COLLEGE OF EDUCATION HUMANITIES AND BEHAVIORAL SCIENCES DEPARTMENT OF HEALTH SCIENCES, HUMAN PERFORMANCE and
COMMUNICATION SCIENCES AND DISORDERS ALABAMA A&M UNIVERSITY
NORMAL, AL 35762
COURSE SYLLABUS
FALL 2020
Course Number CSD 321
Course Title Supervised Clinical Practicum I Call Number/Section Sections All—40440/71140
Class Times TBD-Virtual/Online Internship
Announcements, communication and updates will be posted on CSD Google Website:
https://sites.google.com/site/csd516
Class Location Online
Prerequisites CSD 310
Textbook Required Course Textbook(s):
Communicative Sciences & Disorders Clinic manual: Policies and procedures. (2019-2020). Normal, AL: Alabama A&M University.
Roth, F.P., & Worthington, C.K. (2019) Treatment Resource Manual for SLP (5th ed.). Clifton Park, NY: Cengage Learning. 978-1285851150.
Meyer, S.M. (2006). Survival guide for the beginning SLP. Gaithersburg, MD: Aspen. 0-80342-1116-5
Nicolosi, L., Harryman, E., & Kresheck, J. (2004). Terminology of communication disorders: Speech-language-hearing (5th ed.). Baltimore, MD: Williams & Wilkins.
Suggested Readings: ASHA Code of Ethics.
Instructor Esther Phillips-Ross
Office 104 CCN, Room 5
Office Hours Phillips-Ross
10:00am-12:00 and 2:00-4:00p
Monday and Wednesday via text/phone/virtually E-mail address esther.phillips@aamu.edu
Telephone number 256-372-4044 (o)/256-457-0141(c)
AAMU Quality Enhancement Plan (QEP):
“Enhancing Students’ Critical Thinking Skills”
Critical Thinking Definition:
Critical thinking is analyzing, evaluating, and synthesizing information into logical
conclusions.
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2 COURSE DESCRIPTION
Clinical experiences with children and adults who have communication disorders. STUDENT LEARNING OUTCOMES
Course Focus:
To develop clinical skills via extended and virtual/on-line observation in conjunction with clinical practicum. To expose student clinician to various scopes of practices for the SLP via the vehicle of extended observation opportunities. Begin developing independent clinical functioning in a virtual environment as a platform to strengthen clinical skills for tele-practice or face-to-face interactions. These experiences will advance the candidate's skills and dispositions as s/he prepares to enter the service profession of Speech-Language Pathology.
Course Objectives:
The clinician will/may* (ASHA and SACS standards are in parentheses, respectively): 1. Obtain observation hours for ASHA certification—15 video segments/ ‘hours’ for the
semester. (IV-C/SLO 10, Level: Light).
2. Learn how to effectively document clinical sessions observed, by being responsible for writing extended observation reports (IV-B/SLO 9, Level: Strong).
3. “Fine tune” and learn the art of effective, active observation in a clinical setting (IV-G/SLO 10, Level: Light). Demonstrate the ability to analyze, synthesize, and evaluate information for etiologies, characteristics, anatomical/physiological, neurophysical, acoustic,
psychological, developmental, and linguistic and cultural correlates of
articulation/phonology (III-C, III-D/D, E/SLO 3, 4, 5, Level: Strong in all areas).
4. *Participate in formulating meaningful and evidenced-based long- and short-term therapy goals. (III-F/SLO 6, Level: Moderate)
5. *Aid in effectively and efficiently implement therapy plans (IV-C/SLO 10, Level: Light). 6. Demonstrate in action and in written documentation the understanding of contemporary
professional issues across various scopes of practice; ASHA practice policies and
guidelines (i.e., Code of Ethics); relevant legislation and regulations, policy and procedures at the federal, state, and local level, current models of intervention (III-G/SLO 7, Level: Strong).
7. Demonstrate knowledge of state and national regulations related to the practice of SLP and how to comply (certification, specialty recognition, licensure, etc.) (III-H/SLO 8, Level: Strong).
8. Be required to complete a book review, an article review or product review—Due November 20th (III-F/SLO 6, Level: Moderate).
CLASS FORMAT
Dress Code Policy:( Specific to Tele-practice or face-to-face observations in Communication Sciences and Disorders)
Candidates in the Communication Sciences and Disorders Program will be required to dress in a professional manner. This requirement is posted in the AAMU Clinic Policies and Procedures Manual located on the AAMU CSD website under the heading: CSD Personal Appearance Standards/Dress Code-http:www.aamu.edu/csd/index2.aspx. Candidates will be held accountable by their prospective professors. The intent is to prepare the candidate for the professional world. In addition, Alabama A&M University has published and updated code of conduct (including dress) on its main website page
3 Clinical Procedures:
The instructor reserves the right to amend this syllabus, as necessary to meet the evolving needs of the course and its students, with notice provided to the students.
