speech-language pathology and audiology program

HANDBOOK

Speech-Language Pathology and Audiology Program

Speech, Language, and Hearing Clinic Department of Special Education and Clinical

Services Indiana University of Pennsylvania

203 Davis Hall Indiana, PA 15705

www.iup.edu/special-ed/

Department Telephone: 724-357-2450 Department Fax: 724-357-7716 Clinic Telephone: 724-357-2451

Updated 01-23-2015

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http://www.iup.edu/special-ed/

ACADEMIC CURRICULUM

Program Overview Faculty

TABLE OF CONTENTS

Standards and Implementations for the Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA)-2005

Bachelor of Science Program Academic Policies Bachelor of Science Program Curriculum Sequence Master of Science Program—Program Overview Master of Science Program – Academic Advising Sheet Speech Language Pathology--Graduate Course Descriptions Admission to Teacher Education and Certification – 3-Step Process Technical Standards for the Graduate Program in Speech-Language Pathology

CLINICAL CURRICULUM, POLICIES AND PROCEDURES Clinical Education Goals Purpose of the Speech and Hearing Clinic Clinician Dress Code Outline of Practica Experiences Consent Form--Students Insurance Coverage Student Complaint Procedures Pre-Student Teaching Clinical Experience I Instructions

The Observer's Responsibility The ABC’s of Reporting Pre-Student Teaching Observation Form/Speech Pathology Pre-Student Teaching Observation Form/Non-Speech Pathology EDUC 242/ED 342 Observation Clinical Contact Hours Summary Forms

Pre-Student Teaching Clinical Experience II Lesson Plan Clinic Office File Procedures Speech Pathology Diagnosis Categories Case Management Outline Report Writing Case Summary Outline Report Writing Clinical Practicum--SPLP 420 Undergraduate Treatment Clinic Rating Scale Therapy Clinic, Practicum Treatment Contact Hours Form Observation Requirement Letter

Graduate Clinic Course Syllabi--Advanced Clinical Practicum I & II Treatment Clinic Rating Scale Therapy Clinic, Practicum Treatment Contact Hours Form Course Syllabus--Diagnostic Clinic Diagnostic Outline Report Writing Diagnostic Clinic Rating Scale Diagnostic Clinic, Diagnostic and Audiology Practicum Contact Hours Form Course Syllabus--Hearing Testing Clinic Hearing Clinic Rating Scale Hearing Clinic, Diagnostic and Audiology Practicum Contact Hours Form Internships at Graduate Level Health Requirements for Internships Form Internship Practicum Rating Scale Preschool - Therapeutic Internship Practicum Contact Hours Form School Age - Therapeutic Internship Practicum Contact Hours Form Adult - Therapeutic Internship Practicum Contact Hours Form Geriatric - Therapeutic Internship Practicum Contact Hours Form

Infection Control

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APPENDICES Appendix I - Standards and Implementations for the Certificate of Clinical Competence from the American Speech-Language-Hearing Association

Appendix II - Clinical Fellowship: Requirements and Procedures

Appendix III

Code of Ethics: American Speech-Language-Hearing Association Code of Ethics: Pennsylvania Speech-Language-Hearing Association Pennsylvania’s Code of Professional Practice and Conduct for Educators Code of Ethics : Speech-Language-Hearing Licensure Act for the State of Pennsylvania

Appendix IV

Commonwealth of Pennsylvania Certificate of Licensure Requirements for Speech- Language Pathology Pennsylvania Department of Education Instructional Certificate PRAXIS Tests Required for PA Instructional I Teaching Certificate--Speech-Language Pathology

Appendix V

The Family Educational Rights and Privacy Act(FERPA) Appendix VI

Pennsylvania Code: Laws Governing Collection and Release of Information in Public Schools

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ACADEMIC CURRICULUM

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Speech-Language Pathology and Audiology Program Overview Almost 50 years ago, a speech and hearing program was initiated at IUP. In 1965, the Department of Special Education and Clinical Services was formally developed and approved. In the area of Speech-Language Pathology, the Department now offers the following degree programs:

B.S. in Speech-Language Pathology M.S. in Speech-Language Pathology

The Speech-Language Pathology Program is accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association (ASHA). When a student has earned a Master degree, he/she will have completed the academic and clinical requirements mandated by the American Speech-Language-Hearing Association. The goal of the M.S. Program at IUP is to prepare competent professionals to habilitate or rehabilitate individuals who have speech, language, or hearing disorders. The student will be eligible for appropriate certificates and licenses which will enable employment as a Speech-Language Pathologist.

Completion of the sequence of courses in Speech-Language Pathology and Audiology at the undergraduate level serves as a pre-professional program for students planning to become practicing speech-language pathologists or audiologists. To prepare for certification in Speech-Language Impaired from the Pennsylvania Department of Education must successfully complete 9 semester hours of College of Education course requirements for teacher certification prior to enrollment in the Masters of Science degree program and complete the three step process for Admission to Teacher Education and Certification found in this handbook prior to graduation from the Master of Science Program.

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Speech-Language Pathology Faculty Jill L. Brady earned her Ph.D. in Communication Science and Disorders from the University of Pittsburgh in 2008, and has been at Indiana University of Pennsylvania since 2006. Her clinical experience includes assessment and intervention with preschool and school-age populations. Her areas of interest include pediatric language disorders, second language acquisition, bilingual language development, and the cognitive processes involved in sentence comprehension.

Lori Lombard earned a M.S. degree in Speech Pathology in 1992 from James Madison University and a Ph.D. in Communication Disorders in 1996 from Pennsylvania State University. Dr. Lombard joined the IUP faculty as Associate Professor in 2002, after serving 6 years as Assistant Professor in the Department of Otolaryngology and Associate Director of Speech Language Pathology at the University of Pittsburgh Medical Center. She teaches courses in Voice Disorders, Laryngectomy Rehabilitation, and Speech Science. Dr. Lombard is ASHA certified in Speech-Language Pathology. Lisa Hammett Price received a M.S. degree in speech-language pathology in 1994 from James Madison University and a Ph.D. in Communication Sciences and Disorders in 2004 from the University of Georgia. Dr. Price spent 9 years working as an SLP in public and international schools using pullout as well as collaborative and integrated service delivery models and developing early literacy curriculum with teachers. She joined the faculty as an associate professor in 2007. She teaches courses in language disorders in children, AAC, and early literacy development, and research design and statistics.

Cynthia Richburg joined IUP in September 2006 to serve as the faculty liaison between IUP and Bloomsburg University’s Doctor of Audiology (Au.D.) program. She also teaches audiology clinic for IUP graduate students enrolled in the Speech Language Pathology program. In addition to her career as a clinical audiologist, she has served on the faculty of the University of Utah, The State University of New York at New Paltz, and Missouri State University. Cynthia earned her graduate degrees in the discipline from the University of Tennessee—an M.A. in Audiology in 1989 and a Ph.D. in Speech and Hearing Science in 1998.

Shari A. Robertson received a M.S. in Communicative Disorders from Central Michigan University in 1982, and a Ph.D. in Communicative Disorders from the University of Wisconsin in 1997. Professor Robertson joined the faculty in 1997 as Assistant Professor and teaches language development and language disorders. She currently serves as Speech-Language Pathology Graduate Coordinator. Dr. Robertson is ASHA certified in Speech-Language Pathology.

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David W. Stein earned a M.A. degree in Speech Pathology in 1976 from Kent State University (after earning a B.S.Ed. from IUP), and a Ph.D. in Communication Disorders in 1984 from the University of Pittsburgh. Professor Stein joined the IUP faculty in 1992, following a sixteen year career as a clinician and clinical program manager, chiefly in healthcare settings. His courses focus on neuropathologies affecting speech, language, and swallowing. Dr. Stein currently serves as Speech-Language Pathology Program Director and Assistant Department Chairperson. He is ASHA certified in Speech-Language Pathology.

Karen Stein received a M.A. degree in Speech Pathology from Kent State University. She joined the faculty as an Assistant Professor in 2003, after 22 years managing rehabilitation programs at Latrobe Area and Sewickley Valley Hospitals. Karen serves as Director of the IUP Speech, Language, and Hearing Clinic. She is responsible for the clinical education of our undergraduate and graduate students, as well as internship placements. She is ASHA certified in Speech-Language Pathology.

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Standards and Implementations for the Certificate for Clinical Competence from the American Speech-Language-Hearing Association - 2005

Please view the following website for standards:

http://www.asha.org/certification/slp_standards.htm

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Bachelor of Science Program Academic Policies

Completion of the sequence of courses in Speech-Language Pathology and Audiology serves as a pre-professional program for students planning to become practicing speech-language pathologists or audiologists. Students entering the undergraduate program should be aware of the following:

IUP is accredited by the Council on Academic Accreditation of the American Speech-Language and Hearing Association (ASHA).

National certification (the Certificate of Clinical Competence in Speech-Language Pathology), state licensure, and Pennsylvania Department of Education Certification in Speech-Language Impaired are available only to holders of the Master's degree in Speech-Language Pathology.

Students will need to project a minimum QPA of 3.5 to qualify for admission to most graduate schools.

Upon completion of a Master degree at IUP, students will be prepared to provide services in work settings such as hospitals, community clinics, public health programs, and rehabilitation settings.

Students must have an overall QPA of 3.0 to enroll in 300 and 400 level courses.

Students who elect to prepare for certification in Speech-Language Impaired from the Pennsylvania Department of Education must successfully complete the College of Education requirements listed below prior to enrollment in the Masters of Science degree in the Speech- Language Pathology Program at IUP:

EDEX 103 Technology in Special Education COMM103 Tech for Learning Instruction or equivalent technology course.

EDSP102 Educational Psychology

SPLP412 Organization & Administration of Speech and Hearing Programs

EDUC242 Pre-Student Teaching I, EDUC342 Pre-Student Teaching II, or equivalent observation coursework.

The University Speech and Hearing Clinic serves as the laboratory for undergraduate clinical practicum. Prior to registration for the clinical practicum course (SPLP420), students must earn a QPA of 3.0 and complete at least 20 hours of clinical observation through enrollment in EDUC242 ( the remaining 5 hours of observation completed in EDUC342 is optional prior to registering for clinical practicum course).

25 hours of observation of speech-language pathology supervised by a professional holding a Certificate of Clinical Competence in Speech-Language Pathology must be obtained prior to enrollment in the graduate program.

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SPEECH-LANGUAGE PATHOLOGY & AUDIOLOGY Curriculum Sequence Guide

FIRST SEMESTER SECOND SEMESTER SEM GRADE SEM GRADE Fine Arts(ARHI, MUHI, THTR101; DANC102).3 ___ _____ HIST 196, 197, or 198...........3 ___ _____ ENGL 101 English Composition I....3 ___ _____ #HPED 143 Health & Wellness OR BIOL 104 General Biology II.......4 ___ _____ FDNT 143 Nutrition & Wellness...3 ___ _____ SPLP 111 Intro to Comm Disorders..3 ___ _____ PHYS/SCI 105 or any PHYS/CHEM.3-4 ___ _____ EDEX 111 Intro Excep Persons......3 ___ _____ SPLP 222 Intro to Audiology.....3 ___ _____ 16 credits EDEX 103 Tech in Special Ed (section for SPLE majors only)……………………3 ___ _____ 15-16 credits

START PORTFOLIO TAKE PEARSON PRE-SERVICE ACADEMIC PERFORMANCE ASSESSMENT EXAMS DURING THIS YEAR:

(READING, WRITING, MATHEMATICS) THIRD SEMESTER FOURTH SEMESTER SEM GRADE SEM GRADE EDSP 102 Educational Psych........3 ___ _____ SPLP 242 Speech Science I....3 ___ _____ SPLP 122 Clinical Phonology.......3 ___ _____ SPLP 251 A & P...............3 ___ _____ PSYC 101 Gen Psych.(LS Soc Sci)...3 ___ _____ SPLP 275 Language Science....3 ___ _____ LS Elective (MATH 217 Prob&Stat)..3 ___ _____ ENGL 202 English Comp II.....3 ___ _____ ENGL 121 Humanities Lit...........3 ___ _____ MATH ___ __________(LS Math).3 ___ _____ 15 credits 15 credits

SUBMIT PORTFOLIO FOR EVALUATION APPLY FOR ADMISSION TO TEACHER EDUCATION

FIFTH SEMESTER SIXTH SEMESTER SEM GRADE SEM GRADE SPLP 311 Aural Rehab..............3 ___ _____ SPLP 342 Speech Science II...3 ___ _____ SPLP 334 Language Development.....3 ___ _____ SPLP 406 Artic&Lang Dis (W)..3 ___ _____ EDUC 242 Pre-Student Tch I........1 ___ _____ EDUC 342 Pre-Student Tch II..1 ___ _____ Phil/Rel Studies.________________.3 ___ _____ Free Elective ___________....3 ___ _____ *LS Soc Sci Elective _____________.3 ___ _____ LS Elective (PSYC 310).......3 ___ _____ *LS Elective ___________________...3 ___ _____ 13 credits 16 credits

TAKE PRAXIS FUNDAMENTAL SUBJECTS: CONTENT KNOWLEDGE SEVENTH SEMESTER EIGHTH SEMESTER SEM GRADE SEM GRADE SPLP 401 Comm & Soc Comp Autism(W)3 ___ _____ SPLP 408 Organic Disorders...3 ___ _____ SPLP 412 Organ & Admin S&H Prog...3 ___ _____ SPLP 420 Speech Clinic (W)... OR *LS Soc Sci Elective ___________...3 ___ _____ Free Elective ___________....3 ___ _____ EDUC 442 School Law...............1 ___ _____ Free Elective ___________....3 ___ _____ Free Elective ___________.........3 ___ ____ Free Elective ___________....3 ___ _____ Free Elective ___________.... 2-3 ___ _____ Free Elective ___________....3 ___ _____ 15-16 credits 15 credits #You may chose to take MLSC 101 Military Science I & MLSC 102 Military Science II during two separate semesters as an alternate to this requirement. *One LS elective OR one LS social science elective OR one free elective) must be a LS global and multicultural awareness course NOTE: The PRAXIS Speech-Language Pathology exam is to be taken during the second year of the master degree program.

