Welch-Schmidt Center for Communication Disorders

COMMUNICATION DISORDERS

OFF-SITE SUPERVISORY MANUAL Updated: January 2014

Welch-Schmidt Center for Communication Disorders Martin 34 Warrensburg, MO 64093 Department: (660) 543-4993 Fax: (660) 543-8234

1 | P a g e Table of Contents

 Letter to the Clinical Instructor  Mission Statement  Requirements/Expectations for the Clinical Instructor  Requirements/Expectations for the Student Clinician  Facilitating Successful Experiences  Clinical Clock Hour Definitions  Procedures for Student Feedback/Evaluation  Some Thoughts about Feedback  Directions for Grading Form  Sample Forms: o Mid/Final Semester Student Clinician Grading Form o Welch-Schmidt Center For Communication Disorders Screening Form  Clinical Practicum Remediation o Instructions o Remediation Plan Example o Template  Course Syllabi o Medical Internship CD 5801 o School Externship CD 5802  Tips for first-Time Supervisors of Graduate Student Clinicians o http://www.asha.org/slp/supervisortips.  ASHA Position Statement for Clinical Supervisors in SLP and Audiology o http://www.asha.org/policy/TR2008-00296.htm  Knowledge and Skills Needed by SLP’s Providing Clinical Supervision o http://www.asha.org/docs/html/KS2008-00294.html  ASHA Code of Ethics o http://www.asha.org/docs/html/ET2010-00309.html  Supervision of Student Clinician o http://www.asha.org/docs/html/ET2004-00181.html  ASHA Scope of Practice o http://www.asha.org/docs/html/SP2007-00283.html

2 | P a g e 3 | P a g e Dear Clinical Instructor:

We would like to express our gratitude for your participation as a clinical instructor for our department. We appreciate your time, expertise and assistance in educating students to become competent clinicians and future leaders in our field.

In order to educate future clinicians, universities must provide student clinicians with a variety of experiences. Students gain knowledge and skills in classrooms and in the university clinic. There are some experiences that students need that are only available through community placements. Therefore, we view extern, intern, and other off-site placements and supervisors as an essential part of our clinical education program.

The purpose of this manual is to familiarize you with the Communication Disorders Program at the University of Central Missouri and to serve as a resource to you while working with students from our program. The title “clinical instructor” (CI) is used when referring to the supervising professional and “student clinician” (SC) when referring to the graduate student.

Thank you again,

Cheryl Needham-Rives, M.S., CCC-SLP Offsite Clinical Practicum Coordinator

Deborah Galley, M.S., CCC-A Director of Clinical Services

4 | P a g e Mission Statement

Communication Disorders is a comprehensive accredited program committed to excellence in the academic, technological and clinical education of professional speech-language pathologists who serve the communication and swallowing needs of a multicultural society. Evidenced-based teaching and supervised clinical experiences, utilizing advanced technology in the diagnosis and treatment of speech, language, voice, swallowing, and hearing disorders, foster excellence in the professional preparation of future speech-language pathologists.

“Preparing competent, caring and highly qualified graduates”

5 | P a g e Requirements and Expectations – Clinical Instructor

Qualifications: The clinical instructor will have at least a master’s degree and will hold the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language and Hearing Association (ASHA). In addition, the clinical instructor will hold a license in the state where supervision occurs. If providing services in a school district, the clinical instructor must be state licensed and/or DESE certified.

Clinical Instructor Duties: 1. Supervise according to ASHA and university guidelines: direct observation time should be according to the student and facilities needs, but at least 25% of the time. 2. Provide oral and written feedback and evaluation of the student clinician’s performance. 3. Complete formal midterm and final grading form and recommend a grade. 4. Document direct observation hours. 5. Complete the Offsite Supervisor Survey. 6. Complete the ASHA Data Collection Form via the email survey link sent to you annually. 7. Follow the ASHA guidelines pertaining to the 13 tasks for clinical supervision. 8. Demonstrate professionalism by adhering to the ASHA Code of Ethics.

6 | P a g e Requirements and Expectations - Student Clinician

1. Student clinicians will be familiar with the course/practicum syllabi. 2. The student clinician will have completed appropriate pre-requisite course work and clinical experiences. 3. The dates and times of the placement will be determined by the Offsite Practicum Coordinator and the facility. 4. Students are expected to have regular attendance, be on time, and meet appropriate deadlines. Excused absences (such as illness, death in the family etc.) may be required to be made up at discretion of the clinical instructor. 5. Student clinicians are expected to follow all appropriate policies of the facility, such as complying with dress codes, following HIPAA guidelines, ASHA Code of Ethics, etc. Failure to do so may result in one of the following: lowering of the grade, removal from practicum (for the day or permanently), or failure of practicum. 6. Student clinicians are expected to keep track of their contact hours and competencies needed for graduation requirements. 7. Students are expected to participate in all professional activities that are appropriate for the facility. These may include such things as: a. Direct Patient Contact i. Evaluations ii. Development of treatment plans iii. Implementation of therapy iv. Client/family counseling v. Client/family education vi. Screening/prevention activities b. Other i. Written reports-evaluation/discharge ii. Progress notes/treatment records iii. Attend/participate in team meetings iv. Attend/participate in in-services v. Develop therapy materials vi. Assignments appropriate to the setting vii. The student clinician must work all hours and participate in all duties of the clinical instructor.

