to the ASHA Code of Ethics
(SLO: #III.B.1.).
All students will be evaluated by their
clinical supervisors at the mid-term and at the end of the semester. Elements of the evaluation include:
Professionalism
( Student Learning Outcomes or SLO: #III.A.1.,2.,3, and #III.B.1. )
Performance of Clinical Behaviors ( SLO: #III.B.2.,3.,4. )
Report Writing ( SLO: #III.C.1.,2.,3.,4.,5. )
Participation in the supervisory process
( SLO: #III.D.1.,2.,3. )
Students are expected to
evaluate their own skills as well as those of their supervisors at the mid-term
and at the end of the semester ( SLO: #III.D.1.,2.,3. )
The grading system for CSD
571 is a Satisfactory-Unsatisfactory system.
This system was deemed appropriate for a student’s first semester of
clinical practicum. Without the stress
and worry of a grade per se, new clinicians should be able to devote their
energy to learning and working with clients. Students are expected to
perform at the level of Satisfactory and above on all of the
elements listed above in VII.A.