9-04-12

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Master of Science Program--Speech-Language Pathology The Speech-Language Pathology Program culminates in a Master of Science degree. IUP is accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association (ASHA). The program provides for the completion of the academic and practicum requirements for the Certificate of Clinical Competence from ASHA, for the Pennsylvania Licensure in Speech-Language Pathology, and for the Pennsylvania Department of Education Certificate in Speech and Language Impaired. The tripartite role is fulfilled by completion of all the course requirements for the B.S.Ed. and the M.S. degrees. Consequently, applicants who do not meet all of the undergraduate requirements will be asked to complete a majority of the deficiencies before registering for graduate courses. Workshops are not to be considered applicable for degree requirements. There is an option to complete a thesis, as well

Candidates for the Master of Science degree must meet the academic and practicum requirements for the Certificate of Clinical Competence in Speech-Language Pathology awarded by ASHA. A minimum 48-51 semester hours is required for the degree.

Admission Policy: The Graduate Admission Committee will review all applicants for admission in terms of courses listed on the transcript(s) as well as grade point average. Applicants will be informed of any deficiencies when they receive the acceptance letter from the Graduate School. Undergraduate courses in the major with a letter grade below a "C" will not be accepted as a prerequisite to graduate study and will be treated as a course deficiency.

Because clinical training opportunities limit the number of applicants that the program can accept, an undergraduate grade point average of 3.5 or higher is often required for an application to be competitive. Applicants with a grade point average below 3.0 will not be considered for acceptance.

Persons who are natives of other countries must achieve a score at the 90th percentile or higher on the written TOEFL and on the Test of Spoken English. If they are not graduates of an undergraduate program in Speech-Language Pathology and Audiology, the restrictions relative to completing deficiencies will also apply. Furthermore, the applicant must provide the program's Graduate Admission Committee with an audio tape recording of 20 minutes of free conversation with a colleague and 20 minutes of reading from a professional text. The Committee will judge the adequacy of the spoken language relative to General American English. Observation hours and clinical practicum completed in another country will be accepted only when they have been supervised by a speech-language pathologist or an audiologist who holds the appropriate certification from ASHA.

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Retention in Program: No person will be granted a degree who has more than one "C" grade in graduate courses in Speech-Language Pathology. Only one of these courses may be repeated. Clinical courses must be completed with a grade of "B" or higher to meet the requirements for graduation. Furthermore, the practicum hours in clinical courses with a grade of "C" or lower will not apply to ASHA certification or state licensure requirements.

National Examination: Prior to receiving their degree, students must either pass the Speech- Language Pathology Praxis II Exam and provide evidence to the Graduate Coordinator or pass comprehensive examination questions. The examination should be taken during the last year of enrollment.

Graduate Phase: Required courses.

Course Code Course # Course Title Credits SPLP 600 Neurolinguistics 3 SPLP 604 Diagnostic Methods 3 SPLP 610 Articulation 3 SPLP 616 Stuttering 3 SPLP 618 Voice 3 SPLP 630 Language-Disorders of Children 3 SPLP 635 Seminars in Cleft Palate-Head and Neck

Surgery, Audiology, Counseling, AAC, and Professional Issues

1-3

SPLP 632 Neurological Communication Disorders 3 SPLP 661 Advanced Clinical Practicum I 2 SPLP 662 Diagnostic Clinic 1 SPLP 663 Hearing Testing Clinic 1 SPLP 671 Advanced Clinical Practicum II 2 GSR 615 Elements of Research 3

Internship-two of the following: SPLP 696 Internship in Hospital 6 SPLP 698 Internship in Schools 6

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MASTER OF SCIENCE IN SPEECH-LANGUAGE PATHOLOGY ACADEMIC ADVISING SHEET FOR CCC AND PDE CERTIFICATION

IUP REQUIREMENT (or equivalent course if taken elsewhere) BASIC MATH & SCIENCE COURSES

Min./ actual cr.

When taken?

Grade

BIOL103/104 General Biology (one science course also for PDE Cert., C or better) 3 / GEOS , CHEM , PHYS or other physical science course (C or better): 3/ MATH217 Probability & Statistics (also for PDE Cert.) 3/ EDSP102 Educational Psychology (also for PDE Cert.) 3/ PSYC101 General Psychology (or other social sciences) 3/ PSYC310 Developmental Psychology 3/

Basic Math & Science Subtotal: 12/ BASIC HUMAN COMMUNICATION AND SWALLOWING SPLP222 Introduction to Audiology 3/ SPLP251 Anatomy & Physiology of Speech Mech. 3/ SPLP122 Clinical Phonology 3/ SPLP242 Speech Science I 3/ SPLP334 Language Development 3/ SPLP342 Speech Science II 3/

Basic Human Communication and Swallowing Subtotal: 18/

DISORDERS AND DIFFERENCES: NATURE, PREVENTION, ASSESSMENT, & INTERVENTION Undergraduate SPLP111 Introduction to Communication Disorders 3/ SPLP311 Aural Rehabilitation 3/ SPLP406 Articulation and Language Disorders 3/ SPLP408 Stuttering and Voice Disorders 3/

Disorders and Differences/Undergraduate Subtotal: 12/

Graduate SPLP600 Neurolinguistics 3 SPLP604 Diagnostic Methods 3 SPLP610 Articulation 3 SPLP616 Stuttering 3 SPLP618 Voice 3 SPLP630 Language Disorders of Children 3 SPLP632 Neurological Communication Disorders 3 SPLP635 Seminar in 1-3/ SPLP635 Seminar in 1-3/ SPLP635 Seminar in 1-3/ SPLP635 Seminar in 1-3/ SPLP635 Seminar in ______________________ 1-3 SPLP661 Advanced Clinical Practicum I 2 SPLP662 Diagnostic Clinic 1 SPLP663 Hearing Clinic 1 SPLP671 Advanced Clinical Practicum II 2 SPLP796/7/8 Internship in (798 specified for PDE certification) 6 SPLP796/7/8 Internship in 6

Disorders and Differences /Graduate Subtotal: 48/ PROFESSIONAL ISSUES, CREDENTIALS, AND ETHICS EDUC242 Pre-Student Teaching I 1 EDUC342 Pre-Student Teaching II 1 SPLP412 Organization and Administration of Speech and Hearing Programs (also for PDE cert.) 3

Professional Issues Subtotal: 5/ RESEARCH PRINCIPLES GSR615 Elements of Research 3 SPLP795 Thesis (optional) 3

Research Subtotal: 3/ GRAND TOTAL FOR CCC-SLP REQUIREMENTS: 98/

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PENNSYLVANIA DEPARTMENT OF EDUCATION REQUIREMENTS BIOL103/104 General Biology (or other basic science courses) 3 ENGL101 College Writing (composition course, C or better) 3 (4) ENGL121 Humanities Literature (literature course, C or better) 3 MATH (must be at least 100 level, C or better; MATH101 or higher for IUP Liberal .Studies) 3 MATH217 Probability & Statistics (C or better) 3 EDSP102 Educational Psychology 3 EDEX103 Tech in Special Ed or COMM103 Digital Instructional Tech 3 SPLP412 Organization and Administration of Speech and Hearing Programs 3 SPLP798 Internship in Schools 6

PRAXIS II EXAMS REQUIRED FOR PDE (TEST CODE) Passing Score Actual Score Fundamental Subjects: Content Knowledge (0511) 150 Teaching Speech to Students with Language Impairments (0881) OR Speech-Language Pathology (0330)

159 600

PRAXIS II EXAM FOR CCC & PA LICENSE (TEST CODE) Passing Score Actual Score Speech-Language Pathology (0330) 600

If SLP PRAXIS II exam not passed, date passed comprehensive exam:

Date of final review of KASA:

Date of final portfolio review for PDE/NCATE:

7-28-14

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Speech Language Pathology--Graduate Course Descriptions

SPLP 600 Neurolinguistics An overview of basic anatomy of those portions of the central nervous system that control linguistic functions, hypotheses accounting for evolution of the linguistic system, and the neurological control of human communication. The course will prepare the student for advanced study of speech and language development and neurogenic communication disorders of children and adults.

SPLP 604 Diagnostic Methods

Introduction to formal and informal procedures for evaluating speech and language disorders, selection of tests and techniques, reliability and validity of procedures, interviewing techniques appropriate to case history. Preparation of evaluation and case history reports; preparation of management programs.

SPLP 610 Articulation

Linguistic approach to articulatory process and analysis of misarticulation as symptoms of language dysfunction; variables related to articulatory mastery; programmed, traditional, and sensory-motor methods of modifying articulatory behavior.

SPLP 616 Stuttering

Nature and causes of stuttering. Emphasis on diagnosis and management. Counseling and learning theory application as two main approaches to treatment. Consideration of the person as a stutterer. Review of pertinent and recent research topics.

SPLP 618 Voice

Scientific principles of voice production and modification with emphasis on physiology, pathologies, or malfunctioning which produce voice defects; relationship between disorders of voice and personality; diagnostic and therapeutic considerations for both organic and psychogenic disorders, including the laryngectomized.

SPLP 630 Language Disorders of Children

Anatomical, physiological, psychological, neurological, and environmental factors related to language delay or disordered language acquisition. An inventory of language skills and means of fostering their development or compensating for inadequacies; a holistic versus specific approach to programs of remediation.

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SPLP 632 Neurological Communication Disorders Consideration of language, speech, and related problems resulting from neurological insult. Neurological dysfunctioning will be highlighted. Diagnosis and management of persons with dysphagia, apraxia and dysarthria will be emphasized. Role of family in rehabilitation and family counseling.

SPLP 635 Seminar in Communication

Prerequisites: Speech-Language Pathology major, admission to degree candidacy, and advisor approval

Intensive study of one or more areas of speech science, speech and language pathology, or audiology. Topics vary to meet the student's needs and interests. Course may be repeated for credit with a change in topic.

SPLP 661 Advanced Clinical Practicum I

Supervised practicum experience in the University Speech and Hearing Clinic with individuals exhibiting speech, language, and/or hearing dysfunction. Planning and administration of programs of therapy plus interviewing, diagnosing, counseling, and report writing.

SPLP 662 Diagnostic Clinic

Supervised practicum experience in performing in-depth diagnostic evaluations with individuals exhibiting any type of speech, hearing or language dysfunction. Experience in taking case histories, conferring with patients, and report writing.

SPLP 663 Hearing Testing Clinic

Supervised practicum experience in performing diagnostic audiological tests.

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SPLP 671 Advanced Clinical Practicum II Prerequisite: SH 661

Similar to SH 661; students assume more responsibility and experience may take place at approved off-campus sites.

SPLP 796 Internship in Hospitals

Prerequisite: Methodology and on-campus practicum courses, permission of graduate coordinator.

Supervised clinical experience in off-campus hospital settings with individuals exhibiting speech, language, and/or hearing dysfunction. Planning and implementing programs of therapy plus interviewing, diagnosing, and counseling, and report writing.

Supervised clinical experience in off-campus community agency settings with individuals exhibiting speech, language, and/or hearing dysfunction. Planning and implementing programs of therapy plus interviewing, diagnosing, counseling, and report writing.

SPLP 798 Internship in Schools

Prerequisite: Graduate methodology, on-campus practicum courses, permission of graduate coordinator, and undergraduate Professional Education Sequence.

Supervised clinical experience in school settings with individuals exhibiting speech, language, and/or hearing dysfunction. Planning and implementing programs of therapy plus interviewing, diagnosing, counseling, and report writing.

SPLP 850 Thesis

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Technical Standards for the Graduate Program in Speech-Language Pathology Technical standards are the non-academic standards that a student must evidence, in addition to proven academic ability and other relevant personal characteristics. The Speech-Language Pathology (SLP) Program expects all students to possess and be able to demonstrate the skills, attributes, and qualities set forth below, without unreasonable dependence on technology or intermediaries (effective use of assistive technology may be used to meet these standards). If you are uncertain about your abilities to meet these technical standards, please consult your advisor or the SLP Program Director to discuss your individual situation.

Physical health: The student must possess the physical health and stamina needed to carry out the SLP Program. The student must be able to continuously sit/stand for several hours.