7 | P a g e Facilitating Successful Experiences

The cooperation of the university, the facility, and the student are needed to have a successful experience. The Offsite Clinical Practicum Coordinator can play a key role in facilitating this experience. While the university realizes and appreciates the time commitment it takes to supervise a student clinician, it is our hope that we can offer some assistance. Please remember that the student clinician, even if he/she is in the last semester, is still learning. This may be the first time the student clinician has been in a particular setting (for example, a hospital) or the first time to have had exposure to a specific disorder (for example, dysphagia or aphasia). The intent is for the student to work under the guidance of a trained professional. In some cases, it may be appropriate for a student to work independently with clients, while in other cases, it may be more appropriate for the student clinician to work with the professional. Both models are acceptable. Once the student has completed a placement at the facility, he/she will have another placement as a student or participate in a clinical fellowship (CF) experience. Either way, the student will continue to have many learning experiences prior to becoming an independent professional.

A Note about Communication

It has been our experience that offsite experiences work best when there is open communication between the facility, the student, and the university. Students should be told of specific expectations at the site as well as expectations of the clinical instructor. For example, it is best to inform the student if they are expected to follow the treatment plans/methods of the clinical instructor, or, if the student is expected to develop his/her own plans. It is the student’s responsibility to ask the clinical instructor if he/she is unclear of what is expected. It is also the student’s responsibility to share information regarding specific needs.

The supervision process consists of many factors. Assisting student clinicians develop clinical skills while keeping client’s welfare as a priority can be challenging. Many tasks are involved, ranging from helping the students learn therapy techniques to appropriate documentation as well as helping the student learn self-analysis in order to move towards becoming a more independent clinician.

8 | P a g e Clock Hours

ASHA requires the applicant for certification in speech-language pathology complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology. 375 hours must be spent in direct client/patient contact and 25 hours must be obtained observing direct client/patient contact.

Students may count all direct client contact hours. These contact hours may be counted if the student is working independently with the client or if the student is participating with the supervising clinician. Participation may include activities such as: presenting stimuli, eliciting responses, modeling, tracking responses, etc. The student may not count the hours if he/she is observing but not actively participating. Activities such as: care team meetings, consultations and patient staffing may be counted towards appropriate competencies. Supervisory conferences, test interpretation and report writing time are skills students need to develop but may not be counted as part of the required hours. The Communication Disorders Program at UCM has established the following categories with minimum hour requirements.

9 | P a g e Clinical Clock Hour Codes, Requirements and Descriptions

ESDC: Evaluation of Speech Disorders in Children- minimum of 10 hours required. Clinical experiences include direct contact consulting, counseling, and participating in prevention activities, conducting behavioral observations and non-standardized and standardized assessment procedures for articulation, fluency, resonance, and voice including aeromechanical components of respiration.

ELDC: Evaluation of Language Disorders in Children- minimum of 10 hours required. Clinical experiences include direct contact consulting, counseling, participating in prevention activities, and conducting behavioral observations. Experiences also include non-standardized and standardized assessment procedures of phonology, morphology, syntax, semantics, and pragmatic/social aspects of communication including comprehension and expression in oral, written, graphic, and manual modalities. Also includes language processing; pre-literacy and language-based literacy skills, including phonological awareness.

ESDA: Evaluation of Speech Disorders in Adults- minimum of 10 hours required. Clinical experiences include direct contact consulting, counseling, prevention activities, and conducting behavioral observations and non-standardized and standardized assessment procedures for motor speech disorders, articulation, fluency, resonance, and voice including aeromechanical components of respiration.

ELDA: Evaluation of Language Disorders in Adults- minimum of 10 hours required. Clinical experiences include direct contact consulting, counseling, prevention activities, and conducting behavioral observations and non-standardized and standardized assessment procedures for spoken and written language, and cognitive aspects of communication (e.g., attention, memory, problem solving, executive functions).

*S/LS: Screening of Speech and/or Language- minimum of 5 hours required at the graduate level. Undergraduate clinicians can obtain screening hours, however 5 hours must be obtained at the graduate level. Clinical experiences include pediatric and/or adult. Screenings are limited to pass/fail procedures to identify those who require further speech/language assessment or referral.