Each student will be responsible for meeting the following requirements:
1. Attendance for the orientation class (September 1) and observation experience is required. Students are responsible for observing the entire session assigned in Master Clinician. 2. More than one virtual/online observation absence will be reflected in the student’s grade. If
the student is late to any off site observation experience, s(he) will be counted as absent from that experience.
3. Cell phone use is not allowed in or on an observation site. Please place all cell phones on vibrate/silence when in instruction and observing.
4. Completing observation documentation is required for successful completetion of this course. All reports (including extended observation reports) must be computer generated. 5. Observation hours, including extended observation reports. Each student must complete at
least 15 observation segments/‘hours’ as partial requirement for ASHA certification prior to the end of the semester enrolled in CSD 321. If these hours are not completed, the student’s grade will be affected.
6. Submitting assignments (observation and extended reports) late is strongly discouraged. If in the event a student must submit an assignment late, points will be deducted from the student’s final grade each day the assignment is late.
7. Each CSD 321 student must sign a confidentiality statement for the protection of clients in outside observations. Offsite observations will not be required for this class this semester. Students observing, are prohibited to make any direct contact with the clients or their care givers, unless otherwise stated by the attending supervisor.
8. Cleared Fingerprint Background (BG) Checks is a requirement for all individuals in the School of Education including CSD students. Gemalto/Cogent Systems is the company that has been selected by the University to conduct the necessary fingerprint background checks. Evidence of cleared background check must be in the student’s
clinical/academic file before the first day of class per the University’s calendar. If a cleared background check result was obtained in CSD 310: Clinical Procedures, then BGC requirement for this course has been met.
Offsite Management Policies (if assigned):
1. All ASHA, SACS and AAMU Speech and Hearing Clinic standards, rules and Code of Ethics pertaining to the delivery and documentation of speech therapy services will be followed in letter and spirit. This includes, but is not limited to, the AAMU Speech and Hearing Clinic policies relating to dress and demeanor detailed in the Policies and Procedures Handbook.
2. The clinician will exhibit professionalism in all dealings with clients, their caregivers, AAMU faculty and staff, and any other interested parties at all times.
3. No forgeries, inappropriate or inaccurate documentation, cheating or misrepresentations of any kind will be tolerated.
4. The supervisor retains the right to address any relevant issues, whether specifically regulated in writing or not. Failure to comply will be documented in the clinician’s permanent record, discussed with the clinician directly, and reported to the Clinic Director and Program Director as deemed fitting by the supervisor. The CSD program and its representatives retain the right to take whatever action they deem necessary and appropriate.
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4 It is expected that students will respect the right of others to learn in the virtual classroom. If a student is disruptive to class procedures, actions will be taken in accordance to University Policy. Disciplinary procedures may take place at the University level if a student causes disruption or obstruction of teaching, research, administration, disciplinary proceedings, or other University activities on or off-campus, including non-University activities which occur on University property. “Life on the Hill”.
Academic Dishonesty, Plagiarism, And Ethics:
All acts of dishonesty in any work constitute academic misconduct that could result in such consequences as receipt of an “F” on a single assignment, failure in a course, and up to dismissal from the university. Academic dishonesty includes, but not limited to, cheating, plagiarism, and fabrication of information. APA 6th edition-style parenthetical citations and references MUST be used. ALL work and ideas of others MUST be properly credited, or plagiarism will be assumed. COURSE OUTCOMES
Major Content Topics: 1. Course Syllabus 2. Clinic Manual
3. Rules for virtual clinic conduct and dress
4. Development of client/caregiver interview from case history and presentation of evaluation findings
5. Selection of diagnostic procedures on the basis of case history (as applicable) 6. Test scoring accompanied by phonetic transcription exercise (as applicable) 7. Diagnostic write-up and format (as applicable)
8. Initial therapy plan development (selection of target behaviors, goal statement, criterion selection)
9. Lesson plan development (task reduction, criterion selection, reinforcement schedules and goal statements)
10. Behavior management procedures (increasing and decreasing behavior, shaping by successive approximation, cue reduction, transfer of training, retention/forgetting, carry-over)
11. Therapy progression for articulation, fluency, language and tongue thrust (as applicable) 12. Self-evaluation and Practicum Evaluation
13. Other paperwork, concepts and skills as applicable Assignments/Grading Criteria:
Grading and Evaluation:
The final grade for the course will be calculated as the average, or true mean, of all examination and project grades. Students are reminded to keep track of their individual test scores and total class average. Tests will not be graded on a curve.