Intellectual skills: The student must have sufficient powers of intellect to acquire, assimilate, integrate, and apply information and must have the intellectual ability to solve problems.

Motor and mobility skills: The student must have sufficient use of motor skills to carry out all necessary clinical procedures, both those involved in learning the fundamental sciences and those required in the clinical environment. This includes the ability: (1) to participate in relevant educational exercises and to extract information from written sources; (2) use a computer keyboard to operate clinical and laboratory equipment; and (3) access transportation to all clinical and academic placements.

Communication: The SLP student must have adequate communication skills to communicate professionally and effectively with individuals and groups (i.e., faculty members, fellow students, staff, clients, and other professionals). Effective professional communication includes both the oral and written language modalities (e.g., written or word processed progress notes, diagnostic and treatment reports, and/or telecommunication). The SLP student must demonstrate proficiency in English for both oral and written communication. Speech fluency and articulation, language processing skill, and the quality of voice and resonance must be adequately within functional limits in order to provide professional services.

Sensory abilities: The student must have sufficient acuity of the senses of vision, hearing, touch, and smell to observe effectively in the classroom, laboratory, and clinical setting. Students must possess the ability to observe both close at hand and at a distance.

Behavioral qualities: The student must possess emotional health sufficient to carry out the tasks above, must have good judgment, and must behave in a professional, reliable, mature, and responsible manner. The student must effectively manage the use of time and be able to systematize actions in order to complete professional and technical tasks with realistic constraints. The student must be adaptable, possessing sufficient flexibility to function in new and stressful environments. They must be able to critically evaluate her/his own performance, be forthright about errors, accept constructive criticism, and look for ways to improve academic and clinical performance. The student must show respect for individuals of different age, ethnic background, religion, and/or sexual orientation. The student must exhibit professional behavior by conforming to appropriate standards of dress, appearance, language and public behavior. The student must uphold the Codes of Ethics of the American-Speech-Language-Hearing Association, the Pennsylvania Speech-Language-Hearing Association, and the Pennsylvania Board of Speech, Language and Hearing Examiners, as well as Pennsylvania’s Code of Professional Practice and Conduct for Educators.

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Each student must meet all of the Technical Standards set forth above on a continuing basis. A student may be denied permission to continue in the M.S. in SLP Program at IUP should the student fail at any time to demonstrate all of the required Technical Standards. These technical standards are in addition to the Knowledge and Skills (KASA) Standards required by the American Speech-Language-Hearing Association’s Council for Clinical Certification for application for the Certificate of Clinical Competence (CCC-SLP).

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CLINICAL CURRICULUM, POLICIES AND PROCEDURES

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Clinical Education Goals 1. The student will demonstrate the ability to conduct assessment and evaluation consistent

with the age, sex and sociocultural status of the person and consistent with the professional environment.

2. The student will demonstrate the ability to conduct ongoing therapy in a variety of settings

for persons of all ages, sex, sociocultural status, regardless of the nature of the communication disorder.

3. The student will demonstrate a consistent pattern of professional development through

academic progress, acquisition and improvement of clinical skills and professional development.

4. The student will demonstrate entry-level professional competence.

5. The student will demonstrate the ability to cooperate with spouses, families, and other

service providers in order to enhance the communication systems of the service recipients.

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Purpose of the Speech, Language, and Hearing Clinic The Speech, Language, and Hearing Clinic is an educational unit of IUP. It functions as a laboratory program of the University to provide the faculty with the means of preparing college students enrolled in the Speech Pathology-Audiology program to become qualified speech- language pathologists. As a teaching program, we are committed to quality services so that the students will become qualified professionals.

Type of Services Available

The IUP Speech, Language and Hearing Clinic provides diagnostic and therapeutic services for persons of all ages with speech and language and/or hearing problems. These services are available for a minimal charge to students and employees at IUP as well as the community.

Scheduling

Services will be scheduled in accordance with the university calendar and the schedule of courses. The Clinic offers services only when the students are available during the university semesters. During vacation periods and between semesters, the Clinic is closed.

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Dress Code/Personal Hygiene Policy The faculty and staff of Indiana University of Pennsylvania’s Speech-Language Pathology Program believe it is imperative that students dress professionally at all times when observing and/or working in any clinical setting on and off-campus. Students in the clinical area, not in proper dress will not be permitted to observe and/or perform patient care. The following dress code is strictly enforced. Appropriate attire for female students includes:

• casual slacks/blouses/sweaters • dresses • skirts • casual, dress shoes • socks, nylons, or tights

Appropriate attire for male students includes:

• golf shirts/sweaters • casual/dress pants • dress shirt/tie • casual/dress shoes • socks

Students are not permitted to wear:

• jeans • sweatpants, sweatshirts, jogging suits • tank tops, halters, sleeveless tops, T-shirts • shirts exposing the mid-drift area • skirts/shorts above the knee • dangling jewelry, tongue piercing or rings • sandals/sneakers

With regard to personal hygiene:

• Hair should be worn in good taste, out of the face, and if necessary, tied back to prevent it from coming in contact with the patient/client.

• Deodorants and perfumes or colognes may be worn; however, the scent must be minimal and non-offensive.

• Reasonable jewelry may be worn. The following are not acceptable: ♦ no hanging jewelry: i.e. long chains, bracelets, hoop or dangle earrings ♦ no facial piercings; i.e. eyebrow, lip, nose, tongue, cheek, chin, etc... ♦ no excessive ear piercings or large-gauge earrings or gauges

• Fingernail length should not be excessive for patient/client comfort and safety. • Beards and/or mustaches must be neatly groomed. Those without beards or

mustaches must be clean shaven daily.

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Outline of Practica Experiences I.Undergraduate Practica

A. Pre-Student Teaching I (taken during sophomore or junior year) EDUC 242

1. Observation of 20 hours of speech-language pathology services 2.

B. Pre-Student Teaching II (taken after successful completion of EDUC 242 ) C. SPLP 420 Clinical Practicum (student must have overall grade point average of 3.0)

1. The student provides speech or language clinical services to clients with speech and language disorders.

*NOTE: Students entering the graduate program without a comparable clinical experience are required to make up these deficiencies before enrollment in the clinics listed below.

II.Graduate Practica

A. On-Campus Advanced Clinical Practica (treatment): SPLP 661 and SPLP 671

B. Off-Campus Clinical Practica: SPLP 696, SPLP 697, SPLP 698

1. Students will select two of the three available internships with Consultation of the IUP Speech and Hearing Clinic Director.

2. Students having completed the education track will enroll in SPLP 698 for one of the off-campus practicum.

C. Diagnostic Clinic

1. Student provides speech and language evaluations at the IUP Speech and Hearing Clinic.

D. Hearing Testing Clinic

1. Student provides audiological evaluations at the IUP Speech and Hearing Clinic or an off-campus site.

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Consent Form - Students INDIANA UNIVERSITY OF PENNSYLVANIA

SPEECH, LANGUAGE, AND HEARING CLINIC

MEMO

TO: UNDERGRADUATE AND GRADUATE CLINICIANS

FROM: Karen Goltz Stein, Director Speech, Language, and Hearing Clinic

The next page of this memo is an appendix which contains the consent form which you should read, sign, and return to the Clinic Office. The purpose of the form is to insure that you understand the legal and ethical restraints placed upon you relative to invasion of privacy and to insure that you are aware that you may also be recorded during the treatment process.

The provision of services to an individual is a unique legal situation wherein the client (or parents) waives the right to privacy and confidentiality in exchange for services. However, the client retains the right to control access to all information accrued during the provision of services. Your privilege of observation and access to files falls under the invasion of privacy. Under no condition are you to discuss clients outside of the clinic or take files or other information off of the second floor of Davis Hall. At times, the faculty could decide to restrict observation because such activities may interfere with services or supervision or because they judge information to be of such a sensitive nature that your access to it should be limited.

The second paragraph of the consent form indicates that you are also aware of the fact that, when clients are being photographed or tape-recorded you may be included. The intent of the paragraph is to receive your permission to record or photograph you and to indicate that we will not use these for commercial purposes without your permission.

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SPEECH, LANGUAGE, AND HEARING CLINIC DEPT OF SPECIAL EDUCATION AND CLINICAL SERVICES

INDIANA UNIVERSITY OF PENNSYLVANIA 263 DAVIS HALL

INDIANA, PA 15705

CONSENT FORM FOR STUDENTS I, , understand that, as a student/trainee of the Indiana University of Pennsylvania Speech, Language and Hearing Program, I will have access to the clinical records of the clients, will provide services, and will have the opportunity to observe clinical services being provided to the clients. I understand that these activities involve the right of privacy and confidentiality of these clients. Therefore, I am not empowered to release any information in verbal or written form to any person other than the professional faculty and staff of the Speech and Hearing Clinic. Furthermore, the privilege to observe clinical activities may be restricted at any time by the professional faculty and staff.

During the course of my educational program, it may be necessary for the Speech, Language, and Hearing Program to record my likeness on film, video-tape or audio-tape. I grant permission for such recordings insofar as they are necessary for the legitimate educational, service, and research functions of the Program. However, this permission does not extend to any recordings for commercial purposes.

Signed

Printed Full Name

Banner Number

Date

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Insurance Coverage in the Case of Malpractice

Although there have been no claims made against the university, a student, or an outside facility as a result of student negligence, the faculty recognizes that students have a growing need for protection against such claims. Our program requires that all students engaged in clinical practice purchase comprehensive coverage beginning with their first clinical experience.

A commercial insurance carrier has developed a Student Liability Program. This insurance program is approved by the American Speech-Language-Hearing Association, although it is not an ASHA function.

To purchase liability insurance, you must first be a member of NSSLHA (National Student Speech Language Hearing Association). You are then eligible to purchase insurance at a reasonable rate.

Student Program

NSSLHA Membership Dues $60/year ($30 Introductory NSSLHA ) Insurance $35/year Total $95/year

This insurance coverage includes:

$1,000,000 each claim $3,000,000 annual aggregate

Applications for NSSLHA membership and professional liability insurance are available online: http://www.asha.org/Members/NSSLHA/default/ www.proliability.com (select insurance for "student" which is on the left hand side of your

screen NOT Speech Pathologist. By selecting student you will not have to enter an ASHA membership # but you will have to join or be a member of NSSHLA. You may also call 1-800- 503-9230. You can also access insurance information on the ASHA website www.ASHA.org .

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http://www.asha.org/Members/NSSLHA/default/

http://www.proliability.com/

http://www.asha.org/

Student Complaint Procedures

SPEECH-LANGUAGE PATHOLOGY PROGRAM DEPARTMENT OF SPECIAL EDUCATION AND CLINICAL SERVICES INDIANA

UNIVERSITY OF PENNSYLVANIA

If you have a complaint about an aspect of our undergraduate or graduate training programs, and you feel comfortable taking that complaint directly to a faculty member, please do so. You may schedule an appointment, stop by a faculty office during office hours, send an email, or drop a note in the student assignment box in Davis 203. We suggest that you take your complaint to the program director. If that is not possible, or if you do not feel comfortable in doing so, you may go to the clinic director or any faculty member.

If your complaint is not resolved to your satisfaction, you may then take it to the following administrators, starting with:

Chair, Department of Special Education and Clinical Services Dean, College of Education and Educational Technology (if you are an undergraduate)

or Dean, Graduate School and Research (if you are a graduate student) The University Provost The University President

If, for any reason, you believe you should contact our program's accrediting body, that contact information is:

Council on Academic Accreditation American Speech-Language-Hearing Association 10801 Rockville Pike Rockville, MD 20852-3279 Main switchboard: 301-897-5700 Action center: 800-498-2071 Fax: 301-571-0457 www.asha.org Email [email protected]

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http://www.asha.org/

mailto:[email protected]

Pre-Student Teaching Clinical Experience I Instructions

Speech Language Pathology and Audiology

All students enrolled in the Speech-Language Pathology & Audiology Program at IUP must complete the following requirements before receiving credit for EDUC 242 - Pre-Student Teaching Clinical Experience I.

*Note: SPLP 111 must be completed prior to enrollment in EDUC 242.

A. Types of Observations: 1. 20 hours of observation supervised by a professional holding a Certificate of Clinical

Competence by ASHA. B. Instructions:

1. All observations will be recorded on forms found in the Handbook.

2. The time recorded must be the actual time instruction was in progress.

3. Each session observed must be recorded on a separate sheet.

4. Do not use the names of the person/persons being observed.

5. Additional sheets may be used. Date each one, and include the professional’s name as well as your own in the upper right hand corner of each additional sheet. Securely attach all sheets.

6. Each observation must be signed by the supervisor/teacher in charge of the learning experience.

7. Signed observation forms and summary sheets must be submitted to the professional assigned to EDUC 242 before a grade will be granted.

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The Observer's Responsibility As an observer, you are preparing yourself for the responsibilities of a clinician. You have an opportunity to develop some first-hand understanding and feeling of what speech therapy is really like.

The Main Job

Your primary responsibility is to keep an objective record of the therapy session. This is not an easy job. To be objective in your reporting of therapy is a skill you must develop. If you can develop skill in reporting your observations objectively, you will have taken a long step toward becoming a good speech-language pathologist.