*AS: Audiologic Screening- minimum of 5 hours required at the graduate level. Clinical experiences include pediatric or adult. Screenings are limited to screening hearing of individuals who can participate in conventional pure-tone air conduction methods, as well as screening for middle ear pathology through screening tympanometry for the purpose of referral of individuals for further evaluation and management based on pass/fail criteria.

TSDC: Treatment of Speech Disorders in Children- minimum of 20 hours required. Clinical experiences include direct contact consulting, counseling, participating in prevention activities, and providing treatment for disorders of articulation, fluency, resonance, and voice including aeromechanical components of respiration.

10 | P a g e Clock Hour Definitions Continued TLDC: Treatment of Language Disorders in Children- minimum of 20 hours required. Clinical experiences include direct contact consulting, counseling, participating in prevention activities, and providing treatment for disorders of phonology, morphology, syntax, semantics, and pragmatic/social aspects of communication including comprehension and expression in oral, written, graphic, and manual modalities; language processing; pre-literacy and language-based literacy skills, including phonological awareness.

TSDA: Treatment of Speech Disorders in Adults- minimum of 20 hours required. Clinical experiences include direct contact consulting, counseling, prevention activities, and providing treatment for disorders of motor speech disorders, articulation, fluency, resonance, and voice including aeromechanical components of respiration

TLDA: Treatment of Language Disorders in Adults- minimum of 20 hours required. Clinical experiences include direct contact consulting, counseling, participating in prevention activities, and providing treatment for disorders of spoken and written language, and cognitive aspects of communication (e.g., attention, memory, problem solving, executive functions).

CLD: Culturally and/or Linguistically Diverse- minimum of 5 hours required. Experiences include recognizing the need to provide and appropriately accommodate direct contact of diagnostic and treatment services to individuals from diverse cultural backgrounds and adjust treatment and assessment services accordingly. This includes accent modification.

SD: Swallowing Disorders- minimum of 5 hours required. Experiences include direct contact with pediatric and adult screening, assessment and/or treatment of swallowing or other upper aerodigestive functions such as infant feeding tongue thrust and aeromechanical events (evaluation of esophageal function for the purpose of referral to medical professionals). This includes the use of instrumentation used in the diagnosis and treatment.

RDDD: Related Disorders, Differences and Disabilities- no minimum hours required. Services include direct contact with communication modification, auditory processing disorders, augmentative and alternative communication techniques and strategies, transgender voice, care and improvement of the professional voice, personal/professional communication effectiveness and other disorders, differences/disabilities described in the scope of practice.

AH/R: Aural Rehabilitation- no minimum hours required. Clinical Services include direct contact of auditory training; speech-reading; speech and language intervention secondary to hearing loss; visual inspection and listening checks of amplification devices for the purpose of troubleshooting.

*S/LS and AS: Graduate students can count a maximum of 20 total screening hours (S/LS and AS combined) including the 5 hours required for S/LS and the 5 hours required for AS.

11 | P a g e Procedures for Student Feedback/Evaluation

Student clinicians should be provided with regular feedback (oral and written) as to their progress. This should include information pertaining both to client/patient care and clinical skills of the student. The student should assume some of the responsibility with regards to communicating with the clinical instructor regarding his/her needs.

1. The student clinician and clinical instructor should set goals for the student specific to the practicum site. 2. A formal mid-term evaluation should be completed and reviewed with the student clinician. The Offsite Clinical Practicum Coordinator should be informed if the student earns less than a “B” grade at mid-term and a remediation plan should be initiated. Please refer to the Clinical Practicum Remediation Document. 3. A final evaluation should be completed and reviewed with the student clinician at the end of the practicum. The clinical instructor recommends a final grade. The Offsite Clinical Practicum Coordinator/Director of Clinical Services assigns all grades and reports them to the university registrar. 4. The student should complete the appropriate forms with respect to competencies acquired at the practicum. This form should be reviewed with the clinical instructor. The clinical instructor will assign the appropriate rating for each competency. 5. The student is responsible for documenting clock hours obtained at the practicum. The clinical instructor will be asked to document direct supervision time. It is the student clinician’s responsibility to complete the online form, obtain the signature of the Clinical Instructor/ and turn it in to the Offsite Clinical Practicum Coordinator. 6. The student will complete an online evaluation of the clinical experience. 7. The original signed Final Grading Form and the original signed online clock hour form are returned to the Offsite Practicum Coordinator who will verify the clinical contact hours and place the grading form into the student’s permanent file.

