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 406
Course Title Supervised Clinical Practicum II Call Number/Section Sections All—70441/71141 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 321/310
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.
________________________________________________________________________________________________________
2
COURSE DESCRIPTION
Clinical experience with children and adults who have communication disorders. Enrollment limited to 10.
STUDENT LEARNING OUTCOMES Course Focus:
To further the development of independent clinical functioning in a realistic environment, while building professional skills and disposition. To expose student clinician to the practices of the process of speech-language assessment and remediation in a virtual-online environment. The undergraduate clinician will continue her development in therapeutic pedagogical practices. Course Objectives:
The clinician will (ASHA and SACS standards are in parentheses, respectively):
1. Complete a minimum of 15 observation segments/ ‘hours’ for ASHA certification (IV-C/SLO 10, Level: Moderate).
2. Be responsible for writing observation reports as outlined on Master Clinician. The student is responsible in completing a SOAP note reflecting four session observed. These SOAP notes will be due on Friday, October 30th, November 6th, November 13th and November 20th respectively.
3. Learn how to effectively document clinical sessions observed, by being responsible for writing progress notes, client care (IV-B/SLO 9, Level: Strong).
4. 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).
5. 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).
6. Prepare appropriate teaching materials for parents/caregivers and clearly explain their use by way of client homework. The student will prepare a homework assignment for a standardized client’s caregiver. The student may select any client assigned to CSD 406 for this assignment. The homework assignment must include formal directions and must be written clearly as to avoid misunderstanding.
Course Assignments:
Master Clinician Observation: Students in CSD 406 are required to observe four (4) neuro-type standardized clients, four (4) treatment-type standardized clients, and seven (7) instructional/technique videos. 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 or CSD 321. At least two videos should be viewed weekly with the first set of videos due September 25th.
Student observers will need to obtain an account with Master Clinician to acquire the 15 hours of observation hours 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 406” Observations.
3
Please review the Master Clinician training video for guidance
(https://www.youtube.com/watch?v=RRVsFCa6hbc). The cost of a yearly subscription is $45. Progress Notes (SOAP):
Students are required to comprise four progress notes for the treatment session of their choice. They are to follow the format of SOAP notes as reviewed in CSD 310. Students may take the liberty to create the ‘subjective’ section of the soap note, but will use the information in the treatment video to comprise the objective and assessment sections of the progress note. If the virtual clinician does not verbalize a plan, the student observer will comprise a plausible ‘plan’ given the data collected during the session. The student will be called to observe at least two videos a week. On the weeks were a SOAP is due, the student will elect to write a SOAP note on one of the two videos viewed and will complete an observation report on the remainder video.
First SOAP due: Ocober 30th (Friday)
Second SOAP due: November 6th
Third SOAP due: November 13th
Second SOAP due: November 20th
Homework assignment for client’s caregiver: Student is to prepare an appropriate homework assignment that could be used for parents to reinforce the objectives in a given therapy session. The student may select any client assigned to CSD 406 for this assignment. The homework assignment must include formal directions and must be written clearly as to avoid misunderstanding. The homework assignment should not take the caregiver more than 5 min to complete. The assignment is due
December 4th. 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
Practicum 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.
Classroom Management Policies:
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
________________________________________________________________________________________________________
4
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.
Class Disruptions:
It is expected that students will respect the right of others to learn in the 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 clinic conduct and dress
4. Diagnostic procedures appropriate to language, fluency and reversed swallow 5. Phonetic transcription practice
6. Alternative approaches to language and articulation therapy
7. Selection of diagnostic procedures on the basis of case history (as applicable) 8. Test scoring accompanied by phonetic transcription exercise (as applicable)
9. Progress note 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:
5
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.
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 406 (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
NOTE: To enhance learning based on student input, this course contains both formative and summative experiences.
Students will be responsible for submitting observation reports via Master Clinican beginning September 25th.
ATTENDANCE POLICY
Policy Statement:Participation in practicum is required. Students are expected to complete observation videos systematically. At least two videos/ sessions should be viewed per week beginning the week of September 21st. The first set of two reports are due September 25th, Friday. Lack of participation
1. Progress notes 30%
2. Observation Reports via Master Clinician 20%
3. Attendance/Participation 20%
4. Homework Assignment for Caregiver 30%
Point Scale: A 90 - 100 B 80 – 89 C 70 - 79 D 60 - 69 F below 59
________________________________________________________________________________________________________
6
will not be accepted unless there are special circumstances which are judged by the instructor as a valid reason for non- participation.
TUTORIAL ASSISTANCE
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), 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)
SOAP Notes 30% Observations Reports 20% Attendance/Participation 20% Homework Assignment 30%
100=30pts
100=20pts
100=20pts
100=30pts
7
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. (2009). Interviewing and counseling in communicative disorders: Principles and procedures. Boston, MA: Allyn & Bacon.