Before you use your pen in the therapy session, you must use your eyes and ears. Your eyes and ears tell you what the Client and Therapist are doing. You can know what the Client said and the manner in which he said it. You can see facial expressions, body movements, and positions. You can see and hear similarities and differences in these behaviors. These are the aspects of the Client's reactions that can be directly seen and heard.

You can see the Client shifting frequently in the chair. (you can't see nervousness.)

You can hear the Client using a good (r) sound in 4 of 12words today as compared to 10 of 12 yesterday. (You can't see the Client not trying as hard as he did yesterday.)

You can observe the Client not looking at the Therapist. (You can't observe the Client being afraid to look at the Therapist.)

These few examples point up the difficulty arising when you start to use your pen to report your observations. We have a strong tendency to short circuit the objective reporting process. We short-circuit ourselves by crossing description and evaluation. And we fail to see the sparks.

Having seen and heard the Client's behavior, your next step should be to record it descriptively. Find words that tell what the Client or Therapist did or has, not what he is. Tell about what you have actually seen, not what you think you have seen. Objective description is not easy. You will have to work at it.

After you have described what you have seen and heard, it is appropriate to evaluate. In setting out to evaluate something, we try to make some sense out of what we've heard or seen. We try to organize, pattern, or establish relationships in order to understand. You will need to take on this task of evaluation after you have observed and described the therapy session.

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The ABC's of Reporting Therapy Sessions As an additional guide to your task, the following ABC's are provided. Keeping in mind the principles of observation, description and evaluation, these points should help you.

A for Activity Describe the nature of the activity going on between the Therapist and the Client The kind of material used is important. What the Client is supposed to do should be reported. The topics of conversation are worth noting.

B for Behavior Objectively report on the Client's speech behavior plus his non-verbal behavior. Describe the manner in which he handles the sound, the word, or the sentence. Note the success-failure ratio. Record the facial expressions, gestures, body postures, etc.

C for Comments It is important to record the comments the Client makes about himself or his behavior. Remarks that reflect the Client's attitudes need to be known. Also, report comments the Therapist makes about the Client or the Client's behavior.

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SPEECH-LANGUAGE PATHOLOGY & AUDIOLOGY Pre-Student Teaching Observation Form Name_______________________________________ Date______________________ Record the duration of service for each type of disorder in minute increments.

Disorder type observed Duration Disorder type observed Duration

Articulation Swallowing

Voice/resonance Cognitive

Fluency Social aspects of comm.

Language Hearing

Modalities

If group services were observed, check all that apply: Ethnicity: African-American___ Asian___ Hispanic ___ Native American___ White, non-Hispanic or Appalachian___ Appalachian___ Other___________(describe) Age range: Preschool (0-4) ___ School Age (5-18) ___ Adult (19-65) ___ Geriatric (65+) ___ SUMMARY OF OBSERVATION Clinical Objective(s): Methods: Observer's Impressions: Signatures: Student Clinician _____________________ Supervisor_____________________________ CCC #_______________ Exp. Date________ This observation was completed under the direct supervision of a qualified clinical supervisor who holds ASHA certification in Speech-Language Pathology

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OBSERVATION - CLINICAL CONTACTS Student Name:_____________________________________ Site: ________________________________________ Student Banner ID: @_______________________________

NOTE: Record time in minute increments NO CHECK MARKS Date

Client Initials

Age

Ethni-

city

Time (in

minutes)

Articu-lation

Voice/ Reson.

Fluency

Lang-uage

Swallow

Cogni-tive

Social

Aspects

Modal-

ities

Hearing

Enter total hours here:

Preschool(0-4) School Age(5-18) Adult(19-65) Geriatric(65+)

Ethnicity codes: AFA = African-American AS = Asian HI = Hispanic NA = Native American W = White, non-Hispanic or Appalachian AP = Appalachian O = Other___________________(describe)

Clinical supervisor’s name: ________________________ Signature:_________________________ CCC (SLP or AUD) #:________________________ CCC expiration date: ________________

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ED 342 - Pre-Student Teaching Clinical Experience II The purpose of this course is to prepare the student for his/her first clinical experience. The student will obtain a minimum of five (5) observation hours by following one client extensively over several weeks. The student will then conduct at least one therapy session with the client he/she has been observing.

During the course of the semester the student will learn to prepare:

- Treatment Plan - Case Management Plan - Individual Education Plan

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TREATMENT PLAN

Client Age

Problem Session

Date Clinician SEMESTER GOALS

SEMESTER OBJECTIVES

Supervisor Signature:

PROCEDURES

METHODS OF EVALUATION

EVALUATION RESULTS

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Clinic Procedures Client Files Client folders are kept locked inside Room 264 in the lateral file cabinet in the “active client folders” drawer. Students are permitted to access client files during clinic office hours, Monday through Friday 8:30 a.m. to 4:30 p.m. You may use the client files within the Clinic only. No client folder is to leave the second floor of Davis Hall. Once finished using the client folder, replace the folder alphabetically in the file drawer in Room 264 Davis Hall. If you need to return a client file and Room 264 is locked, you must place the client file in the filing cabinet in Room 261. Under no circumstances are client files to be left out.

Students are allowed in the clinic office when they are not working with clients, but are expected to maintain a professional demeanor and respect those working in the office.

All records and reports concerning a client are considered confidential and will remain in the client’s permanent folder. During revisions, case management plans and summaries are to be provided to the clinic supervisors as instructed. Final reports are to be given to the faculty supervisor directly or if the faculty supervisor is unavailable, give to the clinic secretary to be placed in the faculty mailboxes for signature. Do not file the final signed case management plans, case summary reports or assessment reports. Place these in the appropriate file folder in the clear sorter behind the GA desk for mailing and filing. Client Procedures Clients are scheduled by the clinic secretary. Attendance and clinical treatment hour forms are maintained by the students. Attendance is kept on the contact hours forms in the clinic folder in the graduate clinicians’ room. These forms are to be kept in the folders at all times. Attendance should be recorded as follows: Each time the client attends a session, put a check mark in the date column. If the client cancels their session in advance, write CX on the attendance sheet in the date column. If the client does not show up and does not call, write NS in the date column. If the University or Clinic cancels the session, write IUP CX in the date column. Prior to the start of treatment clinic each semester, students must record their client phone numbers and keep them in their possession in case they need to contact them from home. When a student is ill or there is an emergency and client sessions need to be canceled, it is the responsibility of the student to contact the client to inform them of the canceled session. The student must also immediately notify the Faculty Supervisor and the clinic secretary to let them know if the client was reached to inform them of the cancellation. If the client is not reached, the clinic secretary will continue to make attempts to reach each client prior to their appointment. Clinic Forms Various clinic forms are located in the file drawers within the clinic Room 263. When supplies are low, please report it to the GA or the clinic secretary. Do not use the last form.

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Clinical Hours Students are to record all clinical treatment, diagnostic and hearing hours, on the appropriate forms, at the end of each clinic date and enter into the Typhon clinical hours tracking system on a WEEKLY basis. Students are required to enter these hours regularly because they will be approved at by the faculty supervisors at midterm and final. At the end of the semester, students are required to turn in their ORIGINAL clinical hours sheets to the faculty supervisors. The supervisors will sign and approve the hours in Typhon. If there are any errors, the hours sheets will not be signed or approved until they are corrected. If corrections are not made before the end of the semester, the student will receive an incomplete for the course until the correction is made and the grade will drop by one letter grade. Full instructions and training on the clinical hours forms and the Typhon system are provided by the Clinic Secretary and Faculty during the first week of the semester of clinic. Clinic Tests Diagnostic tests are located in Room 262. All tests are to be signed out on the sign-out sheet located in the room, used within the clinic and returned the same day, unless permission is sought from both the Faculty Supervisor and the clinic secretary to check out the materials overnight. Under these circumstances, tests must be returned in the morning the following day. Test record forms are located inside room 264 and must be requested from the clinic secretary. Test forms are only to be checked out for clinic use. Under no circumstances are test forms to be handed out for classroom use. Notify the clinic secretary if the test forms are in low supply; DO NOT USE THE LAST RECORD FORM. A diagnostic test list inventory is kept on the back wall of the test room. Tests are categorized by diagnosis and alphabetized within each diagnosis category. For example, all articulation tests are designated by a yellow label and alphabetized. A comprehensive test list can be accessed by using the link below: Test Closet List comprehensive 6-18-14.pdf Clinic Materials and Equipment Clinic materials and equipment are located throughout the clinic. All materials and equipment must be signed out and returned back to their locations immediately following clinic. All students need to have access to these clinic materials, so they cannot be kept in student clinician mailboxes for any length of time. Although the clinic supplies various materials and equipment, students are expected to supply their own digital recorders. A comprehensive clinic materials list can be accessed by using the link below: CLINIC MATERIALS LIST 7-29-14.pdf For answers to any questions not covered in Clinic Procedures, please ask the Clinic Secretary, Faculty Supervisor, or the Clinic Director.

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Speech-Language Pathology Diagnosis Categories (9) Diagnoses (more than one diagnosis may be given as directed by faculty supervisor):

Articulation (foreign accent reduction is in this category)

Voice and Resonance

Fluency Language Disorders

Swallowing Disorders

Cognitive Aspects of Communication

Social Aspects of Communication

Communication Modalities

Hearing

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CASE MANAGEMENT OUTLINE REPORT WRITING

INDIANA UNIVERSITY OF PENNSYLVNIA SPEECH, LANGUAGE, AND HEARING CLINIC

CASE MANAGEMENT SEMESTER/YEAR

NAME: BIRTH DATE: ADDRESS: AGE: PHONE: PARENT/LEGAL GUARDIAN: CLINICIAN(S): (if appropriate) SUPERVISOR: SPEECH PATH DIAGNOSIS:

(See List of ASHA’s 9 Diagnoses) DESCRIPTION OF PROBLEM

This section provides a succinct, but thorough, description of the client’s current levels of performance and history pertinent to therapeutic goals and objectives.

• Begin with a topic sentence that relates to the client’s competencies and/or behaviors in the

areas of speech, language and/or hearing. • Mention referral source and previous therapy, if known.

• Summarize test results or available information.

• Use person-first language (e.g. “a child with language delay” NOT a language-delayed

child.”) • Be sure to clearly differentiate between clinical impressions and documented facts.

SEMESTER GOALS AND OBJECTIVES

This section provides an outline of the direction of therapy through a series of carefully selected goals and objectives.

• There should be a logical flow between the information presented in the Description of the

Problem and the goals/objectives that are selected. For example: Don’t report language scores in the first section and write articulation goals in this section.

• A semester goal states the behavior that is reasonably expected to be obtained by the end

of the semester. Objectives (or benchmarks) are the intermediate steps toward the semester goal. See “Writing Goals and Objectives”

• Insure that the all goals/objective relate to CLIENT behaviors – not to clinician behaviors.

(e.g., “Joey will produce a two-word combination with 90% accuracy given a verbal model.” NOT “The clinician will model two-word combinations for Joey to imitate.”)

PROCEDURES

Your supervisor may ask you to integrate this section into your goals/objectives.

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This section provides an overview of the procedures that you expect to use in meeting the goals and objectives that have been developed for the client. For example, you might expect to use minimal pair contrast therapy for articulation or perhaps expansion and recasting for developing language. Perhaps you plan to use a group therapy setting for your clients with TBI or aphasia or play therapy for a preschool student. A general description is acceptable.

EVALUATION

If not adequately described within the goals/objectives, this section outlines how

progress will be monitored. Recall that there is a difference between the criteria one uses for meeting a goal or objective and methods used by the clinician to determine whether the client has met the stated criterion. For example, you might indicate that you will tally correct responses across sessions, or you may tape record the session and identify correct and incorrect productions with the client’s input.

(Name of Clinician), Graduate Clinician

(Name of Supervisor), Faculty Supervisor, Degree, CCC-SLP

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CASE SUMMARY REPORT WRITING

INDIANA UNIVERSITY OF PENNSYLVANIA SPEECH, LANGUAGE, AND HEARING CLINIC

CASE SUMMARY SEMESTER/YEAR

NAME: BIRTHDATE: ADDRESS: AGE: TELEPHONE: SPEECH PATH DIAGNOSIS: (See list) PARENT OR LEGAL GUARDIAN: TOTAL HOURS OF THERAPY:

(these hours must be on every summary) CLINICIAN(S): SUPERVISOR:

DESCRIPTION OF PROBLEM • Summarize the information you provided in this section from the Case Management • Add any additional information such as new test scores, etc

PROGRESS TOWARD GOALS • List each goal/objective as stated on the Case Management report. • Under each, state the progress that has been made toward the targeted behavior and

techniques used. CLINICAL IMPRESSIONS (Optional) • Check with your supervisor regarding their preference for including this section. • Use this section to provide additional information about therapy. For instance, behavioral

management, attendance, parental/family concerns and involvement, techniques that were tried, but not successful, etc.

• Continue to use professional writing style even though this is a more description section of the report.