12 | P a g e Some Thoughts about Feedback

Feedback can take many forms. The beginning student clinician typically needs direct, active supervision. This often involves analyzing data and behaviors; giving directions, opinions, and problem solving. Some indirect techniques include listening, asking questions, seeking strategies. As a student advances, we often move to a more collaborative style. This involves joint problem solving and sharing of information. Finally, we hope a student will move towards self-supervision, which includes self-identification of strengths and weaknesses, seeking advice and exchanging views with the supervisor.

Although most student clinicians at extern sites (school placements) are not beginning clinicians (typically the student will have completed at least two semesters of practicum at the university clinic and approximately 100 clock hours), the student may need direct supervision in the beginning of the practicum. This would be true of the student clinician who is working in a type of setting (hospital, group therapy at a school, etc.) or with a disorder (dysphagia, aphasia, voice, fluency, etc.) for the first time.

Typically student clinicians arrive at their internship site, which occurs during their last semester of graduate school, having completed approximately 300 clock hours of direct service provision.

13 | P a g e Mid/Final Semester Student Clinician Grading Form Clinical Instructor Directions for Use.

The Clinical Instructor (CI) will complete a Mid/Final Semester Student Clinical Grading Form (MFSSCGF) to provide feedback to Student Clinicians (SC) regarding their clinical skills. These forms will be completed prior to the Mid Semester Case Conference (MSCC).

1) The CI will complete a MFSSCGF for each SC for whom they provide supervision in the Center, off site placements, externships and in internships. 2) Determine which of the Nine Major Areas the SC is currently providing services. This can include one or all nine, all dependent on the goals being addressed by the SC and the medical condition, speech-language diagnosis and associated conditions the client(s) present. 3) Use the Summary of Skills Rubric to determine the level of skills the SC is exhibiting for each of the competencies listed on the MFSSCGF from the ASHA KASA Standard IV-G. 4) Write the corresponding number for the skill level in the box associated with the Major Area and the competency. For Mid Semester grading, keep the number to the left side of the box. This leaves room in the right side of the box to utilize this form for the Final Semester grading session. 5) Complete the Mid Semester Clinical Skills Needs section with goals for each SC for the second half of the semester. These are sometimes best written together at the meeting, and sometimes best to have written before the meeting to present to the SC. 6) The SC will complete a Mid/Final Semester Student Self Evaluation Form indicating their perception of their level of skill in the Nine Major Areas. During the MSCC, please discuss how your perception and the SC perceptions are different. Check on the grading form, under your signature that this was completed by the SC. 7) For grading purposes, add all of the numbers in the boxes of the MFSSCFG together and divide the total by the number of times you marked competencies. Utilize the grading rubric to determine the SC’s mid semester grade. Record both the grade and the average of the scores on the top of the front page of the grading form. 8) Using this same form for the Final Semester Grade and conference, write the number representing the skill level for each of the nine major areas for each competency in the right section of each of the corresponding boxes. As before, add all of the numbers on the form (midterm and final) together and divide the total by the number of times the competencies were marked. This presents a number for grading that represents the SC’s semester performance. Utilize the grading rubric to determine the SC’s final semester grade. 9) The original MFSSCGF needs to be turned in to the Offsite Clinical Practicum Coordinator. 10) Concerns on the part of the CI regarding the SC need to be brought to the attention of the Offsite Clinical Practicum Coordinator immediately.

14 | P a g e Clinical Practicum Remediation

It is expected that the student, in consultation with the faculty, be responsible for ensuring that s/he have met the American Speech/Language/Hearing Association (ASHA) required knowledge and skills. The faculty of the Communication Disorders Program has determined that a grade of a “B” or competency of a “4” or “5” on the KASA demonstrates that specific knowledge and/or skills have been acquired. In cases where the student’s progression in the acquisition of knowledge and/or skill does not meet expectations with in the semester, a plan for remediation may be established Remediation plans are designed to improve a student’s knowledge and skills in specific area of weakness.

The following scenarios can result in Clinical Practicum Remediation:

 An individualized remediation plan will be implemented whenever a student receives a midterm grade of “C” or lower in a practicum experience at the midpoint in the semester.

 An individualized remediation plan may be instituted if a student receives either multiple scores of “emerging” (2) within an individual clinical experience, or multiple scores of ‘emerging” on the same ASHA standard. The decision to implement a remediation plan under these circumstances will be made jointly by the Clinical Instructor (CI) who gave the “emerging” scores and the Director of Clinical Services (DCS) and/or Program Director (PD).