1. Extended Observation Reports 40%
2. Observation Reports 30%
3. Attendance/Participation 20%
4. Professional therapy review 10%
Point Scale: A 90 - 100 B 80 – 89 C 70 - 79 D 60 - 69 F below 59
5 NOTE: To enhance learning based on student input, this course contains both formative and summative experiences.
The supervisor reserves the right to adjust the semester grade or dismiss the student from practicum for late paperwork, ethical misconduct, etc. In the case of dismissal, the situation will be discussed with the student at the time of the infraction(s), and the student and the program director will be notified in writing.
Remediation:
A Competency Remediation Plan (CRP) will be triggered if in the event a cumulative average midterm a grade of “C” or below is earned for CSD 321 (this varies from academic remediation plans which state a letter grade of “D” or below – see Clinical Policies and Procedures
Handbook). This is performed to facilitate the student achieving the best outcome possible for the course, and is a component of the CSD Program’s formative/summative assessment procedure.
SERVICES FOR PERSONS WITH DISABILITIES
The University provides environmental and programmatic access for persons with documented disabilities as defined in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disability Act of 1990. Any student who desires information or assistance in arranging needed services for a disabling condition should contact the Director of Special Students Services, Student Center, Room 203, (256) 372-4263.
STUDY FOLDER
DESCRIPTION OF SPECIFIC ASSIGNMENTS
COURSE OUTLINENOTE: To enhance learning based on student input, this course contains both formative and summative experiences.
Tools needed for practicum: Observation reports (as completed in Master Clinician) and Extended Observation Report.
Master Clinician Observation: Students in CSD 321 are required to observe three (3) assessment-type standardized clients; and ten (10) treatment-type standardized clients; and two (2) videos of student choice. Students are to complete the
observation questions assigned to each standardized client/video. Students are to select videos and standardized clients not viewed in CSD 310. At least two videos should be viewed weekly with the first set of videos due week of September 28th by Friday (October 2nd).
Student observers will need to obtain an account with Master Clinician to acquire the 15 ‘hours’ of observation hours (50-60min) for this class. Each session in Master Clinician comes with a set of questions to answer at the end of each video. Select the videos under the title, “CSD 321” Observations. Please review the Master Clinician training video for guidance (https://www.youtube.com/watch?v=RRVsFCa6hbc). The cost of a yearly subscription is $45.
Extended Observation Reports are due as applicable and indicated:
First Extended Report (child or adult based-treatment) due: October 16th (Friday)
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6 (Friday).
Explanation of Extended Observation Report:
Each student is required to complete an extended observation report. Below is the format that is to be followed. You are required to complete a treatment extend observation report and a diagnostic observation report. Note above schedule for submission dates.
EXTENDED REPORT FORMAT
On the first page of the report, top, right, put the following information: Observer’s name
Client’s Initials
Adult or Child (17 and under)
Diagnostic Classification, if known (i.e. articulation case, language case, etc.) Date of Observation
Type of Report (Diagnostic—12/2 or Therap—10/16)
For Diagnostic Observation Reports (December 4), answer the following questions:
1. Identify those areas addressed by the clinician. Include type of evaluation and rational for each activity. (5 pts.)
2. Discuss the effectiveness of test administration. (Were standardized procedures used, were test results reliable and valid?) (4 pts.)
3. Describe the interview in terms of a) organization; b) types and effectiveness of questions; c) interpersonal communication skill; and d) use of appropriate vocabulary, rate etc. (5 pts.) 4. Discuss whether the client’s behavior or the environment affected the outcome of the
evaluation. (4 pts.)
5. Did close-out occur? If so, describe the clinician’s conclusions and recommendations
including a diagnosis if one was given. If close-out did not occur, make a guess at a diagnosis for the client. (3 pts.)
6. Write 2 goals of treatment for the client in behavioral objective form. (5 pts.)
7. Write a prognostic statement using indicators which support the prognosis. (This prognosis for improvement in communication skills is good based on client’s motivation to master her career in auctioneering.)
For Therapy Observation Reports (October 16), answer the following questions:
1. Describe in detail each activity conducted during the session. List them a, b, c…. Include purpose of the activity, clinician’s actions and behavior expected of the client. (5 pts.)
2. Choose 1 activity to score (include how the client performed independently and with the aid of cues. Provide a symbol set to indicate independent responses and cued responses). Include a list of materials used in the activity, a data chart, a key describing the symbols you used, and a % correct statement. (4 pts.)
3. Write a behavioral objective for each activity listed in question number one. Includwe the three components of a behavioral objective. (5 pts.)