RECOMMENDATIONS

• Include Recommendations for further therapy, including frequency and duration. • Check with your supervisor regarding making specific suggestions about where the

therapy could take place. • Include recommendations for the focus of future therapy.

(Name of Clinician), Clinician

(Name of Supervisor), Faculty Supervisor, Degree, CCC-SLP

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Clinical Practicum - SPLP 420 This clinical experience is designed to provide the student with his/her full clinical therapy experience. Each student is assigned clients who are typically seen twice weekly for 1/2 hour to one hour sessions throughout the semester. All clinical sessions are supervised by a faculty member holding a CCC in SLP.

The types of clients seen by the student vary, depending on the clients available. Typically, a student will provide clinical services to at least one child with an articulation and/or language disorder. Other types of clients include IUP students with articulation deviations and international students with communication difficulties.

Students must have an overall QPA of 3.0 to enroll in SPLP 420. In addition, they must have successfully completed EDUC 242.

Before enrolling in SPLP 420, each student is required to purchase liability insurance. Professional liability insurance can be purchased at a reasonable rate by members of NSSHLA (National Student Speech-Language-Hearing Association).

All clock hours must be recorded by the student, and signed at the end of the semester by the faculty supervisor.

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Clinician: Semester:

Supervisor:

Indiana University of Pennsylvania SPEECH–LANGUAGE PATHOLOGY—UNDERGRADUATE TREATMENT CLINIC RATING SCALE

Use the following scale to assess student performance on the primary competencies areas listed below. E = exceeds expectations M = meets expectation D = does not yet meet expectations

Then, rate the development of the student for each of the areas listed below using the scale below. The student’s performance is described in the first column and a description of the level of supervision that is required to perform the competency is described in the second column. Please use this scale and these descriptors to score the degree of competency obtained by the student and record the score in the box to the right of each competency. .

Student Performance Level of Supervision Required 4. Demonstrates competency independently and consistently -

Requires appropriate level of independence for current stage in program.

3. Demonstrates competency but skills require refinement and/or consistency

Requires minimal monitoring and/or supervisory consultation to achieve independence appropriate for current stage in program.

2. Demonstrates competency but skills require further development-

Requires moderate supervision and/or instruction/intervention to achieve independence appropriate for current stage in program.

1. Competency skills are emerging Requires frequent supervision and instruction/intervention to achieve independence appropriate for current stage in program.

0. Does not demonstrate competence Requires constant supervision, modeling and instruction

• The primary competencies for this clinic (in Roman numerals) must be rated by the supervisor using the scale above.

• The specific knowledge or skill competencies (listed by capital letters) should be observed by the supervisor, as appropriate to the context of the activities in this clinic and appropriate to the experience level of the clinician. Each of these knowledge or skill competencies must be demonstrated by the student, appropriate to those clinical activities and his or her experience level. If a student does not demonstrate a knowledge or skill competency, a remediation plan must be developed and implemented so that it is demonstrated prior to graduation.

The competencies in this clinic allow you to meet the following accreditation and certification standards:

Course

Objectives COE-ET Graduate

Framework ASHA Standards PDE Standards Performance Indicator

Competencies I-IV

Practice III B-H IV G

IB,F,E,H,J; IIC,E,I; IIID

Competency rankings

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COMPETENCIES (I-III)

I. The student will demonstrate knowledge and skill fundamental to the practice of Speech-Language Pathology:(in the boxes to the right, rate this competency on the 0-4 point scale)

A. Skill in oral communication B. Skill in written communication C. Knowledge of theories of typical and atypical growth and behavior. D. Knowledge of basic human communication and swallowing

processes. E. Knowledge of the nature of speech, language, hearing and

communication disorders and differences or swallowing disorders. F. Knowledge of the principles and methods of prevention and

assessment and intervention for people with communication or swallowing disorders.

G. Knowledge of standards of ethical conduct. H. Knowledge of principles of evidence-based practice, as supported by

research. I. Knowledge of contemporary professional issues including legal

entitlements, array of service options. J. Knowledge of national, state, and local professional organizations and

certification, specialty recognition, licensure, and teacher certification.

Midterm

Final

A

E M D

E M D

B E M D

E M D

C

E M D

E M D

D

E M D

E M D

E

E M D

E M D

F

E M D

E M D

G

E M D

E M D

H

E M D

E M D

I

E M D

E M D

J

E M D

E M D

II. The student will demonstrate the ability to conduct ongoing therapy in a variety of settings for persons of all ages, sex, and sociocultural status, regardless of the nature of the communication or swallowing disorder. (in the boxes to the right, rate this competency on the 0-4 point scale)

Did the student demonstrate adequate knowledge or skill in these areas, appropriate for this point in their clinical development?

A. Develops setting-appropriate intervention plans with measurable and achievable goals that meet the clients’ needs. Collaborates with the clients and relevant others in the planning process.

B. Implements intervention plans. Involves clients and relevant others in the intervention process.

C. Selects or develops and use appropriate materials and instrumentation for prevention and intervention.

D. Measures and evaluates clients’ performance and progress. E. Modifies intervention plans, strategies, materials, or instrumentation as

appropriate to meet the needs of the clients. F. Completes administrative, legal, and reporting functions necessary to

support intervention. G. Identifies and refers clients for services as appropriate.

Midterm

Final

A

E M D

E M D

B E M D

E M D

C E M D

E M D

D E M D

E M D

E E M D

E M D

F E M D

E M D

G E M D

E M D

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III. The student will demonstrate professional and customer-friendly interaction and personal qualities:(in the boxes to the right, rate this competency on the 0-4 point scale)

Did the student demonstrate the following knowledge or skill items, appropriate to this clinic and appropriate for this point in their clinical development?

A. Communicates effectively, recognizing the needs, values, preferred mode of communication and cultural/linguistic background of the client, family, caregivers, and relevant others.

B. Collaborates with other professionals in case management; demonstrates a work ethic of personal discipline and respect.

C. Provides counseling regarding communication and swallowing disorders to the clients, family, caregivers and relevant others.

D. Adheres to professional Codes of Ethics, including those of ASHA, PSHA, and the Pennsylvania Codes for educators and for state licensure; behaves professionally.

Midterm

Final

A

E M D

E M D

B E M D

E M D

C

E M D

E M D

D

E M D

E M D

Grading scale: Taking all three (I, II, and III) competency ratings into consideration, the minimum competency rating determines the grade assigned, as follows:

Minimum competency

rating

Minimum clinic grade A Students must receive 4s on at least two of the competencies B Students must receive 3s and 4s on all three competencies C Student receives a 2 or less in any of the competency areas F Student receives a 1 or less in any of the competency areas

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Clinician: Semester: MIDTERM STRENGTHS:

MIDTERM OPPORTUNITIES FOR GROWTH:

MIDTERM GRADE: ************************************************************************************** FINAL STRENGTHS:

FINAL OPPORTUNITIES FOR GROWTH

FINAL GRADE:

Signature, Supervisor CCC Number

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SPEECH-LANGUAGE PATHOLOGY CLINIC PRACTICUM TREATMENT CONTACTS

*Speech Pathology Student Name:_________________________________ Site:______IUP CLINIC_____________ *Banner ID:________________________________________ *Client Initials: ___________________ *Client age: ___________

*Ethnicity: African-American___, Asian____,Hispanic_____,Native American____,White(non-Hispanic or Appalacian)_____ AP = Appalachian_______ O = Other___________________(describe) NOTE: Record time in minute increments. NO CHECK MARKS

Enter total HOURS here:

*required fields Clinical supervisor’s name:____________________________ Signature:____________________________________ CCC (SLP or AUD) #:_____________________________ CCC expiration date: ________________

Date

Time (actual

minutes)

Articu-lation

Voice/ Reson.

Fluency

Lang-uage

Swallow

Cogni-tive

Social Aspects

Modal-ities

Hearing

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Graduate Clinic Each student enrolled in the graduate program in Speech-Language Pathology at IUP will register for a minimum of four clinics.

Policy on Clinical Supervision

In accordance with the 2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology all supervision is provided by individuals who hold the Certificate of Clinical Competence. The amount of supervision is appropriate to the student's level of knowledge, experience, and competence.

All clinical supervisors follow Standard IV-E guidelines:

“Direct supervision must be in real time and must never be less than 25% of the student's total contact with each client/patient and must take place periodically throughout the practicum. These are minimum requirements and should be adjusted upward if the student's level of knowledge, experience, and competence warrants. A supervisor must be available to consult as appropriate for the client's/patient's disorder with a student providing clinical services as part of the student's clinical education. Supervision of clinical practicum must include direct observation, guidance, and feedback to permit the student to monitor, evaluate, and improve performance and to develop clinical competence.” (Implementation ASHA CCC SLP)

In order to ensure that supervision is always sufficient to safeguard the welfare of our clients, students will be assigned only one client at the start of a clinical practicum experience. Additional clients will be assigned only when the clinical supervisor determines that the student's performance with the initial client is adequately independent for the target stage of the student's clinical development. If a student requires additional supervision after multiple clients have been assigned to multiple students in a given section of clinic, the student in need will be provided with greater than 25% supervision, to the extent needed. The remaining students in that section of clinic will subsequently be provided with additional supervision to meet the minimum 25% standard. If necessary, other faculty supervisors will be recruited to assist with that section of clinic to meet the minimum 25% standard. In addition the Clinic Director is available to assist with supervision as needed.

Requirement for all Graduate Students: Enrollment in the Typhon Group Clinical Tracking System

Typhon Group's, student tracking system functions as a complete and secure electronic student clinical tracking system. Each graduate student will be required to enroll into the Typhon program at the onset of graduate school. This data base will be used to track all of your ASHA clinical hours over the course of your entire graduate school experience. You will also use this system to enter and post all of your clearances and other required documents. Typhon Training will be provided during your first weeks at IUP.

The cost of Typhon is a one-time fee of $75 ($80 after January 1, 2015). You will enter data into the secure and private Typhon data base throughout graduate school and will have access to your information for three years following graduation. Our alumnae have reported that this is particularly helpful when future employers ask to review a summary of their clinical hours.

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Course Syllabi - SPLP 661 & 671 - Advanced Clinical Practicum I & II Supervised practicum experience in a health-care facility with individuals exhibiting speech, language, and/or hearing dysfunction. Planning and carrying out of programs of therapy plus interviewing, diagnosing, counseling, and report writing.

Course Objectives

1. The students will demonstrate competence in providing services to clients with communication disabilities regardless of age, sex, culture or present problem.

2. The students will demonstrate independent judgment in the design of treatment programs for clients with communication disabilities.

3. The students will demonstrate independent skills in implementing and evaluating treatment programs for clients with communication disorders.

4. The students will demonstrate independent skills in implementing and evaluating treatment programs for clients with communication disabilities.

5. The students will demonstrate independent skills in preparing progress notes, case summaries, and professional correspondence.

Course Outline

A. Therapy Experience

1. Students will be assigned clients as appropriate: - determining the goals of therapy - planning a program of therapy - carrying out procedures of therapy - performing additional tests to learn more about client - obtaining additional history regarding client - evaluating the client's progress - writing a summary report

B. Conferences 1. Conferences will be held regularly with the supervisor:

- students will submit logs to the supervisor - students are expected to be able to discuss the clients - and report on progress

C. Observation 1. Students will be expected to observer additional clients and be able to discuss their

problems and evaluate the programs of therapy: - students learn about various clients speech problems

49

Student: Semester:

Supervisor: Site: IUP Speech, Language and Hearing Clinic

SPEECH-LANGUAGE PATHOLOGY TREATMENT CLINIC RATING SCALE Indiana University of Pennsylvania

Use the following scale to assess student performance on the primary competencies areas listed below.

E = exceeds expectations M = meets expectation D = does not yet meet expectations

Then, rate the development of the student for each of the areas listed below using the scale below. The student’s performance is described in the first column and a description of the level of supervision that is required to perform the competency is described in the second column. Please use this scale and these descriptors to score the degree of competency obtained by the student and record the score in the box to the right of each competency.

Student Performance Level of Supervision Required

4. Demonstrates competency independently and consistently -

Requires appropriate level of independence for current stage in graduate program.


Requires minimal monitoring and/or supervisory consultation to achieve independence appropriate for current stage in graduate program.


Requires moderate supervision and/or instruction/intervention to achieve independence appropriate for current stage in graduate program.

1. Competency skills are emerging Requires frequent supervision and instruction/intervention to achieve independence appropriate for current stage in graduate program.


The specific knowledge or skill competencies (designated below by capital letters) should be observed by the supervisor, as appropriate to the context of the activities in this internship and appropriate to the experience level of the clinician. Each of these knowledge or skill competencies must be demonstrated by the student, appropriate to those clinical activities and his or her experience level. If a student does not demonstrate a knowledge or skill competency, a remediation plan must be developed and implemented so that it is demonstrated prior to graduation.


Course Objectives

COE-ET Graduate Framework

ASHA Standards PDE Standards Performance Indicator

Competen- cies I-IV



Competency rankings

50

Student: Semester:




A. Skill in oral communication B. Skill in written communication C. Knowledge of theories of typical and atypical growth and

behavior. D. Knowledge of basic human communication and swallowing


communication disorders and differences or swallowing disorders.