Remediation Procedures

1. The PD and/or the DCS will meet with the CI(s) who are supervising the student clinician.

2. The remediation plan will be created outlining the activities and/or experiences the student must complete to demonstrate adequate improvement of their knowledge and/or skills. This plan must include measurable goals that can be completed by the end of the semester in which the plan was initiated. Occasionally, because of the nature of the goal, implementation and completion of the plan may need to carry-over to the following semester. The remediation plan is a written document that includes a definition of the area(s) needing improvement, specific objectives that need to be met, and mechanisms for assisting the student to achieve the objectives. Remediation may focus on one particular area of performance or may include a number of areas. The nature of the clinic remediation plan is individually determined and is defined largely by the particular knowledge and/or skills that need to be met. This information regarding remediation procedures and the remediation plan templates are available on Bb under Clinical Practicum for student clinicians and clinical instructors (CI).

3. The CI and the student clinician must sign the remediation plan, including timelines and objective measures of performance, at the time of the initial remediation meeting with the student clinician (usually at mid-semester) and upon successful completion of the remediation plan by the student clinician. Ratings will be provided to the student clinician by the CI periodically during and at the end of the semester.

4. The CI who initiated the plan will serve as a mentor toward the completion of the plan, unless stated otherwise by the PD and DCS.

15 | P a g e 5. A copy of the completed remediation plan will be kept in the student’s permanent file.

6. If the remediation plan is not completed in the initiated semester, a copy of the plan will be turned in to the DCS by the CI attached to the Final Grading Summary form at the end of the semester. This remediation plan will be shared with the CI(s) who are assigned to the student in the following semester with continued implementation of goals for completion of the plan.

7. If the student does not successfully complete the requirements of the remediation plan within the initiated semester, a final grade of “U” will be assigned and the clinical clock hours will be held until the goals of the remediation are met and the “U” is replaced with a grade of “B” or better.

 A student can have no more than two grades of “C” in clinical practicum or he/she will be terminated from the program.

 If the goals are not met in the semester following the assignment of the “U”, the “U” will be replaced by the grade of “F” and the student will be terminated from the program.

Externship – Internship Placements

If a graduate student receives a grade of “C” in CD 5802, Externship in Communication Disorders, the student will be required to re-enroll in CD 5802 the next semester the school experience is offered and repeat the externship in order to demonstrate appropriate knowledge and skills have been met prior to the internship placement.

If a grade of “C” is earned during CD 5801, Internship in Communication Disorders during his/her last semester of study. The student will be required to re-enroll in CD 5801 the following semester and repeat the internship in order to demonstrate required knowledge and skills of “4” or”5”. Failure to do so will result in termination from the program.

If a graduate student is dismissed from the extern or internship placement prior to its completion, the student must meet with the PD and Offsite Clinical Practicum Coordinator, withdraw from the respective course and reenroll the next semester the experience is offered. No clinical hours will be counted for the incomplete experience. Failure to do so will result in termination from the program.

Withdrawing from or obtaining a grade of “C” in CD 5801 or 5802 will at a minimum, extend the course of study at least one additional semester. If total credit hours of courses with a grade of “C” exceed the maximum of 6 at the graduate level, the student will be terminated from the program.

Criterion for Administrative Dismissal

Administrative dismissal from the program will occur under the following circumstances:

i. Two (2) grades of “C” in clinical practicum.

ii. A grade of “D” or “F” in a clinical practicum.

iii. The second semester the overall GPA falls below 3.0.

iv. More than 6 credits of “C” at the graduate level.

16 | P a g e Policy Changes

Policy changes may be made throughout the year. Students and faculty/staff will be notified of any changes and their effective dates via a memo from the Director of Clinical Services.

Remediation Plan Example

Student: Clinical Supervisor: Carlotta Kimble Location: Welch-Schmidt Center for Communication Disorders Start Date: December 2, 2013 Expected Completion Date: April 24, 2014

Goal 1: Student will execute intervention using client appropriate and session-appropriate intervention strategies, materials, and language at a “developing” or “refined” level as evaluated by clinical instructor and/or supervising teacher. Improvement Strategy(s) (What will be done?): a. Student will observe a minimum of two treatment sessions in which treatment is given to a preschool-aged child and document strategies used to elicit responses and manage behavior. b. Student will observe supervising teacher at extern site and document strategies and techniques utilized to: elicit responses, manage behavior, and provide variety of planned lessons. Goal 2: Student will select or develop and use appropriate materials and instrumentation for prevention and intervention. Improvement Strategy(s) (What will be done?): a. Student will observe a minimum of two treatment sessions in which treatment is given to a preschool-aged child and document activities used for specific tasks/goals. b. Student will construct a “quick view” table of appropriate activities and materials for articulation, phonological processes, and language stimulation for current and future resource use. The table will include two activities and materials for each area. Goal 3: Student will communicate effectively, recognizing the needs, values, preferred mode of communication and cultural/linguistic background of the client/patient, family, caregivers, and relevant others. Improvement Strategy(s) (What will be done?): a. Student will observe a minimum of three treatment sessions in which treatment is given to a preschool-aged child and document language used to elicit responses, motivate child, reinforce child, and make requests from the child.

