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

 

325 Ferguson Building

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

 

I.  Catalogue Description

 

Advanced clinical practice in diagnosis of and therapy for communication disorders.   May be repeated for credit.

 

II. About the Course

 

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   

 

A.  CONTINUING THE CLINICAL WORK

 

  1. Given classroom and supervisory instruction/reminders, 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.  Less supervisory assistance is expected than that given in CSD 571.

 

  1. After meeting with supervisors and reviewing diagnostic 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 supervisors before and after each evaluation at a level deemed appropriate by supervisors.

 

  1. Given 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 levels or above according to Level II expectations on the Assessment of Clinical Performance.

 

  1. After reviewing principles and techniques of interviewing and testing and after meeting with diagnostic supervisors and given input and/or demonstrations, students on diagnostic teams will demonstrate appropriate planning, testing, interviewing, and reporting skills for each individual client.  To be acceptable, mid-term and final evaluations should be at average levels or above.

 

B.  DOCUMENTING THE CLINICAL WORK

                              

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.

 

C.  EVALUATING THE CLINICAL WORK

    

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.

 

D.  ENHANCING THE CLINICAL WORK

  

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.

 

IV.  Texts                                                               

 

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.

 

 

V. Course Procedures

 

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.

 

VII.  Evaluation and Grading

 

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.