F. Knowledge of the principles and methods of prevention and assessment and intervention for people with communication or swallowing disorders.

G. Knowledge of standards of ethical conduct. H. Knowledge of principles of evidence-based practice, as

supported by research. I. Knowledge of contemporary professional issues including legal

entitlements, array of service options. J. Knowledge of national, state, and local professional

organizations and certification, specialty recognition, licensure, and teacher certification.

Midterm

Final

A

E M D

E M D

B E M D

E M D

C

E M D

E M D

D

E M D

E M D

E

E M D

E M D

F

E M D

E M D

G

E M D

E M D

H

E M D

E M D

I

E M D

E M D

J

E M D

E M D

II. The student will demonstrate the ability to conduct ongoing therapy in a variety of settings for persons of all ages, sex, and sociocultural status, regardless of the nature of the communication or swallowing disorder. (in the boxes to the right, rate this competency on the 0-4 point scale)





D. Measures and evaluates clients’ performance and progress. E. Modifies intervention plans, strategies, materials, or

instrumentation as appropriate to meet the needs of the clients. F. Completes administrative, legal, and reporting functions

necessary to support intervention. G. Identifies and refers clients for services as appropriate.

Midterm

Final

A

E M D

E M D

B E M D

E M D

C E M D

E M D

D E M D

E M D

E E M D

E M D

F E M D

E M D

G E M D

E M D

51

Student: Semester:








Midterm

Final

A

E M D E M D

B E M D

E M D

C

E M D E M D

D

E M D

E M D

Grading scale: Taking all three (I, II, III) competency ratings into consideration, please assign the intern a grade for this internship experience.

A Student must receive 4s on at least two of the competencies B Student must receive 3s or 4s on all four competencies C Student receives a 2 or less in any of the competency areas.

Student must repeat the internship.

52

Student: Semester: _ Supervisor: Site: IUP Speech, Language, and Hearing Clinic

MIDTERM STRENGTHS


MIDTERM GRADE: ****************************************************************************** FINAL STRENGTHS:


FINAL GRADE: _

_ _ Signature, Supervisor CCC Number

53

SPEECH-LANGUAGE PATHOLOGY CLINIC PRACTICUM TREATMENT CONTACTS

*Speech Pathology Student Name:_________________________________ Site:______IUP CLINIC_____________ *Banner ID:________________________________________ *Client Initials: ___________________ *Client age: ___________

*Ethnicity: African-American___, Asian____,Hispanic_____,Native American____,White(non-Hispanic or Appalacian)_____ AP = Appalachian_______ O = Other___________________(describe) NOTE: Record time in minute increments. NO CHECK MARKS

Enter total HOURS here:

*required fields Clinical supervisor’s name:____________________________ Signature:____________________________________ CCC (SLP or AUD) #:_____________________________ CCC expiration date: ________________

Date

Time (actual

minutes)

Articu-lation

Voice/ Reson.

Fluency

Lang-uage

Swallow

Cogni-tive

Social Aspects

Modal-ities

Hearing

54

Course Syllabus - SPLP 662 - Diagnostic Clinic

Course Description

Supervised practicum experience in performing in-depth diagnostic evaluations with individuals exhibiting any type of speech, hearing, or language dysfunction. Experience in taking case history, conferring with parents, and report writing.

Course Purpose

1. The student will develop competence in the preparation of a speech and language assessment.

2. The student will develop competence in the selection of appropriate formal and informal assessment procedures.

3. The student will develop competence in the usage of formal and informal assessment procedures.

4. The student will develop competence in conducting case-history and counseling interviews with parents and adults.

5. The student will develop competence in interpreting the results of the formal procedures and integrating all the available information into an appropriate conclusion.

6. The student will develop competence in formulating recommendations.

7. The student will develop competence in writing reports of the speech and language assessments.

Course Outline

The major purpose and design of SPLP 662 Diagnostic Clinic are to provide opportunities and experiences so that the students apply the knowledge acquired in the various courses. Children and adults referred to the IUP Speech and Hearing Clinic are assigned to the students enrolled for this course. Parents of referred children are interviewed and at the end of the assessment procedures, counseling about the findings and recommendations are given. Suggestions for home management are frequently contributed.

Formal written reports are developed and, with the parents' permission, sent to the referral source and any other appropriate agency/person.

55

INDIANA UNIVERSITY OF PENNSYLVANIA SPEECH, LANGUAGE, AND HEARING CLINIC

Diagnostic Report NAME: EVALUATION DATE: PARENTS’ NAMES: DATE OF BIRTH: ADDRESS: AGE: PHONE NUMBER: SPEECH PATH DIAGNOSIS: SUPERVISOR: CLINICIAN(S):

REASON FOR REFERRAL:

First and Last name, was referred to the Indiana University of Pennsylvania (IUP) Speech and Hearing Clinic by due to . (e.g. Candy Barr was referred to the Indiana University of Pennsylvania Speech and Hearing Clinic by Dr. Koe for a speech and language evaluation.)

HISTORY:

First and Last name, age in years and months old, handed, gender, educational level, who is reported to be…name problem.

Medical history included…list information in chronological order. Family history was remarkable for…(Candy’s mother, Mrs. Barr, had chronic ear

infections until the age of 3 years…sister misarticulated the /r/ and received speech services within the school setting…)

Educational History (academically, Candy Barr excels in mathematics, however, she has difficulty in reading.)

Social/Recreational activities include…(Candy enjoys riding bikes, playing basketball, and camping with her friends.)

EVALUATION:

1. Preschool Language Assessment – 3 (PLS-3) 2. Clinical Evaluation of Language Functions (CELF) 3. Arizona Articulation Proficiency Scale (AAPS) 4. Oral Mechanism Examination 5. Complete Audiological Evaluation

EQUIPMENT:

List types of equipment used and model numbers. BEHAVIOR:

Report the client’s behavior during the assessments. (Candy separated easily from her parents. She attended the tasks and was able to complete all tests. She greeted the clinicians and was talkative during both formal and informal testing…)

LANGUAGE:

Receptive Begin with strengths (e.g., Candy was able to correctly point to pictures, follow two step

commands, and respond correctly to “wh” questions of who and where) then weaknesses (e.g., However, she/he was unable to answer when and what questions. The PLS-3 indicated…) Use portions of the test to help build areas that were accomplished and portions that were not accomplished to help build a case).

56

List all test results. (Give results in this order: raw score, standard score, percentile, age equivalence)

TEST NAME RS SS %tile AE SUBTEST NAME

Expressive Begin with strengths followed by the weaknesses (e.g., Candy correctly used single

words for naming items, and showed a proper use of pronouns. She/he had difficulty…) List all test results. (same order as above)

TEST NAME RS SS %tile AE SUBTEST NAME

PHONOLOGY AND ARTICULATION:

Begin with strengths, then weaknesses (e.g., Candy was able to correctly produce the following phonemes… However, phonological processes, including were revealed.)

ORAL EXAMINATION:

One sentence structure (Jane’s lips, tongue and mandible were of adequate size, shape and symmetry for speech production.)

One sentence function (She showed the ability to pucker, round, and retract her lips. She demonstrated the ability to elevate the tongue tip to alveolar ridge, lateralize and trace the lips with the tongue).

One sentence non-speech tasks (Adequate velopharyngeal closure was produced during a sustained phonation of the /a/.

One sentence speech tasks (diadochokinetic tasks revealed…)

Diadochokinetic productions revealed the following results:

Diadochokinetic productions Patient’s production Normative data1

/pΛ/ /tΛ/ /kΛ/ /pΛtΛkΛ/ 1Normative data from (authors, year of the reference)

VOICE AND FLUENCY:

Informal voice assessment revealed that Carl used adequate pitch, loudness and quality during spontaneous speech. No dysfluencies were observed during evaluation.

HEARING EVALUATION:

A complete audiological evaluation was performed and revealed adequate bilateral hearing. Tympanogram revealed Type A results, in both ears, which indicated normal middle ear functioning.

SUMMARY AND CONCLUSIONS:

Candy Barr presents with a (severity, e.g., middle, moderate, or severe) (diagnosis, e.g., voice disorder, language delay/disorder) characterized by (describe the

57

weaknesses). The tests revealed that the client was year(s) delayed in the area of receptive language (build case). The area of expressive language was delayed year(s) and months (build your case).

RECOMMENDATIONS:

1. Language therapy is recommended twice weekly for 30 minutes at the IUP Speech and Hearing Clinic…

2. The focus of the therapy should be… 3. Referrals: who, where, why… 4. Reassessment: when, where, what…

(five spaces before and between signatures)

Name and Degree Graduate Clinician

Clinical Supervisor Name and Degree

58

Student: Semester:

Supervisor: Site: IUP Speech, Language, and Hearing Clinic

SPEECH-LANGUAGE PATHOLOGY DIAGNOSTIC CLINIC RATING SCALE Indiana University of Pennsylvania


E = exceeds expectations M = meets expectation D = does not yet meet expectations)













Course Objectives



Competen- cies I-IV



Competency rankings

59

Student: Semester:













Midterm

Final

A

E M D

E M D

B E M D

E M D

C

E M D

E M D

D

E M D

E M D

E

E M D

E M D

F

E M D

E M D

G

E M D

E M D

H

E M D

E M D

I

E M D

E M D

J

E M D

E M D

II. The student will demonstrate the ability to conduct assessments and evaluations consistent with the age, sex, and sociocultural status of the person and consistent with the professional environment. :(in the boxes to the right, rate this competency on the 0-4 point scale)


A. Conducts screening and prevention procedures. B. Collects case history information and integrates information from

clients, family, caregivers, teachers, relevant others, and other professionals.

C. Selects and administers appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures.

D. Adapts evaluation procedures to meet clients’ needs. E. Interprets, integrates and synthesizes all information to develop

diagnoses and make appropriate recommendations for intervention.

F. Completes administrative and reporting functions necessary to support evaluation.

G. Refers clients for appropriate services.

Midterm

Final

A

E M D

E M D

B E M D

E M D

C E M D

E M D

D E M D

E M D

E E M D

E M D

F E M D

E M D

G E M D

E M D

60

Student: Semester:








Midterm

Final

A

E M D E M D

B E M D

E M D

C

E M D E M D

D

E M D

E M D




61

Student: Semester: _ Supervisor: Site: IUP Speech and Hearing Clinic

MIDTERM STRENGTHS




FINAL GRADE: _


62

DIAGNOSTIC AND AUDIOLOGY PRACTICUM CONTACTS Student Name:_____________________________________ Site: ________________________________________ Student Banner ID:_________________________________ Ethnicity codes: AFA = African-American AS = Asian HI = Hispanic NA = Native American W = White, non-Hispanic or Appalachian

AP = Appalachian O = Other (describe)

NOTE: RECORD TIME IN MINUTE INCREMENTS (NO CHECK MARKS) Date

ClientID

Age

Ethni-

city

Time (in

actual minutes

Articu-lation

Voice/ Reson.

Fluency

Lang-uage

Swallow

Cogni-tive

Social

Aspects

Modal-

ities

Hearing

TOTAL HOURS:



63

Course Syllabus - SPLP 663-Hearing Testing Clinic Course Description

Supervised practicum experience in performing diagnostic audiological tests.

Course Purposes

1. To provide the student with practical experiences in interviewing clients to obtain appropriate historical information for the audiological evaluations.

2. To provide the student with practical experiences in administering and interpreting standard audiological tests and making appropriate habilitation suggestions.

3. To provide the student with practical experience in audiological reporting.

Course Outline

I. Assisting in Diagnosis

Students will show ability to independently:

A. Interview a client to obtain historical information.

B. Administer the following tests:

Pure-tone Air Conduction Pure-tone Bone Conduction Speech Reception Threshold Speech Discrimination Tests Tympanometry Static Compliance Acoustic Reflex Thresholds

C. Interpret findings to the clients.

D. Make appropriate suggestions for further habilitation and/or treatment.

II. Reporting

Students will independently report using:

A. Audiograms B. Narrative Reports

64

08/07

HEARING CLINIC RATING SCALE Indiana University of Pennsylvania

Clinician: Semester: Fall Spring Summer 20

Supervisor:

Use the following scale to assess student performance on the primary competencies. T=Target: Demonstrates competency with relative independence for this stage of development as a clinician. A=Acceptable: Demonstrates competency with guidance, but appropriate for this stage of development as a

clinician. U=Unacceptable: Demonstrates competency only with significant guidance; inadequately independent for this

stage of development as a clinician.

• The primary competencies for this clinic (in Roman numerals) must be rated by the supervisor using the scale above.

• The specific knowledge or skill competencies (listed by capital letters) should be observed by the supervisor, as appropriate to the context of the activities in this clinic and appropriate to the experience level of the clinician. Each of these knowledge or skill competencies must be demonstrated by the student, appropriate to those clinical activities and his or her experience level. If a student does not demonstrate a knowledge or skill competency, a remediation plan must be developed and implemented so that it is demonstrated prior to graduation.