EVIDENCE OF SUCCESS: (How will you know you are making progress?) Goal 1 Results: Next Step: Date:

17 | P a g e Goal 2 Results: Next Step: Date:

Goal 3 Results: Next Step: Date:

ASHA Certification Standards:

IV-G-2: Intervention IV-G-2-a: Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process.

IV-G-2-b: Implement intervention plans (involve clients/patients and relevant others in the intervention process).

IV-G-2-c: Select or develop and use appropriate materials and instrumentation for prevention and intervention.

IV-G-2-d: Measure and evaluate clients'/patients' performance and progress.

IV-G-2-e: Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients.

IV-G-3: Interaction and Personal Qualities IV-G-3-a: Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others.

______Student Signature Clinical Instructor Signature

18 | P a g e Remediation Plan Template

Student: Clinical Instructor: Offsite Location: Start Date: Expected Completion Date:

Goal 1:

Improvement Strategy(s) (What will be done?):

Goal 2:

EVIDENCE OF SUCCESS: (How will you know you are making progress?) Goal 1 Results: Next Step: Date:

19 | P a g e ASHA Certification Standards:

______Student Signature Clinical Instructor Signature

20 | P a g e University of Central Missouri Communication Disorders Program

Internship in Communication Disorders: Medical Setting

COURSE NUMBER: CD 5801 CREDIT HOURS: Four (4) Graduate level INSTRUCTOR: Various SCHEDULE: As assigned by Internship Placement Coordinator LOCATION: As assigned by Internship Placement Coordinator TERMS: Fall, Spring, Summer

PREREQUISITES: Complete all additional CD course work required for graduation, including CD 5507 Research Project in Communication Disorders and 300 clinical practicum/observation hours. Receive permission from the Graduate Advisor.

COURSE DESCRIPTION: The internship is a 10-week full-time medical placement completed during the last semester of the graduate program. This experience is designed to provide the graduate student clinician the opportunity to meet ASHA certification requirements for clinical practicum hours and knowledge and skills. These same requirements must be met to graduate from the program.

CERTIFICATION STANDARDS: Satisfactory completion of this course is intended to assist the graduate student clinician in meeting knowledge and skills required for ASHA Standards for the Certificate of Clinical Competence in Speech-Language Pathology. Standards needing to be met are specific to each graduate student clinician; however this is the last clinical experience of the graduate program and all knowledge and skill standards must be met as a requirement for graduation from the graduate program, as well as ASHA Certification. The graduate student clinician has copies of semester grading forms for each clinical practicum experience. These copies provide Graduate student clinician with detailed information about the requirement for meeting knowledge and skill standards and a log of the standards met.

INSTRUCTIONAL MODALITIES/ACTIVITIES: 1. Graduate student clinician will submit request for internship assignment when requested by the Internship Placement Coordinator. This is usually requested no later than mid-semester of the second semester of the graduate program. 2. Internship Placement Coordinator will assign Graduate student clinician to a medical setting where supervision will be provided by an appropriately credentialed speech-language pathologist. 3. Graduate student clinician will complete program requirements: criminal background checks, immunizations, and BLS; and additional requirements specific to the assigned internship site prior to the end of the semester before the internship.

21 | P a g e 4. Based on the expectations of the supervising SLP and the ability of the graduate student clinician, the graduate student clinician will fulfill job responsibilities of the supervising SLP. 5. The supervising SLP will monitor the graduate student clinician performance specifically outlined in the UCM Mid/Final Semester Grading Form and provide clinical instruction and feedback. Internship sites may have additional forms they use to provide feedback to the program regarding the performance of the graduate student clinician. 6. Graduate student clinician will complete a self-evaluation for the mid-term and final grading conference. 7. In addition, the Graduate student clinician will meet requirements determined appropriate by the internship site.

LEARNING OUTCOMES: Upon completion of this practicum placement, the student will be able to: 1. Administer and interpret diagnostic evaluation appropriate to the medical setting. 2. Prepare evaluation, progress notes, and all additional reports appropriate to the medical setting. 3. Determine and successfully implement acceptable treatment plans for patients with speech, language, cognitive and swallowing deficits. 4. Effectively use therapy materials and equipment presented in the medical setting. 5. Professionally interact with staff, and patients and their families. 6. Adhere to professional standards of ethics.

SERVICES FOR GRADUATE STUDENT CLINICIAN WITH DISABILITIES: UCM is committed to providing Graduate student clinicians equal access to all university programs and facilities. Persons eligible for academic accommodation must have a disability as defined by the Americans with Disabilities Act and be enrolled in one or more hours in UCM course. Contact the Office of Accessibilities Services for more information. 660-543-4421.

