UNIVERSITY OF NORTH CAROLINA
AT GREENSBORO
Department of Communication
Sciences and Disorders
CSD 573: Advanced Clinical Practice in
Speech-Language Pathology
COURSE SYLLABUS
Spring, 2002
Tuesday, 12:15-2:00
Instructor: Vicki
McCready, M.A., CCC-SLP
Director, UNCG Speech
and Hearing Center
Clinical Supervisor
Office: 314
Ferguson Building
Phone: 336/334-5184
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:
Martha Eanes eanesvbs@aol.com
Colette
Edwards cletmedw@aol.com
Denise
Russo reinb
ofish@yahoo.com
Advanced clinical
practice in diagnosis of and therapy for communication disorders. May be repeated for credit.
This course is a
continuation of CSD 571 and as such, is designed to provide graduate students
with their second or advanced graduate practicum experience in speech-language
pathology. Working toward the 350 clock
hour requirement of the American Speech-Language-Hearing Association
( ASHA ), students
are expected to complete at least 100 clinical hours of
supervised practicum by the end of their second semester of graduate
school. Students who do not obtain
this minimum or who want to increase their hours need to enroll in summer
clinic.
Just as in CSD
571, students are assigned clients with communication disorders or clients
seeking accent reduction or code-switching.
Therapy with those clients is conducted in the UNCG Speech and Hearing
Center or another specified facility under the close supervision of a faculty
supervisor. Students continue to attend
a two hour class that helps them develop and refine the planning, instructional
and interpersonal skills necessary for diagnostics and therapy. During class time students work in PODS or
small groups and outside of class time students confer with supervisors to
discuss their clients as well as the clinical and supervisory processes.
In this advanced
practicum course, students are expected to move along Anderson’s continuum of
supervision ( 1988 ) from the evaluation-feedback stage requiring a
direct/active style of supervision to the transitional stage requiring a
collaborative style. As the supervisor
becomes less directive and evaluative, the student becomes more independent and
more self-evaluative
In this new stage,
the student gains in self-confidence and needs less and less intervention from
the supervisor. In all areas of
clinical work the student initiates more interactions with the supervisor,
engages in joint problem-solving, does more independent research, and conducts
therapy with more assurance and demonstration of skills than in the first
semester of practicum.
Special attention
during CSD 573 will be given to two areas of study: the development of interpersonal/counseling skills and the
development of cultural sensitivity and competence. Interpersonal skills are especially essential in our field as we
work on helping clients and families accept and change behaviors and as we work
collaboratively with other professionals.
And so also is the necessity for cultural awareness and competence as we
move into an ever increasing multicultural society comprised of individuals who
demonstrate communication or dialect differences and/or disorders.
III.
Student Learning Outcomes
Given examples as well as class reminders
and supervisory input, students will write a Therapy Plan, Lesson Plans, and a
Progress Report for each client as
specified both in class and in the CSD 571 Course Syllabus. To be acceptable, all reports should be
completed at an average or above level as judged by individual
supervisors. Less input from
supervisors is expected than during CSD 571.
Given examples as well as class preparation
and supervisory input, students will write SOAP notes and later in the semester
Treatment Protocols for each client’s sessions. These written documents will replace the traditional Lesson Plans
used in CSD 571 and in the first few weeks of CSD 573. To be acceptable, they should be completed
at an average or above 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, these reports should be
completed at an average level or above as judged by individual supervisors.
Given class instruction, examples, and
reminders, students will evaluate their own work through observations, written
analyses, and verbatim transcripts of videotaped therapy or diagnostic
sessions. In addition, students will
complete mid-term and final overall evaluations of their clinical work. To be acceptable, all written analyses
should be deemed appropriate by individual supervisors.
Students will evaluate their supervisors’
work in the areas of general, instructional, and interpersonal skills 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.
Given reading assignments, handout
material, and discussion in class and PODS, students will participate in
simulated interpersonal encounters and will demonstrate use of effective
listening and counseling skills. Given
this practice, they will then demonstrate use of these skills in therapy
sessions. To be acceptable, skills
should be displayed in all therapy sessions after class and POD practice as
noted by individual supervisors on observation sheets.
Given reading assignments, handout
material, and preparation and discussion in class and PODS, students will
participate by POD in a case study presentation highlighting assessment and
intervention issues related to culturally and linguistically diverse
populations. The five cultures to be
studied are: African American, Asian
and Pacific American, Latino, Native American, and Middle Eastern and Arab
American. To be acceptable, each
presentation should be rated at least at a B or above level on the Classroom
Presentation Form completed by clinical faculty.
A. Battle, D.E. ( 2002 ). Communication
disorders in multicultural populations ( third edition ). Boston:
Butterworth-Heinemann.
B. Luterman, D.M. ( 2001 ). Counseling
persons with communication disorders and their families ( fourth edition
). Austin: pro-ed.
C. OPTIONAL: Goldstein,B. ( 2000 ). Cultural and linguistic diversity resource
guide for speech-language pathologists.
San Diego: Singular Thomson
Learning.
Students will register for three credit
hours of clinic and will have at least
four contact hours with clients per week and more if on a diagnostic team. 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
when appropriate.
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
classes 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 groups or PODS
frequently 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. When PODS meet, they
will meet during clinic class time.
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 are expected to adhere to every
aspect of the Academic Honor 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: #II.A.1. and #II.B.1.,2.,3. ).
Attendance at all clinic classes and
therapy and diagnostic sessions.
Attendance and participation in regularly
scheduled supervisory conferences ( SLO: #II.C.1.,2. ).
Completion of all reading assignments and
other assignments associated with class.
Participation in one POD presentation to
the entire class on one of the major cultural groups in the United States
( SLO: #II.D.2. )
Strict adherence to rules of
confidentiality regarding all clients and files.
Strict adherence to the ASHA Code of Ethics.
All students will be evaluated and graded
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: #II.A.2. and #II.D.1.,2. )
Performance of Clinical Behaviors ( SLO: #II.A.3.,4. )
Report Writing ( SLO: #II.A.1. and #II.B.1.,2.,3. )
Participation in class, in PODS, and in the supervisory process (
SLO: #II.C.1.,2. and #II.D.1.,2. )
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: #II.C.1.,2.)
Final grades for CSD 573 are determined by
all the supervisors of each student and are the average of the individual assessments
in the following areas:
Performance of clinical behaviors 65%
Report writing 15%
Participation in the supervisory
process/class/POD 15%
Professionalism 5%
If
a student is on a diagnostic team, that grade will be averaged proportionately
with the grade in performance of clinical behaviors and report writing.