Course Objective


ASHA Standards

PDE Standards

Performance Indicator

Competen- cies I-III

Practice III-C5, III-D5, IV-G

I, II, & III

Competency rankings

Midterm Final I. The student will demonstrate knowledge and skill fundamental to the practice of Audiology :(in the boxes to the right, rate this competency as Target, Acceptable, or Unacceptable).

T A U

T A U

The ranking just above subsumes the following knowledge and skill fundamentals. Please indicate if these were demonstrated appropriate to the context and caseload of this practicum experience (a “no” at the final will trigger a remediation plan).

A. Skill in oral communication, with supervisor and clients. B. Skill in written communication, in report and clinic forms. C. Knowledge of theories behind screenings versus full auditory

evaluations.

D. Knowledge of the nature of hearing and communication disorders.

E. Knowledge of the principles and methods of prevention and assessment and intervention for people with communication disorders.

F. Knowledge of standards of ethical conduct in audiology.

G. Knowledge of principles of evidence-based practice in audiology, as

supported by research.

Midterm

Final

A Yes-No-N/A Yes-No-N/A

B Yes-No-N/A Yes-No-N/A

C

Yes-No-N/A

Yes-No-N/A

D

Yes-No-N/A

Yes-No-N/A

E

Yes-No-N/A

Yes-No-N/A

F

Yes-No-N/A

Yes-No-N/A

G

Yes-No-N/A

Yes-No-N/A

65

08/07


Clinician: Semester: Fall Spring Summer 20

Supervisor:

Midterm Final

II. The student will demonstrate the ability to conduct assessments and evaluations consistent with the age, sex, and sociocultural status of the person and consistent with the professional environment: (in the boxes to the right, rate this competency as Target, Acceptable, or Unacceptable).

T A U

T A U


A. Conducts screening and prevention procedures, including organizing and supervising pure-tone audiometric screenings.

B. Collects case history information and integrates information from clients, family, caregivers, teachers, relevant others, and other professionals. Able to interpret basic audiometric reports (e.g. pure- tone audiogram, tympanogram, and auditory processing disorder assessment).

C. Selects and administers appropriate evaluation procedures, such as pure-tone screening, otoscopy, and screening tympanometry.

D. Adapts screening procedures to meet clients’ needs. E. Interprets information and makes appropriate recommendations, when

appropriate. F. Completes necessary administrative and reporting functions. G. Refers clients for appropriate services, when appropriate.

Midterm

Final

A

Yes-No-N/A

Yes-No-N/A

B

Yes-No-N/A

Yes-No-N/A

C

Yes-No-N/A

Yes-No-N/A

D Yes-No-N/A Yes-No-N/A

E Yes-No-N/A Yes-No-N/A

F Yes-No-N/A Yes-No-N/A

G

Yes-No-N/A

Yes-No-N/A

Midterm Final

III. The student will demonstrate professional and customer-friendly interaction and personal qualities:(in the boxes to the right, rate this competency as Target, Acceptable, or Unacceptable).

T A U

T A U




C. Provides counseling regarding hearing loss to the clients, family, caregivers, and relevant others, when appropriate.


Midterm

Final

A

Yes-No-N/A

Yes-No-N/A

B

Yes-No-N/A

Yes-No-N/A

C

Yes-No-N/A

Yes-No-N/A

D

Yes-No-N/A

Yes-No-N/A

Grading scale: Taking all three (I, II, and III) competency ratings into consideration, the minimum competency rating determines the grade assigned, as follows:

Competency rating Minimum clinic grade All three ratings at target A

Two ratings at target, one acceptable A or B, as determined by supervisor One rating at target, two acceptable B

All three ratings acceptable B Any ratings unacceptable C or lower

66

08/07


Clinician: Semester: Fall Spring Summer 20 MIDTERM STRENGTHS:


MIDTERM GRADE: ************************************************************************************** FINAL STRENGTHS:


FINAL GRADE:

Signature, Supervisor CCC Number

67

DIAGNOSTIC AND AUDIOLOGY PRACTICUM CONTACTS Student Name:_____________________________________ Site: ________________________________________ Student Banner ID:_________________________________ Ethnicity codes: AFA = African-American AS = Asian HI = Hispanic NA = Native American W = White, non-Hispanic or Appalachian

AP = Appalachian O = Other (describe)

NOTE: RECORD TIME IN MINUTE INCREMENTS (NO CHECK MARKS) Date

ClientID

Age

Ethni-

city

Time (in

actual minutes

Articu-lation

Voice/ Reson.

Fluency

Lang-uage

Swallow

Cogni-tive

Social

Aspects

Modal-

ities

Hearing

TOTAL HOURS:



68

Internships at Graduate Level

(Students will enroll in two of the three internships) SPLP 796: INTERNSHIP IN HEALTH CARE FACILITIES During this experience, a student in Speech-Language Pathology will work with individuals exhibiting swallowing, speech, language and/or hearing dysfunction in a health care setting. The experience will include planning and implementing programs of therapy plus interviewing, diagnosing, counseling and report writing.

SPLP 798: INTERNSHIP IN SCHOOLS This internship experience is designed to meet the standards of the Pennsylvania Department of Education. After completing this off-campus clinical experience at the graduate level, the student is eligible to hold an Instructional I Certificate in the state of Pennsylvania.

During this experience, a student in Speech-Language Pathology will work with students in a public school setting who exhibit speech-language disorders. All students will be under the direct supervision of a speech-language pathologist who holds a current Certificate of Clinical Competence.

69

Indiana University of Pennsylvania Department of Special Education & Clinical Services Speech, Language , and Hearing Clinic

Student Name Banner #

Physician Signature: Date:

Physician Name:

(Please Print) (updated 7/29/2014)

HEALTH REQUIREMENTS

DATE

PHYSICAL EXAM within past 2 years for students

Date:

INTRADERMAL TWO-STEP (TB test) within the past 12 months.

Step 1 Date Read: Step 2 Date Read:

RUBEOLA (Measles) Immune Status

Screen Results:

RUBELLA (German Measles) Immune Status

Screen Results:

MUMPS Immune Status

Screen Results:

VARICELLA (Chicken Pox) Immune Status Did you have Chicken Pox? _____ If yes, Date: Immunity Screen Results: If no, Varicella vaccine required Date #1: Date #2:

DIPTHERIA/TETANUS – must be within last 10 years

Date:

HEPATITIS B IMMUNIZATIONS

Date: Date: Date: Immunity screen results:

POLIO

Dates:

70

Student: Semester:


SPEECH-LANGUAGE PATHOLOGY INTERNSHIP PRACTICUM RATING SCALE Indiana University of Pennsylvania


E = exceeds expectations M = meets expectation D = does not yet meet expectations)













Course Objectives



Competen- cies I-IV



Competency rankings

71

Student: Semester:


COMPETENCIES (I-II)












Midterm

Final

A

E M D

E M D

B E M D

E M D

C

E M D

E M D

D

E M D

E M D

E

E M D

E M D

F

E M D

E M D

G

E M D

E M D

H

E M D

E M D

I

E M D

E M D

J

E M D

E M D

II. The student will demonstrate the ability to conduct assessments and evaluations consistent with the age, sex, and sociocultural status of the person and consistent with the professional environment. :(in the boxes to the right, rate this competency on the 0-4 point scale)


A. Conducts screening and prevention procedures. B. Collects case history information and integrates information from

clients, family, caregivers, teachers, relevant others, and other professionals.

C. Selects and administers appropriate evaluation procedures, such as behavioral observations, nonstandardized and standardized tests, and instrumental procedures.

D. Adapts evaluation procedures to meet clients’ needs. E. Interprets, integrates and synthesizes all information to develop

diagnoses and make appropriate recommendations for intervention.

F. Completes administrative and reporting functions necessary to support evaluation.

G. Refers clients for appropriate services.

Midterm

Final

A

E M D

E M D

B E M D

E M D

C E M D

E M D

D E M D

E M D

E E M D

E M D

F E M D

E M D

G E M D

E M D

72

Student: Semester:


COMPETENCIES (III-IV)

III. The student will demonstrate the ability to conduct ongoing therapy in a variety of settings for persons of all ages, sex, and sociocultural status, regardless of the nature of the communication or swallowing disorder. (in the boxes to the right, rate this competency on the 0-4 point scale)





D. Measures and evaluates clients’ performance and progress. E. Modifies intervention plans, strategies, materials, or

instrumentation as appropriate to meet the needs of the clients. F. Completes administrative, legal, and reporting functions

necessary to support intervention. G. Identifies and refers clients for services as appropriate.

Midterm

Final

A

E M D

E M D

B E M D

E M D

C E M D

E M D

D E M D

E M D

E E M D

E M D

F E M D

E M D

G E M D

E M D

IV. The student will demonstrate professional and customer-friendly interaction and personal qualities:(in the boxes to the right, rate this competency on the 0-4 point scale)






Midterm

Final

A

E M D E M D

B E M D

E M D

C

E M D E M D

D

E M D

E M D




73

Student: Semester: _ Supervisor: Site: IUP Speech and Hearing Clinic

MIDTERM STRENGTHS




FINAL GRADE: _


74

THERAPEUTIC PRACTICUM CONTACTS FOR PRESCHOOL(2nd yr experience) Student Name:_____________________________________ Site: ________________________________________ Student Banner ID: @_______________________________ (NOTE: Record the time in minutes. NO CHECK MARKS)

Date Ethni

city

Age

Time (enter actual

minutes)

Articu-lation

Voice/ Reson.

Fluency

Language

Swallow

Cogni-tive

Social

Aspects

Modal-

ities

Hearing

Preschool (0-4 years)

Enter total contact hours here:


Clinical supervisor’s name: ________________________ Signature: _________________________ CCC (SLP or AUD) #: ________________________ CCC expiration date: ________________ 75

THERAPEUTIC INTERNSHIP PRACTICUM CONTACTS FOR SCHOOL AGE Student Name:_____________________________________ Site: ________________________________________ Student Banner ID: @______________________________

NOTE: Record the time in minutes. NO CHECK MARKS Date

Ethnicity

Age

Time (enter actual

minutes)

Articu-lation

Voice/ Reson.

Fluency

Language

Swallow

Cogni-

tive

Social

Aspects

Modal-

ities

Hearing

School Age (5-17 years)



Clinical supervisor’s name: _______________________________ Signature: ___________________________________ CCC (SLP or AUD) #: ________________________ CCC expiration date: ________________

76

THERAPEUTIC INTERNSHIP PRACTICUM CONTACTS FOR ADULT Student Name:_____________________________________ Site: ________________________________________ Student Banner ID: @_______________________________

NOTE: Record time in minute increments. NO CHECK MARKS Date Age

Ethni-city

Time (in actual minutes)

Articu-lation

Voice/ Reson.

Fluency

Lang-uage

Swallow

Cogni-

tive

Social Aspec

ts

Modal-

ities

Hearing

Adult (18-65 years)

Enter total contact Hours here:

Ethnicity: African-___ Asian____ Hispanic_____ Native ____ White, _____ Appalachian_____ Other”___________________ American American non-Hispanic or Appalachian (describe)

Clinical supervisor’s name: ________________________ Signature: _________________________ CCC (SLP or AUD) #: ________________________ CCC expiration date: ________________

77

THERAPEUTIC INTERNSHIP PRACTICUM CONTACTS FOR GERIATRIC Student Name:_____________________________________ Site: ________________________________________ Student Banner ID: @_________________________________

NOTE: Record the time in minutes - NO CHECK MARKS Date

Age

Ethni-city

Time (in actual

minutes

Articu-lation

Voice/ Reson.

Fluency

Lang-uage

Swallow

Cogni-tive

Social

Aspects

Modal-

ities

Hearing

Geriatric (65 years +)


Ethnicity: African-___ Asian____ Hispanic_____ Native ____ White, _____ Appalachian_____ Other”___________________ American American non-Hispanic or Appalachian (describe)

Clinical supervisor’s name: ________________________ Signature: _________________________ CCC (SLP or AUD) #: ________________________ CCC expiration date: ________________

78

Indiana University of Pennsylvania Speech, Language, and Hearing Clinic

Infection Control Policy and Procedures Purpose: To protect clients, family members, students, faculty and staff from infection

This infection control plan outlines those procedures to be implemented in the IUP Speech, Language and Hearing Clinic to eliminate or minimize potential transmissions of infectious organisms among clients, students, faculty or other individuals gaining access to the clinical environment.

Standard Precautions (ASHA: http://www.asha.org/slp/infectioncontrol.htm )

Standard Precautions used to be called "Universal Precautions." The Centers for Disease Control and Prevention (CDC) recommend certain practices for the prevention the transmission of blood-borne pathogens. Training in these guidelines will be completed at the beginning of the semester during which student clinicians first register for a section of clinic practicum.

Standard Precautions include hand hygiene, isolation precautions, wearing personal protective equipment, medical waste disposal, and sterilization of reusable equipment.

Routine Preventative Measures

Authorities and experts agree that hand washing is the single most important step in eliminating the possibility of infection or cross contamination.

To minimize the exposure to disease, faculty, staff, and students in speech-language pathology shall implement the following standard policy and procedures:

• Use the hand sanitizer or wash hands before and after each client • Wash hands upon contamination or potential contamination with blood or bodily

fluids • Wash hands immediately after performing the following procedures: oral-

peripheral examination, dysphagia management, feeding therapy or any procedure involving manipulation or touching the articulators

• Wash hands after removing gloves

What is the right way to wash your hands?