PROFESSIONAL LIABILITY INSURANCE The University of Central Missouri maintains a Professional Liability Insurance policy to cover all graduate student clinicians working in clinical practicum experiences. You may wish to carry additional Professional Liability Insurance. Insurance is available to graduate student clinicians through ASHA’s insurance carrier, Marsh Affinity Group. Call them at (800) 503-9230 or obtain more information on ASHA’s website at https://www.personal-plans.com/asha/welcome.do. However, to be eligible for Seabury’s group rate, the graduate student clinician must be a member of the National Student Speech-Language-Hearing Association (NSSLHA).

PRACTICUM HOURS: A detailed description of required clinical practicum hours can be found on the Communication Disorders Clinical Practicum Blackboard site. During the first week of the internship graduate student clinicians will share a copy of their current cumulative clock hour form with the supervising SLP. The supervising SLP will be able to assist the graduate student clinician obtain the hours needed if made aware in advance. Every effort should be made prior to this experience to have a minimum of 300 clinical clock hours completed. The graduate student clinician is required to complete at least 400 hours of practicum to meet ASHA Certification and program graduation requirements. Documentation of these hours must be maintained using the format provided by the program. The hours for each category must also be met to complete program requirements. The 22 | P a g e internship is a 10 week full-time placement and is not guided by the clinical practicum hours completed.

PRACTICUM PERFORMANCE EVALUATION The graduate student clinician is evaluated by the off-campus clinical instructor(s) at the midterm and at the end of the semester. Grading forms used in the on-site clinic with minor modifications, are used for all off-site placements. The internship is a culminating experience and provides feedback to the program on the overall knowledge and skill of the graduate student clinical. The supervising SLP may provide additional feedback as prescribed by the site.

ATTENDANCE POLICY The graduate student clinician is required to be on site every day for 10 weeks to meet the requirements for a full-time placement. Full-time is defined as 40 hours a week. The graduate student clinician will meet the schedule expectations of the supervising SLP. If there is a time the hours of the supervising SLP are below or beyond those indicated as full-time, the Graduate student clinician will contact the university. Unless otherwise stated by the internship site, graduate student clinicians will make-up any unexcused absences and any excused absences that exceed two days. Any absences that are not made up will be reflected in the final grade as a drop in a letter grade from the grade assigned.

RECORD KEEPING

Graduate student clinicians will keep track of the clinical practicum hours and enter hours into the appropriate date base presented by the program.

23 | P a g e University of Central Missouri Communication Disorders Program

Externship in Communication Disorders: Educational Setting

COURSE NUMBER: CD 5802 CREDIT HOURS: Two (2) Graduate level INSTRUCTOR: Various SCHEDULE: As assigned by Off-Site Placement Coordinator Two-days-a-week LOCATION: As assigned by Off-Site Placement Coordinator TERMS: Fall, Spring, Summer

PREREQUISITES: A minimum of two semesters providing therapy in the Welch-Schmidt Center for Communication Disorders. This placement is typically scheduled during the graduate students last fall or spring on campus, just prior to the internship semester. Receive permission from the Graduate Advisor and Off-Site Placement Coordinator.

COURSE DESCRIPTION: The externship is a two or three-day-a-week school placement completed during the last fall or spring prior to the internship semester. The graduate student will maintain the schedule of the school-based SLP on these days. This experience is designed to provide the graduate student clinician the opportunity to meet ASHA certification requirements for clinical practicum hours and knowledge and skills. These same requirements must be met to graduate from the program.

CERTIFICATION STANDARDS: Satisfactory completion of this course is intended to assist the graduate student clinician in meeting knowledge and skills required for ASHA Standards for the Certificate of Clinical Competence in Speech-Language Pathology. Standards needing to be met are specific to each graduate student clinician and all knowledge and skill standards must be met as a requirement for graduation from the graduate program, as well as ASHA Certification. The graduate student clinician has copies of semester grading forms for each clinical practicum experience. These copies provide the graduate student clinician with detailed information about the requirement for meeting knowledge and skill standards and a log of the standards met.