4. How were the client’s responses reinforced? (Include types employed, ratio vs. interval, and fixed vs. intermittent.) (3 pts.)
5. What types of cueing did the clinician use and describe how the cues affected the client’s behavior. (4 pts.)
6. Name two teaching strategies (not including reinforcement or cueing) employed by the clinician, and describe how they were used. (3 pts.)
7. Describe 2 clinical strengths of the clinician. (2 pts.)
8. Discuss what the clinician could have done to use his/her time more effectively. (2 pts.) 5 points will be deducted from the final report for misuse of grammar and spelling.
Article or Product Review: Students are required to complete an article or product review highlighting a specific therapy technique in speech pathology. The therapy
7 technique chosen may address any scope of practice in communicative sciences and disorders (i.e., articulation, voice, fluency, language, etc.). Article/Product Review assignment is due December 4th. Please follow the format of an article review provided in CSD 310 (APA formate).
NOTE: To aid in your organizing and my grading of the reports, please list each question you are answering before your response.
ATTENDANCE POLICY
Offsite Policy Statement:
Students are expected to attend observation sites promptly and on time. Participation in observation activities, discussions, and simulations is mandatory. Non-participation in observation activities will result in the student receiving reduced points for the final grade. Lack of participation will not be accepted unless there are special circumstances that are judged by the instructor as a valid reason for non- participation. Note the following:
1. The clinician will arrive 10 minutes prior to the session’s scheduled starting time. 2. No unexcused absences will be permitted.
3. Attendance at the weekly academic clinic classes is mandatory
TUTORIAL ASSIST
Tutorial assistance for undergraduate courses can be obtained from the Tutorial Assistance Network (TAN), a subsidiary of the Office of Academic Support Services. TAN is located in Room 100C Buchanan Hall. The telephone number is 256-372-5487.
GRADE DETERMINATION
URL Reference Sites: http://www.asha.org
http://www.asha.org/publications/journals.htm
American Speech-Language-Hearing Association (1993). Definition of communication Disorders and variations. ASHA, 35 (Suppl. 10), 40-41.
American Speech-Language-Hearing Association (2006). Preferred practice patterns for the professions of speech-language pathology and audiology. ASHA, 35 (Suppl. 11), 1-100. American Speech-Language-Hearing Association (2006). Orofacial myofunctional disorders:
knowledge and skills. ASHA, 35 (Suppl. 10), 21-23.
American Speech-Language-Hearing Association (1991). The role of the speech-language pathologist in assessment and management of oral myofunctional disorders. ASHA, 33 (Suppl. 5), 7.
American Speech-Language-Hearing Association (1993). Definition of language. ASHA, 24(6),
Extended Observation Report 40%
Observations Reports 30%
Attendance/Participation 20%
Professional therapy review 10%
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8 44.
American Speech-Language-Hearing Association (1975). Meeting the needs of children and adults with disorders of language: The role of the speech-language pathologist and audiologist. ASHA, 17(4), 273-277.
Blacke, S., & Parsons, C. (1980). A linguistic approach to distinctive feature training. Language, Speech and Hearing Services in Schools, 11, 203-207.
Frazier, Ashley. (2010). Clinical, Professional, Practical Management Techniques. ASHA Convention Handouts (www.asha.org)
Cornett, B. S. (1999). Clinical practice management for speech-language pathologists. Gaithersburg, MD: Aspen Publishers, Inc.
Goldberg, S. A. (1993). Clinical intervention: A philosophy and methodology for clinical practice. New York, NY: MacMillan Publishing Company.
Muna, John, Steven Cloud (2009): Evidence-based Practices: Rational Evidence. ASHA Convention Handouts (www.asha.org)
Nicolosi, L., Harryman, E., & Kresheck, J. (2004). Terminology of communication disorders: Speech-language-hearing (5th ed.). Baltimore, MD: Williams & Wilkins.
Hedge, M. N., & Davis, D. (2010). Clinical methods and practicum in speech-language pathology. San Diego, CA: Singular Publishing Group, Inc.
Kamhi, A. (1984). Problem-solving in child language disorders: The clinician as clinical scientist. Language, Speech and Hearing Services in Schools, 15(4), 226-234.
Manolson, A. (1992). It takes two to talk. Toronto, Ontario: Hanen Center
Meyer, S.M. (2006). Survival Guide for the Beginning SLP. Gaithersburg, MD: Aspen. Roth, F.P., & Worthington, C.K. (2016) Treatment Resource Manual for SLP (5th ed.). Clifton
Park, NY: Cengage Learning. 978-1285851150.
Shipley, K. G. (1997). Interviewing and counseling in communicative disorders: Principles and procedures. Boston, MA: Allyn & Bacon.