(CDC Recommended Guidelines for Hand Washing)

• Wet your hands with clean running water (warm or cold) and apply soap. • Rub your hands together to make a lather and scrub them well; be sure to scrub the

backs of your hands, between your fingers, and under your nails. • Continue rubbing your hands for at least 20 seconds. Need a timer? Hum the "Happy

Birthday" song from beginning to end twice. • Rinse your hands well under running water. • Dry your hands using a clean towel or air dry.

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http://www.asha.org/slp/infectioncontrol.htm

Washing hands with soap and water is the best way to reduce the number of germs on them. If soap and water are not available, use an alcohol-based hand sanitizer that contains at least 60% alcohol. Alcohol-based hand sanitizers can quickly reduce the number of germs on hands in some situations, but sanitizers do not eliminate all types of germs.

Hand sanitizers are not effective when hands are visibly dirty.

How should you use hand sanitizer?

• Apply the product to the palm of one hand. • Rub your hands together. • Rub the product over all surfaces of your hands and fingers until your hands are dry.

Protective Barriors

• Gloves o Should be worn when there is potential contact with blood or bodily fluids,

when a patient’s skin is non-intact, when the clinician has an open wound/non-intact skin, or when handling items or conducting procedures noted accordingly under the work practice procedure guidelines.

o Proper Gloving Procedure: Place gloves on a clean paper towel Inspect for tears Wash hands prior to putting on gloves Wash hands after removing gloves Dispose of gloves in trash receptacle

If gloves are contaminated with blood, ear drainage, or cerumen, place in a small plastic bag, separate from other trash. Gloves containing significant amounts of blood should be disposed of in impermeable bags labeled with biohazard symbol (these bags are available in the IUP Clinic office upon request).

• Eye Protection: Diseases can be transmitted through the eyes. o Required when:

Treating high risk patients Risk of splash or splatter of potentially infectious material Clinician or patient is at risk of airborne contamination

o Types Eyeglasses worn for visual correction Safety eyeglasses Face shields

(Eye protection will be provided by the Pechan Health Center or will be purchased as necessary)

• Masks: Diseases such as airborne microorganisms (tuberculosis) can be transmitted through mouth or nose

o Required when: 80

A patient reports a potentially contagious airborne microorganism disease

o Procedure: Surgical masks are single use Dispose of masks in trash receptacle after use Mask must fit snuggly over mouth and nose

Disinfecting Materials: Wear exam gloves when handling contaminated items or harmful chemicals

Protocol: Room Disinfection

• Glove and wipe table surfaces, keyboards, backs of chairs, door knobs, light switches and other surfaces or objects touched by the client or clinician with disinfecting wipes and let dry.

• If a surface area has been contaminated with blood or bodily fluids the following is recommended:

o Glove and isolate surface area in a designated room away from contact of others. If the surface is an unremovable item, the diagnostic or therapy room will be closed until the time that University Janitorial Services can come and appropriately treat.

o Dispose of gloves in an impermeable bag labeled with biohazard symbol o Notify Building Manager (Dr. Lloyd Onyett [email protected] ) to call

Janitorial Services for clean-up

Protocol: Toy Disinfection

• Glove and wipe all surfaces of toy with a disinfecting cloth and let dry

Incidents (Human bites, incidents involving bodily fluids): All incidents will be reported immediately to the clinical supervisor.

Human bites: Anyone who receives a human bite is and will be advised to seek immediate medical care with their physician or University Health Services.

Incidents involving contamination of objects and/or by body fluids: • The clinical supervisor will be contacted immediately. • The object will be isolated using standard infection control procedures while

wearing gloves. • The contaminated item(s), area(s), object(s) will not be used until disinfected with

a hospital grade disinfectant according to infection control guidelines. • The clinical supervisor will notify the building manager. • The building manager will contact janitorial services at IUP to request appropriate

clean up. • If the item(s) or object(s) must be discarded they will be place in the appropriate

infection control container. • If disinfectant soap and water are not available a waterless “no rinse” hand

disinfectant can be used

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• If a sink is not available in your diagnostic or hearing aid room please utilize the first floor lavatories or hand sanitizer/disinfectant

Work Practice Infection Control Procedures

Measures for Audiologic Procedures:

Otoscopy: • If upon reviewing the external ear, drainage is noted, glove • Complete otoscopic procedure • Remove specula and dispose of in trash receptacle

o If the tip is contaminated with blood or bodily fluids, place in a small plastic bag, separate from other trash. Materials containing significant amounts of blood should be disposed of in impermeable bags labeled with biohazard symbol.

o If the tip is contaminated with blood or bodily fluids, and the external ear did not denote drainage, glove before removing specula and dispose of it in appropriate container.

Tympanometry: • If otoscopy revealed drainage, infection, blood or foreign body, glove • Administer test • Remove disposable ear tips and place in jar labeled “dirty”

o If the tip is saturated with a significant amount of wax throw away in the trash.

o If the tip is contaminated with blood or bodily fluids, place in a small plastic bag, separate from other trash. Materials containing significant amounts of blood should be disposed of in impermeable bags labeled with biohazard symbol.

• Disinfect any hard level surface surrounding the equipment with disposable germicidal pre-moistened cloth

Headphones:

• Administer test • Glove • Disinfect with disposable germicidal pre-moistened cloth or spray

o Wipe headband o Wipe headphone cushions (be careful not to wet the speaker component

of the headphone) • Hang in designated area and let dry • Throw disinfectant cloth and gloves in trash receptacle

o If cloth or gloves are contaminated with blood or bodily fluids, place in a small plastic bag, separate from other trash. Materials containing significant amounts of blood should be disposed of in impermeable bags labeled with biohazard symbol.

Measures for Speech-Language Pathology Procedures: Protocol: Oral-Peripheral Examination

• Wash hands prior to procedure

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• Glove • Dispose of tongue blade or other disposable object used within the mouth • Wipe flashlight with disinfecting wipes.

Protocol: AAC Speech Generating Device (SGD) Management ComputerAccess/Speech/Voice Instumentaion

• Glove and disinfect materials (touch screen, mouse, adaptive peripherals, device) as per direction detailed in room

Protocol: Food Consumption • Wash hands prior to procedure • Glove • Use sanitized dishes (client specific or disposable utensils and plates • Dispose of all foods (liquids and solids) in appropriate receptacle • Wash dishes and let dry and lay on appropriate surface • Disinfect any hard level surface surrounding food/beverage items using germicidal

pre-moistened cloth. IUP Emergency Plan

All faculty, students and staff of the IUP Speech, Language and Hearing Clinic will follow the procedures outlined in the IUP Emergency Plan which is detailed at the website below. This information is meant to provide university employees and students with basic information so that everyone is more prepared for any of the types of emergencies outlined. (medical, fire, weather, terrorism, bomb threats, psychological crises)

http://www.iup.edu/emergencyplan/default.aspx

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http://www.iup.edu/emergencyplan/default.aspx

APPENDICES Appendix I

Standards and Implementations for the Certificate of Clinical Competence from the American Speech-Language-Hearing Association

http://www.asha.org/certification/slp_standards.htm Appendix II

Clinical Fellowship Year: Requirements and Procedures

http://www.asha.org/certification/Clinical-Fellowship.htm Appendix III

Code of Ethics: American Speech-Language-Hearing Association

http://www.asha.org/code-of-ethics/Code of Ethics: Pennsylvania Speech-Language-Hearing Association

http://www.asha.org/code-of-ethics/

Pennsylvania’s Code of Professional Practice and Conduct for Educators http://www.pacode.com/secure/data/022/chapter235/chap235toc.html

Code of Ethics : Speech-Language-Hearing Licensure Act for the State of Pennsylvania http://www.pacode.com/secure/data/049/chapter45/chap45toc.html

Appendix IV

Commonwealth of Pennsylvania Certificate of Licensure Requirements for Speech-Language Pathology

http://www.dos.state.pa.us/bpoa/cwp/view.asp?a=1104&Q=433205

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http://www.asha.org/certification/Clinical-Fellowship.htm

http://www.asha.org/code-of-ethics/

http://www.pacode.com/secure/data/022/chapter235/chap235toc.html


http://www.dos.state.pa.us/bpoa/cwp/view.asp?a=1104&Q=433205

COMMONWEALTH OF PENNSYLVANIA CERTIFICATION AND LICENSURE REQUIREMENTS

I. Certification is a credential from an approved or accreditation agency which indicates

that a person has met the minimum standards for a profession or occupation and can practice within some geolegal boundaries. In our profession, we obtain two types of certification:

A. An instructional certificate from the Commonwealth of Pennsylvania, specifically

through the Pennsylvania Department of Education (PDE).

B. A Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA). This certificate can be held in the area of speech-language pathology or audiology or a person can hold both.

II. Teaching Certification: A teaching certificate is a legal credential dispensed by a state

agency as authorized by the state legislature. The standards vary from state to state, although some states have signed reciprocity agreements, which means they will honor a certificate from another state which will honor their certificates.

A. In Pennsylvania, speech pathologists are certified by PDE as Teachers of the

Speech-Language-Impaired. Certification has two levels. An Instructional Level I certificate is granted after a person has completed a PDE-approved teacher training program. At IUP, we certify in our discipline after completion of the graduate requirements. ONLY THE INSTRUCTIONAL LEVEL I CERTIFICATION IS PROCESSED THROUGH THE UNIVERSITY; ALL OTHER LEVELS ARE PROCESSED THROUGH THE SCHOOL DISTRICTS.

B. The Instructional Level II Certificate is granted after a teacher has completed at least

three years of approved, full-time teaching and 24 additional credit hours beyond the bachelor's degree program. The credit hours are obtained from an accredited university or college or they can be obtained through the approved inservice program of the school district or a combination of both. An applicant for Level II applies through his/her local superintendent's office or the Director of the IU, not a university.

C. 1.) After completion of the requirements for Level II, the teacher or clinician must

complete six (6) credit hours of continuing education every five (5) years. 2.) If the Level II teacher has completed an approved Master’s degree, the continuing education requirement is waived. Note: #2 of this section C. will be omitted during 200-2001 and the continuing education requirement will be required of all Level II certification holders unless you request your certificate be placed on “inactive status. The certificate can be reactivated by taking 6 additional credits or 180 continuing education hours.

III. ASHA CERTIFICATION (CCC): ASHA has been accredited by the federal government

to be the only legal granter of a certification that provides evidence that a professional has voluntarily met the minimum standards for academic and clinical preparation for the discipline of speech-language pathology (or audiology). The federal government has accepted the CCC as the minimum requirement to be reimbursed for providing speech- language services under an entitlement program such as Medicare.

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ASHA has established minimum standards for both academic and clinical requirements. You will meet the standards that will be in effect as of January 1, 2005.

In order to be fully certified by ASHA, a candidate must complete a Master's degree from an ASHA accredited program, a Clinical Fellowship Year under the supervision of a professional who holds a current CCC, and successfully pass the speech pathology specialty subtest of the National Teacher's Examination (NTE) with a score of 600 or higher.

IV. Licensure: Licensure is a legal permit to practice a profession in a state or some other

geolegal context. The primary purpose of the license is to protect the consumer, the recipient of services, from persons who do not meet certain minimum standards. In Pennsylvania, if one meets ASHA standards, one meets the requirements for a licensure. Licensure is administered by the Department of State, Bureau of Professional and Occupational Affairs, P.O. Box 1753, Harrisburg, PA 17105-1753 (717/783-3650).

The implications of licensure are as follows:

A. Except for persons working in exempt environments no one can claim to be a speech

pathologist and offer speech and language services without a license. Failure to hold a license can result in prosecution.

B. A person who holds a license must truly meet the standards and maintain them or be

liable for civil or criminal prosecution. (A practicing clinician must have liability insurance for his/her protection).

C. Depending on the outcome of state-federal interpretations of PL 99-457, no one can

serve disabled persons in a school program unless they meet the highest minimum requirements for services in the state. In Pennsylvania, that level is the master's degree and ASHA CCC.

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PRAXIS TESTS REQUIRED FOR PA INSTRUCTIONAL I TEACHING CERTIFICATE

SPEECH-LANGUAGE PATHOLOGY

Test Test Code

Qualifying score

When to take test

1. Fundamental Subjects: Content Knowledge

30511

150

Senior Year

2. Specialty Test Teaching Speech to Students with

Language Impairment OR

10880

590

1st Year Graduate School

Speech Language Pathology (10330 or 20330)

10330 or 20330

600

(revised 7-28-14)

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Appendix V

The Family Educational Rights and Privacy Act(FERPA) http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Appendix VI

Pennsylvania Code: Laws Governing Collection and Release of Information in Public Schools


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http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html


I have read and thoroughly understand and agree to abide by the academic and clinical policies, procedures and requirements outlined in the Speech-Language Pathology and Audiology Program Handbook. Name: ___________________________________ (Please Print) (Signature) Date: _____________________________________ Given by: __________________________________ (Signature of Faculty Member)

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speech-language pathology and audiology program

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