INSTRUCTIONAL MODALITIES/ACTIVITIES: 8. Graduate student clinician will submit request for externship assignment when requested by the Off-Site Placement Coordinator. This is usually requested no later than mid-semester of the second semester of the graduate program. 9. Off-Site Placement Coordinator will assign graduate student clinician to a school setting where supervision will be provided by an appropriately credentialed speech-language pathologist. Every attempt will be made to meet the request for placement from the graduate

24 | P a g e student. There are times when a graduate student may not be placed in one of their personal top three sites. 10. Graduate student clinician will complete program requirements: criminal background checks, immunizations, and BLS; and additional requirements specific to the assigned externship site prior to the end of the semester before the externship. 11. Based on the expectations of the supervising SLP and the ability of the graduate student clinician, the graduate student clinician will fulfill job responsibilities of the supervising SLP. 12. The supervising SLP will monitor the graduate student clinician performance specifically outlined in the UCM Mid/Final Semester Grading Form and provide clinical instruction and feedback. Externship sites may have additional forms they use to provide feedback to the program regarding the performance of the graduate student clinician. 13. Graduate student clinician will complete a self-evaluation for the mid-term and final grading conference. 14. In addition, the Graduate student clinician will meet requirements determined appropriate by the externship site. 15. If a graduate student clinician has to miss any days during their placement, they must notify their supervising SLP and the decision must be made about making up the day(s) missed. The discussion should be between the graduate student clinician, the site supervisor, and the off-site placement coordinator. 16. If a graduate student is aware of any days they will need to miss work at their externship site they need to bring this forward to your supervising SLP as soon as possible so arrangements can be discussed. 17. If the graduate student is not present on scheduled days at the school the days will need to be made up at the end of the semester. Breaks in the university schedule are not automatic days off from the externship placement. Days the graduate student needs to miss have to be discussed with the school based and university based supervisors at the beginning of the semester.

LEARNING OUTCOMES: Upon completion of this practicum placement, the student will be able to: 7. Administer and interpret diagnostic evaluation appropriate to the school setting. 8. Understand the IEP process and the impact of the Individuals with Disabilities Education Act on the education of students with special needs. 9. Prepare evaluation, progress notes, IEP’s and all additional reports appropriate to the school setting. 10. Determine and successfully implement acceptable treatment plans for individual students and groups with speech, language, cognitive and swallowing deficits. 11. Effectively use therapy materials and equipment presented in the school setting. 12. Professionally interact with staff, and students and their families. 13. Adhere to professional standards of ethics.

SERVICES FOR GRADUATE STUDENT CLINICIAN WITH DISABILITIES: UCM is committed to providing Graduate student clinicians equal access to all university programs and facilities. Persons eligible for academic accommodation must have a disability as defined by the Americans with Disabilities Act and be enrolled in one or more hours in UCM course. Contact the Office of Accessibilities Services for more information. 660-543-4421.

25 | P a g e PROFESSIONAL LIABILITY INSURANCE The University of Central Missouri maintains a Professional Liability Insurance policy to cover all graduate student clinicians working in clinical practicum experiences. You may wish to carry additional Professional Liability Insurance. Insurance is available to graduate student clinicians through ASHA’s insurance carrier, Marsh Affinity Group. Call them at (800) 503-9230 or obtain more information on ASHA’s website at https://www.personal-plans.com/asha/welcome.do. However, to be eligible for Seabury’s group rate, the graduate student clinician must be a member of the National Student Speech-Language-Hearing Association (NSSLHA).

PRACTICUM HOURS: A detailed description of required clinical practicum hours can be found on the Communication Disorders Clinical Practicum Blackboard site. During the first week of the externship graduate student clinicians will share a copy of their current cumulative clock hour form with the supervising SLP. The supervising SLP will be able to assist the graduate student clinician obtain the hours needed if made aware in advance. The graduate student clinician should keep in mind that this may the last opportunity to obtain ‘child’ hours. In addition, you should have 300 clinical practicum and observation hours completed prior to your internship. The externship is usually an opportunity to obtain additional hours by serving students on Fridays and/or extending your externship at the end of the semester. Documentation of these hours must be maintained using the format provided by the program. The hours for each category must also be met to complete program requirements. .

PRACTICUM PERFORMANCE EVALUATION The graduate student clinician is evaluated by the off-campus clinical instructor(s) at the midterm and at the end of the semester. Grading forms used in the on-site clinic with minor modifications, are used for all off-site placements. The externship is a culminating experience and provides feedback to the program on the overall knowledge and skill of the graduate student clinical. The supervising SLP may provide additional feedback as prescribed by the site.

ATTENDANCE POLICY The graduate student clinician is required to be on site every day, for the assigned duration of the externship, to meet the requirements of the placement. The graduate student clinician will meet the schedule expectations of the supervising SLP. If there is a time the hours of the supervising SLP are below or beyond those indicated, the Graduate student clinician will contact the university. Unless otherwise stated by the externship site, graduate student clinicians will make-up any unexcused absences and any excused absences that exceed two days. Any absences that are not made up will be reflected in the final grade as a drop in a letter grade from the grade assigned.

RECORD KEEPING

Graduate student clinicians will keep track of the clinical practicum hours and enter hours into the appropriate date base presented by the program.

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